Social Psychology (Ph.D.)

Social psychology (ph.d.) | graduate.

We train social psychologists who produce and advance the scientific study of social psychological theories, including the affective, cognitive, sociocultural, motivational, neural, and physiological underpinnings of social behavior. Our students seek to understand how these processes are shaped by political, societal, organizational, and other factors.

The APA-accredited Ph.D. program in Psychology (specialization in Social Psychology) at Howard's Graduate School provides rigorous training in the scientific study of affective, cognitive, sociocultural, motivational, neural, and physiological underpinnings of social behavior. Our scholars seek to understand how these processes are shaped by political, societal, organizational, and other factors. Our program prepares graduates for careers as psychologists, social scientists, practitioners, and university and college faculty who advance the use of social psychological theories (i.e., attitudes, social cognition, judgment, and decision-making) and methods (i.e., quantitative, qualitative, and mixed methods research) to understand how individuals perceive themselves and others and how people relate to one another. Our Ph.D. program emphasizes a firm grounding in contemporary theoretical orientations and multi-method approaches that combine assessment, self-report and direct behavioral observation, experience, correlational, longitudinal, and dyadic sampling methods, survey and field research design, EEG/ERP, eye-tracking, and peripheral psychophysiology. As a doctoral student in the Social Psychology graduate program, you'll be part of an active research culture at Howard and collaborate with faculty in research labs on projects across various knowledge domains in the social psychology field. You'll have numerous opportunities to present your research findings at key meetings in Washington, DC, and benefit from the close mentorship of faculty with wide-ranging research interests, including social cognition, self-knowledge, social identification, judgment and decision-making, intergroup relations, and prejudice and stereotyping.

Program Snapshot

      ❱  72 credit hours        ❱  Full-time       ❱  On-campus format       ❱  Degree: Ph.D. 

Application Deadlines

Spring 2024 entry:         ❱  No spring entry

Fall 2024 entry:         ❱  Dec. 1, 2023  (early deadline)       ❱  Feb. 15, 2024  (priority deadline)       ❱  Apr. 15, 2024  (final deadline)

Applicants should submit their applications as early as possible for earlier consideration of departmental funding opportunities. Applicants have until the final deadline to apply. However, applications will be reviewed on a rolling basis throughout the admissions cycle. 

Transfer credits accepted  (reviewed by committee)

Dr. Lloyd Sloan

Dr. debra roberts, oluwadamilola adeboyeku, program details.

  • Degree Classification: Graduate
  • Related Degrees: Ph.D.

Admission Requirements

Application for admission .

  • Online PSYCAS application
  • Statement of purpose/ Statement of academic interest ( 500-1,000 words )
  • GRE scores required
  • Official transcripts sent to PSYCAS
  • 3 letters of recommendation
  • Bachelor's degree from an accredited college or university or the international equivalent  
  • Resume or Curriculum Vitae
  • Autobiographical statement ( 500-750 words )

GRE Required?

Gre preferred minimums.

  • GRE Verbal Reasoning: N/A
  • GRE Quantitative Reasoning: N/A
  • GRE Analytical Writing: N/A

GPA Required Minimums

  • Overall GPA minimum: 3.0
  • Undergrad GPA minimum: 3.0

Reference Requirements

Evaluator type accepted:

  • Professor (Required)
  • Supervisor/Manager

Evaluator type not accepted:

  • Family Member

Personal Statement Guidance

Statement of purpose/statement of academic interest should highlight why you wish to pursue a degree in social psychology and address the following:

  • Describe your academic and research interests, identifying specific faculty member(s) with whom you want to work.
  • Describe your personal, professional, and educational goals related to the Ph.D. in Social Psychology.
  • How will obtaining your Ph.D. in Social Psychology enhance you in your current position and/or future career?

Letter of Recommendation Guidance

Provide three (3) letters of recommendation from individuals who are familiar with your ability and/or potential for rigorous graduate study, clinical work, and/or research. Whenever possible, Howard University recommends seeking recommendations from faculty members in psychology or practicing professionals in psychology or other mental health disciplines. Letters of recommendation should be submitted through the PSYCAS system.

