At the heart of our Master of Science in Social Work (MSSW) program is a deep commitment to social justice, human dignity, and meaningful service. Rooted in the core values of the social work profession, our program prepares compassionate, purpose-driven leaders to make a real difference in the lives of individuals, families, and communities.
We seek applicants who are dedicated to:
If you believe that promoting the well-being of others is more than a career—it's your calling—then you're ready to join a powerful community of changemakers.
Discover how the MSSW can prepare you to lead with purpose and create lasting impact.
Start your journey today.
University of Tennessee- Martin Master of Science in Social Work Program is currently in pre-candidacy for accreditation by the Council on Social Work Education’s (CSWE) Board of Accreditation (BOA).
Pre-candidacy status indicates that it submitted an application to be reviewed for candidacy and received approval of its Benchmark 1 from CSWE Accreditation Staff to move forward for a candidacy review within 1-year. A program that has attained pre-candidacy status has not yet been reviewed by the BOA nor verified to be compliant with the accreditation standards.
Students that are admitted to pre-candidate programs in the fall (or later) of the academic year in which the program is granted candidacy status will be retroactively recognized as graduates from a CSWE-BOA accredited program as long as the program attains initial accreditation. Candidacy is typically a 3-year process and attaining pre-candidacy does not guarantee that a program will eventually attain candidacy and initial accreditation.
Pre-candidacy applies to all program options, which include locations and delivery methods.
Accreditation provides reasonable assurance about the quality of the program and the competence of students graduating from the program.
Review our program’s pre-candidacy status in CSWE’s Directory of Accredited Programs. For more information about social work accreditation, contact CSWE’s Department of Social Work Accreditation.
*Requirement for the traditional two year program only ; occurs in the second semester of the first year of the program.
*Requirement for the advanced standing and traditional two-year program.
The UT Martin Master of Science in Social Work (MSSW) program is grounded in the 2022 Educational Policy and Accreditation Standards (EPAS) established by the Council on Social Work Education (CSWE) through its Commission on Accreditation (COA) and Commission on Educational Policy (COEP).
These nationally recognized standards shape our Generalist Year curriculum and ensure that students develop the professional competencies, ethical foundation, and practice skills required for effective social work practice. By aligning our curriculum with CSWE standards, we prepare graduates to meet the evolving needs of individuals, families, communities, and systems with competence and confidence.
Each competency outlines the knowledge, values, skills, and cognitive and affective processes that define generalist-level social work practice. These competencies are accompanied by specific behaviors that integrate these components. The behaviors represent observable demonstrations of competence, while the descriptions preceding them reflect the underlying content and processes that inform professional practice (CSWE, 2022, p. 8).
Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by human rights principles and apply them to realizing social, racial, economic, and environmental justice in their practice. Social workers understand ethical decision-making frameworks and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, anti-racist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital technology and the ethical use of technology in social work practice.
Social workers understand that every person, regardless of societal position, has fundamental human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices throughout history that result in oppression and racism, including social work’s role and response. Social workers critically evaluate the distribution of power and privilege in society to promote social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably and that civil, political, economic, social, and cultural human rights are protected.
Social workers understand how racism and oppression shape human experiences and how these two constructs influence practice at the individual, family, group, organizational, and community levels and in policy and research. Social workers understand the pervasive impact of White supremacy and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social workers understand how diversity and intersectionality shape human experiences and identity development and affect equity and inclusion. The dimensions of diversity are understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that this intersectionality means that a person’s life experiences may include oppression, poverty, marginalization, alienation, privilege, and power. Social workers understand the societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. Social workers understand cultural humility and recognize how a culture’s structures and values, including social, economic, political, racial, technological, and cultural exclusions, may create privilege and power, resulting in systemic oppression.
Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision-making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analyze and interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to various clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources.
Social workers identify social policy at the local, state, federal, and global levels that affect well-being, human rights and justice, service delivery, and access to social services. Social workers recognize the historical, social, racial, cultural, economic, organizational, environmental, and global influences that affect social policy. Social workers understand and critique the history and current structures of social policies and services and the role of policy in service delivery through rights-based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis, implementation, and evaluation within their practice settings with individuals, families, groups, organizations, and communities. Social workers actively engage in and advocate for anti-racist and anti-oppressive policy practices to effect change in those settings.
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, privilege, and their personal values and experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.
