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The abbreviated article contains a brief overview of the contemporary state of evidence-based social work (EBSW) and projections of its likely future. The forecast is based upon a review and analysis of the current trends and themes reflected in books, journal articles, dissertations, conferences, university programs, centers and resources available through the World Wide Web. The analysis suggests that the future of evidence-based practice (EBP) in social work is likely to be characterized by further evolution, clarification, and explication of the EBP perspective; continued growth and popularity and a commensurate increase in the number of publications about EBP; modest increase in the number of practice-relevant research studies conducted by social workers; slight decrease in the gap between research-based knowledge and actual practice; and continued polarization within the profession about the relative value and utility of evidence-based social work.

In this paper, the author discusses assessment of student learning in light of
evolving accreditation standards. The author describes the Indiana Model—a comprehensive
approach that includes: (a) a Course-Learning Objectives (CLO) classification
system to organize and analyze the total array of course learning objectives
addressed in a curriculum, (b) a direct Assessment of Student Learning system to
demonstrate student learning outcomes, and (c) an indirect Assessment of Student
Learning system to provide for the perspectives of consumers and other stakeholders.
When integrated, the three systems may be used for curriculum analysis and development,
assessment of student learning, and program evaluation—particularly in
terms of student learning outcomes. The proposed integrated approach to student
learning assessment addresses both university and professional accreditation standards.

Human services organizations generally do not have methods for identifying early signs of distress among social caseworkers. The author discusses a developmental-interactional model that allows supervisors, administrators, and workers to assess personal and professional distress.

Although doctoral programs in social work are not accredited by the
Council on Social Work Education nor subject to the Educational Policy and
Accreditation Standards (EPAS, 2001), DSW and Ph.D. programs are affected by the
nature and quality of baccalaureate and masters' socia lwork education. In this article,
the authors discuss the implications of the 2001 EPAS as they relate to BSW and MSW
graduates' motivation and preparation for doctoral education.

Economic modeling provides academic administrators with a logical
framework for analyzing costs associated with the processes involved in the delivery
of social work education. The specific costs associated with activities such as teaching,
research, and service may be determined for a school of social work as a whole or
for specific responsibility centers (e.g., programs and services within the school).
Economic modeling utilizes modern spreadsheet software that can be configured in
relation to the idiosyncratic needs and budgeting strategies that exist in virtually all
colleges and universities. As a versatile planning tool, it enables managers to identify
specific "cost-drivers" that cause the occurrence of real costs in relation to designated
programmatic initiatives. In addition, economic modeling provides academic planners
and decision-makers a useful vehicle for considering the economic impact of
various projected ("what if") scenarios.

In this invited article, the authors review the history and development of
the Indiana University School of Social Work from its origin in 1911 as a small
department to its current status as a large organization offering educational programs
to nearly 900 students on five campuses. One of the nation's oldest, it is the
only school to offer the full continuum of social work education from the associate
through the doctoral levels. In many respects, the evolution of the School mirrors the
experiences of other schools and departments of social work.As such, the article may
be enlightening to those interested in the history of social work education in this
country.