Howard University Online Degree Programs -home

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  • Tuition & Financial Aid
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  • Field Education Placement Services
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Home / Master of Social Work / Admissions

phd social work howard

The Howard University School of Social Work prepares students to transform systems of oppression and strengthen culturally diverse communities through social work. We challenge our graduates to become architects of liberation at local, national and international levels.

We seek applicants who embody our founding pillars of excellence in truth and service. In addition to strong academic credentials, you should be able to demonstrate a commitment to social justice and the field of social work.

Eligibility Requirements

Howard MSW Online offers Traditional and Advanced Standing tracks, both of which can be completed on a full-time or part-time basis. The full-time pace is a full-time commitment. If you plan to work while you study, we strongly encourage a part-time pace.

The Traditional MSW (60 credits)  is designed for students who hold a bachelor’s degree from a regionally accredited college or university, with a minimum of 60 credits in the liberal arts. A 3.0 cumulative GPA in undergraduate coursework is preferred but not required. This track can be completed full-time in approximately 1.5 years (16 months, 4 terms) or part-time in as few as 3 years (36 months, 9 terms).

The Advanced Standing MSW (45 credits)  is designed for students who hold a Bachelor of Social Work (BSW) from a CSWE-accredited institution. The BSW must have been awarded within four years of your first term start date. Candidates must have earned a 3.0 cumulative GPA in all social work foundation and undergraduate coursework. This track can be completed full-time in as little as one year (12 months, 3 terms) or part-time in as few as 2 years (24 months, 6 terms).

DEGREE TIMELINES

Advanced standing track, traditional track, start dates, upcoming deadlines, september 2024, application fee waivers.

The standard application fee is $100, but McNair scholars may qualify for an application fee waiver. You must contact an admissions counselor to confirm your fee waiver before applying.

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Graduate School

Innovate here. lead here. belong here., welcome to the graduate school.

Graduate students from across the country and globe choose Howard University, a leading research-intensive and historically Black private university, for its reputation for academic excellence, its research preeminence, its global diversity, and its distinct location in the global capital of the world, Washington, D.C. The Howard University Graduate School commits itself to producing leaders for America and the global community. Students like you, across over 40 Howard doctoral, master’s, certificate, and MD/Ph.D. degrees and over 100 specializations, turn their graduate education and research passions into a relentless pursuit of ideas to solve some of the globe’s toughest challenges. Our institutional motto, Veritas et Utilitas (Truth and Service), is woven throughout our research enterprise. Our faculty and graduate students are driven by a deep-rooted sense of purpose and desire to make an impact in the world.

Why Students Choose HU

Learn why students choose Howard for their graduate studies 

Find a Graduate Program

Explore a graduate degree from one of the nation's top-ranked universities. 

Our Research Impact 

Learn how Howard is at the forefront of research, innovation, and global leadership

World-Class Faculty

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You'll work closely with faculty who are committed to innovative teaching at every level, inspired by your ideas, and invested in your personal development and professional success. Howard faculty bring years of experience into the classroom as leading practitioners, industry experts, policymakers, foreign diplomats, public health officials, economists, and research scientists. Their access to global research networks and connections also means you'll have access to a strong network of research mentors. They are members of the American Association for the Advancement of Science, the National Academy of Engineering, the National Academy of Sciences, and more. Our faculty have included some 40 National Science Foundation CAREER award recipients; winners of the Nobel Prize, the Pulitzer Prize, the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring; MacArthur and Robert Wood Johnson Fellows, and over 70 Fulbright scholars.

On-campus producer of African American doctoral recipients 

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Producer of African American students entering medical schools in the U.S.

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News & Events

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Recent Grad School News

Celebrating howard's seniors of the diaspora during the inaugural international graduation ceremony, how a dual enrolled master of divinity and master of social work graduate found her voice at howard university, farewell mr. howard: spotlighting a 2024 graduate and changemaker.

People Profiles

Headshot photo of Janice M. Davis

Janice M. Davis

Director of agency-based education, department/office.