Social workers understand that assessment is an ongoing component of social work practice's dynamic and interactive process. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities. Assessment involves a collaborative process of defining presenting challenges and identifying strengths with individuals, families, groups, organizations, and communities to develop a mutually agreed-upon plan. Social workers recognize the implications of the larger practice context in the assessment process and use interprofessional collaboration in this process. Social workers are self-reflective and understand how bias, power, privilege, personal values, and experiences may affect their assessment and decision-making.
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings.
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of diverse individuals, families, groups, organizations, and communities. Social workers evaluate processes and outcomes to increase the effectiveness of practice, policy, and service delivery. Social workers apply anti-racist and anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use qualitative and quantitative methods for evaluating outcomes and practice effectiveness.
Social workers recognize the unique challenges and issues and leverage the strengths inherent in individuals, families, groups, organizations, and communities in rural settings. Social workers understand the diverse social, economic, and cultural contexts of rural areas and develop the skills necessary to provide culturally competent and ethically sound social work services in this setting. Social workers approach encounters with rural client systems with openness, sensitivity, humility, and respect. Social workers identify the limits of their own understanding and honor a client’s lived experience in a rural setting and demonstrate appropriate referral skills. Social workers are aware of their own biases and avoid imposing their own values on client systems.
The UT Martin MSSW Clinical Practice specialization with a Rural Emphasis prepares students for advanced-level social work practice grounded in the 2022 Educational Policy and Accreditation Standards (EPAS) established by the Council on Social Work Education (CSWE).
Building upon the generalist year, the specialization advances students’ knowledge, values, skills, and cognitive and affective processes necessary for advanced clinical social work practice in rural contexts. The curriculum is intentionally designed to address the complex biopsychosocial-spiritual needs of individuals, families, groups, organizations, and communities, with particular attention to the unique strengths and structural challenges present in under-resourced rural environments.
Through the integration of advanced practice theory, neuroscience, diagnostic frameworks, ethical decision-making, and concurrent field education, students strengthen their ability to assess, intervene, and evaluate practice at multiple levels.
Each specialization competency describes the advanced knowledge, values, skills, and cognitive and affective processes that MSSW students must master prior to graduation. The accompanying practice behaviors represent the observable demonstration of competency in advanced clinical practice with a rural emphasis.
Clinical social workers in rural settings understand that ethical practice is shaped by unique contextual factors, including limited anonymity, overlapping personal and professional roles, and the scarcity of service providers (K). They recognize the importance of professional integrity while navigating these complex dynamics and remain vigilant in managing dual relationships and confidentiality challenges inherent to small communities (V). Clinical social workers in rural settings demonstrate a lifelong commitment to self-reflection, cultural humility, and professional growth, including the ethical use of technology such as telehealth to expand access to care (S). Clinical social workers in rural settings apply the NASW Code of Ethics and rural-specific ethical decision-making models to guide responsible practice, drawing on supervision, consultation, and interprofessional collaboration to ensure sound judgment (C/A).
Clinical social workers in rural settings understand that culture, geography, and structural inequities intersect to shape the lived experiences of rural residents. They are aware of and knowledgeable of intersecting and ongoing injustices throughout history that have resulted in oppression and racism, including social work’s role and response to these injustices (K). Clinical social workers in rural settings critically examine how dimensions of diversity, such as race, class, disability, immigration status, gender, and poverty; uniquely manifest in rural settings and influence access to resources and services (C/A). Clinical social workers in rural settings recognize that every person, regardless of position in society, has fundamental human rights and therefore, they critically evaluate the distribution of power and privilege to promote social, racial, economic, and environmental justice (V). Practitioners demonstrate cultural humility by adapting interventions to align with local norms, traditions, and values, while challenging stereotypes, stigma, and exclusionary practices that reinforce inequities (S). Clinical social workers in rural settings also embrace the strengths, resilience, and cultural assets embedded within rural communities, integrating these resources into practice to advance inclusive, equitable, and client-centered care.
Clinical social workers in rural settings recognize that systemic inequities disproportionately affect rural populations, including limited access to healthcare, poverty, and geographic isolation (K). They acknowledge the historical and contemporary oppression that shapes rural communities, particularly in regions impacted by disinvestment, environmental injustice, and structural racism. Clinical social workers in rural settings understand how racism, White supremacy, privilege, and systemic oppression shape human experiences and influence practice at the individual, family, group, organizational, community, and policy levels. Clinical social workers in rural settings apply an intersectional lens, recognizing how overlapping dimensions of diversity; including but not limited to race, class, gender identity, immigration status, ability, and tribal sovereign status, create both risks of oppression and opportunities for privilege and power (S). With cultural humility, Clinical social workers in rural settings critically examine how social, economic, political, racial, and cultural structures can perpetuate exclusion while reinforcing inequities in rural contexts (C/A). Through advocacy, education, and community partnerships, clinical social workers in rural settings work to dismantle stigma surrounding mental health, reduce systemic barriers, and promote human rights, dignity, and justice in rural communities (V).
Clinical social workers in rural settings understand that research and practice exist in a reciprocal relationship, each informing and strengthening the other (K). They recognize that evidence-based practices often require adaptation to the realities of rural settings, where limited resources, cultural nuances, and underrepresentation in traditional research samples can limit applicability. Clinical social workers in rural settings also understand the purpose and process of utilizing logic models, scientific inquiry, and culturally informed and ethical approaches to building knowledge (V). They engage in practice-based and participatory research that centers the voices of rural clients and communities, ensuring inquiry is responsive to context and aligned with professional values (S). Clinical social workers in rural settings apply findings from emerging rural-focused research to inform intervention and policy, while also contributing to the knowledge base by documenting effective rural practice innovations (C/A). By integrating both quantitative and qualitative methods, advanced generalist practitioners ensure that research remains accessible, relevant, and useful to clients, practitioners, organizations, and policymakers serving rural populations.
Clinical social workers in rural settings understand their leadership role in policy development, analysis, implementation, and evaluation across micro, mezzo, and macro levels of practice (K). They recognize that federal, state, and local policies uniquely shape the accessibility, quality, and equity of services in rural communities (V). Clinical social workers in rural settings critically analyze how historical, social, cultural, economic, organizational, environmental, and global forces influence policy and contribute to service disparities (C/A). They advocate for reforms that address provider shortages, strengthen rural infrastructure, and integrate behavioral health into primary care. Clinical social workers in rural settings also provide leadership while supporting natural leaders within rural communities to elevate local voices and ensure policy agendas reflect community priorities (S). By engaging collaboratively with diverse stakeholders, they advance equity, justice, and sustainability in rural service delivery systems.
Clinical social workers in rural settings understand that engagement in rural settings is deeply relational and shaped by community culture, stigma, and informal support systems (K). They recognize that rural systems are often highly interconnected and closed in nature, creating unique challenges for maintaining professional boundaries and navigating dual relationships. Clinical social workers in rural settings build trust by approaching clients with cultural humility and demonstrating flexibility in meeting people where they are; whether in schools, faith-based organizations, community centers, or other natural environments (V). They demonstrate self-awareness by reflecting on how their personal experiences, values, and reactions may affect engagement and by using themselves intentionally and ethically in practice (C/A). Effective engagement in rural contexts requires balancing authenticity and relational openness with firm boundaries and limits, ensuring trust is built without compromising professional integrity. Clinical social workers in rural settings collaborate with family networks, faith leaders, neighbors, and informal helpers to strengthen client relationships and foster culturally grounded engagement strategies that honor rural traditions and resilience (S).
Clinical social workers in rural settings recognize that assessment is an ongoing, dynamic process shaped by the broader ecological context of rural life (K). They conduct comprehensive biopsychosocial-spiritual assessments that account for economic hardship, geographic isolation, agricultural demands, multigenerational households, and community-specific norms (S). Clinical social workers in rural settings identify systemic barriers such as transportation limitations, healthcare deserts, and stigma, while also recognizing and building upon community resilience and strengths (V). Clinical social workers in rural settings give careful attention to the role of informal networks, such as church communities, neighbors, extended family, and fictive kin; that often serve as critical sources of support in rural contexts (C/A). Clinical social workers in rural settings collaborate with clients to incorporate local resources, natural supports, and community assets into treatment planning, ensuring assessments are culturally responsive and contextually relevant to rural populations.
Clinical social workers in rural settings recognize intervention as an ongoing and dynamic process that builds on client strengths, resilience, and protective factors (K). In rural contexts, clinical social workers prioritize cultural values, traditions, and community resources, affirming and validating the client’s contextual worldview while leveraging community strengths to support intervention goals (V). Clinical social workers in rural settings adapt evidence-informed interventions to align with client needs and critically evaluate theories of human behavior and the social environment to ensure their relevance for rural populations (C/A). They integrate telehealth and other innovative delivery methods to address geographic distance and workforce shortages, and they actively work to dismantle systemic barriers that restrict access to care. Clinical social workers in rural settings apply culturally responsive, interprofessional, and collaborative approaches to achieve effective outcomes across system levels (S). They also provide leadership in program development, clinical and organizational supervision, policy reform, and research utilization, ensuring interventions contribute to sustainable and equitable service delivery in rural communities.