  • Direct Practice Concentration, Social Work

School/College

  • School of Social Work

Additional Positions

  • Director of Agency-Based Education Community, Administration & Policy Practice, Social Work

Janice M. Davis, Ph.D., MSW, LCSW-C, is the Director of Clinical Education for Howard University School of Social Work. She has over 30 years of experience as a social worker in child welfare, health care, and substance abuse. Dr. Davis received her PhD in Social Work from Morgan State University, Master of Social Work from Howard University, and Bachelor of Science in Human Development from Howard University. She maintains a private practice in Prince George’s County Maryland. Her research interests include nontraditional students, workforce development, first generation college students, health disparities, the impact of behavioral and mental health on social class and substance abuse.

The Hub Howard University News

Howard University's News & Stories Hub

How a dual enrolled master of divinity and master of social work graduate found her voice at howard university.

Leah Burgess, M.Div., M.S.W.

While the traditional image of a divinity scholar often centers on the pulpit, 2024 graduate Leah Burgess ', M.Div., M.S.W., story defies those confines. As a distinguished scholar in divinity and social work, as well as the Council Executive President of Howard University School of Divinity Student Government Association, Burgess stands poised on the brink of graduation. Her journey exemplifies the seamless integration of academic rigor with a profound sense of purpose. Through her narrative, Burgess not only illuminates the richness of divinity studies but also reshapes perspectives, showcasing the diverse opportunities within this field. 

Her story begins in Marlton, NJ, where she was born to parents who both worked in social work and are ministers. Reflecting on her upbringing, she acknowledges the influence of her father, who holds a M.Div. explaining, “In so many ways, I am walking in his footsteps. He heard a call to ministry…and there is something about having a glimpse of what you can be because of what you’ve seen others be.”     For Burgess, 46, her call to ministry unfolds as a series of formative moments. From witnessing the MOVE bombing in Philadelphia, where a home occupied by members of communal organization was destroyed when police dropped two explosives onto the home in May 1985, to surviving sexual assault, each experience has propelled her towards advocacy for social justice. Her commitment to "abolishing shame" was ignited by her own trauma, fueling her passion for advocating for sexual violence survivors and addressing issues like sexual violence, poverty, mass incarceration, and addiction. Much of her career has been dedicated to working with victims of sexual violence and assault. Discovering Howard University's Master of Divinity and Master of Social Work dual degree program felt serendipitous, aligning perfectly with her dual passions for ministry and social work.    After initially applying to a different divinity program and later learning that the program was not accredited, Burgess found herself being led by God to other options. One summer, Burgess visited the School of Divinity. Campus was quiet, as most students were on break and faculty members at various conferences. She walked to the fourth floor and met then Dean, Yolanda Pierce’s executive assistant, who offered Burgess the opportunity to speak with the dean, and the rest was history. Burgess self describes her journey to this point as a “beautiful struggle or piece of the puzzle.”    Burgess's journey through the program at Howard University has been transformative as someone experiencing poverty and considered middle-aged, she approached her studies in social work and divinity with a deep sense of purpose. At Howard, she found a community dedicated to preparing practitioners who transcend immediate challenges, striving to instill in them a broader vision of social justice and empowerment. This environment empowered Burgess to fully embrace her voice and agency, recognizing that true empowerment comes from within. 

As the world of religion and theology evolve, she will be there alongside it. Today, she finds that there has been a shift in how people engage with religious systems and the theory that people must come to a church to experience the church. This understanding inspired her goal of curating “third spaces” for people to gather and connect. “There are multiple layers to connecting with people around things that people already enjoy (i.e. gathering for a good meal). When you open a space for people to come together, eventually they’ll feel a sense of belonging, safety, and will want to share their story.,” said Burgess.     For her capstone project she developed her “woman-ologue” production which will investigate the relationship between womanist theology and the theology of abolition and trauma through prayers, poetry, and monologues. She hopes to tell the stories of sexual assault trauma survivors, particularly black women who've experienced trauma though various artistic mediums. She looks forward to pitching the idea as a workshop in different churches and/or community centers.    While reflecting on her life journey to Howard and beyond, Burgess hopes that people realize we are all pieces of a greater whole and that we all matter. She explains, “you are part of a greater whole, when one of us is in trouble, that means that we're all in trouble. If one of us is celebrating, we should all be celebrating.” She continues, “I'd love for folks to be able to embrace the idea of being part of a larger community; locally, regionally and globally because what we do at Howard impacts the entire world.” 