Clinical social workers in rural settings recognize evaluation as a vital process for enhancing practice effectiveness in under-resourced environments (K). They design and implement evaluation strategies that address the realities of small populations, limited-service capacity, and contextual barriers to data collection (S). Clinical social workers in rural settings critically analyze client outcomes to refine clinical approaches for rural settings and disseminate findings that inform both practice and policy (C/A). They employ culturally responsive and participatory evaluation methods that elevate client and community voices, ensuring that evaluation efforts contribute to sustainable, equitable, and contextually relevant service delivery (V).
Clinical social workers in rural settings recognize both the challenges and strengths inherent in rural clinical practice (K). They understand the diverse social, economic, and cultural contexts of rural areas and develop the therapeutic skills necessary to provide ethically sound, culturally responsive, and client-centered care (S). Clinical social workers in rural settings approach therapeutic encounters with openness, humility, and respect, honoring the lived experiences of rural clients and communities while identifying the limits of their own understanding (V). They remain aware of their own biases and avoid imposing personal values on client systems, drawing on the NASW Code of Ethics as a foundation for practice (C/A). Clinical social workers in rural settings collaborate with rural communities to address systemic barriers to care, improve accessibility of services, and advocate for policies and programs that advance well-being, equity, and justice in rural contexts.
MSSW students are responsible for ensuring the MSSW curriculum meets their state's educational requirements for licensure.
TN Board of Social Workers: https://www.tn.gov/health/health-program-areas/health-professional-boards/sw-board/sw-board/applications.html
Association of Social Work Boards (ASWB)- Licensing requirements by state or province: https://www.aswb.org/licenses/how-to-get-a-license/licensing-requirements-by-state-or-province/
The mission of the MSSW program at the University of Tennessee at Martin is to equip students with the necessary tools to meet the escalating demand for advanced social work practitioners adept at serving individuals, families, groups, organizations, and communities in an ever-diversifying world. MSSW graduates will emerge as proficient practitioners, possessing a shared foundation of social work knowledge, values, and skills, alongside specialized expertise tailored for client systems within rural communities. They will be prepared to practice with integrity, guided by the ethical principles delineated in the NASW Code of Ethics, and equipped to provide advanced practice services to various human service settings and diverse demographic groups.
UT Martin’s MSSW program has several goals within the context of clinical practice with a rural emphasis, which are to prepare advanced practice professionals to:
Applicants may be admitted as degree-seeking (Unconditional, Conditional, Advanced Standing, or Early) or non-degree-seeking and must meet the university requirements listed under types of admissions.
*Advanced standing applicants who earned a BSW degree in excess of 5 years will be reviewed and considered at the discretion of the MSSW Program Director. Advanced standing applicants who earned a BSW degree in excess of 5 years with an active social work license in good standing with a state board in the U.S. are preferable.
**Advanced standing applicants not meeting the GPA requirement, may submit proof of BSW licensure for additional consideration
Applicants who do not meet requirements for either unconditional or conditional admission may be eligible for unclassified or non-degree admission and must submit all required admission materials.
Early admission is available to a degree-seeking Social Work major who has completed all SWRK core coursework (listed below) and has at least a B (3.00) cumulative GPA in addition to the university requirement for admission. Students meeting these criteria will be allowed to take two courses before completing their baccalaureate degree. Students taking graduate and undergraduate coursework together cannot exceed 15 total credit hours per semester.
The core courses listed below are required for all social work majors (56 hours). These course are the courses that must be completed for UT Martin undergraduate social work majors to be apply for early admission to the MSSW program.
This list of courses along with a full explanation of all requirements for degree seeking undergraduate social work majors can be found online in the Undergraduate Student Catalog. The catalog is linked below.
https://catalog.utm.edu/preview_program.php?catoid=24&poid=6550&returnto=678
The following items are required to fulfill the MSSW Program application requirements, and to be considered for admission to UT Martin’s MSSW program:
“The moment I toured UTM I knew it was where I wanted to spend the next few years of my life. I walked onto campus with so many welcoming and smiling faces. The campus size was just a plus. ”