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Find more stories like this, are you a member of the media.

Our public relations team can connect you with faculty experts and answer questions about Howard University news and events.

School of Social Work

Programs of study.

We are very pleased that you are considering the Howard University School of Social Work for your graduate school work education. We offer the  MSW Flagship program , the  Ph.D. program , the MSW/MDiv program, the MSW/MBA program, the MSW/MPH program, and the newly implemented online  MSW Starship program .

Few social work programs in the United States can claim as rich a legacy and heritage as Howard's. The goals and objectives of the School of Social Work emphasize preparation of advanced level MSW professionals to practice at the local, national and international levels for the solution of human problems and to become leaders in their communities.

Our doctoral graduates are prepared for the professoriate, research and leadership. Both masters and doctoral graduates are expected to become architects of liberating structures in communities that are empowered to serve the best interests of all their members. Leadership is our hallmark. Oppression and social and economic injustice are among our prime targets.

Howard Gardner

Faculty info, contact information, personal site, faculty coordinator.

Howard Gardner is the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. He is also the head of the Steering Committee of Harvard Project Zero . Among numerous honors, Gardner received a MacArthur Prize Fellowship and a Fellowship from the John S. Guggenheim Memorial Foundation in 1981 and 2000, respectively. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in Education. He also won  Howard Gardner, recipient of the Distinguished Contributions to Research in Education Award. In recognition of his contributions to both academic theory and public policy, he has received honorary degrees from thirty-one colleges and universities, including institutions in Bulgaria, Canada, Chile, Greece, Ireland, Israel, Italy, South Korea, and Spain. He has twice been selected by Foreign Policy and Prospect magazines as one of 100 most influential public intellectuals in the world. In 2011, Gardner received the Prince of Asturias Award for Social Sciences; in 2015, he was chosen as the recipient of the Brock International Prize in Education; and in 2020, he received the Distinguished Contributions to Research in Education Award from the American Educational Research Association (AERA). He has been elected a member of the American Academy of Arts and Sciences, the American Philosophical Society, the National Academy of Education, and the London-based Royal Society for the Encouragement of Arts, Manufactures, and Commerce. 

The author of thirty books translated into thirty-two languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments (please see Multiple Intelligences Oasis ). Since the middle 1990s, Gardner has directed The Good Project , a group of initiatives, founded in collaboration with psychologists Mihaly Csikszentmihalyi and William Damon. 

In 2020, Gardner’s memoir, A Synthesizing Mind was published by MIT Press. He also recently completed The Real World of College with Wendy Fischman, to be published by MIT Press in 2022. This book explores the results of their large-scale national study documenting how different groups think about the goals of college and the value of a course of study emphasizing liberal arts and sciences. He contributes to his personal blog regularly.  

Publications

  • Kornhaber, M., & Winner, E. (Eds.). (2014). Mind, Work, and Life: A Festschrift on the Occasion of Howard Gardner’s 70th Birthday, with responses by Howard Gardner (Vols. 1-2). Amazon via CreateSpace Independent Publishing Platform. Available online at: http://howardgardner01.files.wordpress.com/2012/06/festschrift-_-volumes-1-2-_-final.pdf.
  • Gardner, H. and Davis, K. (2013). The App Generation: How today's youth navigate identity, intimacy, and imagination in a digital world . New Haven, CT: Yale University Press. Translated into: Italian, Korean, Spanish, Romanian, and Chinese (simple characters).
  • Gardner, H. (2011). Truth, beauty, and goodness reframed: Educating for the virtues in the era of truthiness and twitter . (Paperback edition, with new preface). New York, NY: Basic Books.
  • James, C., Davis, K., Flores, A., Francis, J., Pettingill, L., Rundle, M., & Gardner, H. (2009). Young people, ethics, and the new digital media: A synthesis from the GoodPlay Project . Cambridge, MA: The MIT Press.
  • Gardner, H. (2007). Five minds for the future . Boston: Harvard Business School Press. Translated into Korean, Italian, Japanese, Danish Chinese, Portuguese, Russian, Spanish, Turkish, Romanian.
  • Gardner, H., Ed. (2007). Responsibility at work: How leading professionals act (or don't act) responsibly . San Francisco: Jossey-Bass.
  • Gardner, H. (2006). The development and education of the mind: The collected works of Howard Gardner . London, UK: Routledge. Translated into Italian, Spanish.
  • Gardner, H. (2006). Multiple intelligences: New horizons . New York: Basic Books. Translated into: Romanian, Chinese (SC), Vietnamese, Indonesian, Korean, and Bulgarian.
  • Gardner, H. (2004). Changing minds: The art and science of changing our own and other people’s minds . Boston MA: Harvard Business School Press. Paperback edition (2006). Translated into French, Spanish, Japanese, Danish, Indonesian, Italian, Korean, Portuguese, Greek, Polish, Russian, Turkish, Chinese (CC), Chinese (SC), Chinese (short version), Danish, Romanian, Norwegian, and Croatian. Awarded Strategy + Business's Best Business Books of the Year (2004). 2011 Edition with updated preface and bibliography: New York, NY, Basic Books.
  • Fischman, W., Solomon, B., Greenspan, D., Gardner, H. (2004). Making good: How young people cope with moral dilemmas at work . Cambridge: Harvard University Press. Translated into Spanish, Korean, and Chinese.
  • Gardner, H. (2002). Howard Gardner in Hong Kong . L.Lo (Ed.). Hong Kong: Hong Kong Institute of Educational Research.
  • Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001). Good Work: When excellence and ethics meet . New York: Basic Books. Paperback edition with Afterword (2002). Translated into Korean, Spanish, German, Portuguese, Swedish, Chinese and Romanian. Selected as one of ten most important books in Hong Kong (2003). Chosen as a Book of Distinction by the Templeton Foundation.
  • Gardner, H. (1999). The Disciplined mind: What all students should understand . New York: Simon and Schuster. Translated into Portuguese, German, Spanish, Chinese (Taiwan), Italian, Swedish, Korean, Hebrew, Danish, Turkish, Romanian, Croatian. Excerpted in The Futurist , 34, (2), 30-32, (Mar/Apr 2000) . Paperback edition with new afterword, "A Tale of Two Barns": Penguin Putnam, New York, 2000.
  • Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st Century . New York, NY: Basic Books. Translated into German, Spanish, Korean, Hebrew, Chinese (SC), Swedish, Portuguese, Japanese, Italian, Bulgarian, Polish, Turkish, Dutch, and Croatian.
  • Gardner, H. (1997). Extraordinary minds: Portraits of exceptional individuals and an examination of our extraordinariness . New York: Basic Books. British edition, London: Weidenfeld & Nicolson, 1997. Translated into French, Portuguese, Chinese (Taiwan), Chinese (PRC), Polish, Hungarian, Czech, Spanish, Korean, Indonesian, and German.
  • Gardner, H., with the collaboration of Laskin, E. (1995). Leading minds: An anatomy of leadership . New York: Basic Books. Translated into German, Italian, Swedish, Portuguese, Chinese (Taiwan), Greek, Korean, Spanish, and Japanese. British Edition: HarperCollins, 1996. Basic Books Paperback.
  • Gardner, H. (1993). Multiple intelligences: The theory in practice . New York: Basic Books. Selected by three book clubs. Excerpted in the magazine Behinderte in Familie , Schule und Gesellschaft , vol. 2 , 1997. Abridged, Danish translation, 1997, Copenhagen: Glydendal Undervisning. Translated into Spanish, Portuguese, Italian, French, Chinese (Taiwan), Hebrew, Korean, Polish, Chinese (R.C.), Danish, Ukranian, and Japanese.
  • Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi . New York: Basic Books. Quality Paperback Book Club. Translated into Swedish, German, Spanish, Chinese (Taiwan), Portuguese, Italian, Slovenian, Korean, Polish, and French.
  • Gardner, H. (1990). Art education and human development . Los Angeles, CA: The Getty Center for Education in the Arts. Translated into Italian and Spanish.
  • Gardner, H. (1989). To open minds: Chinese clues to the dilemma of contemporary education . New York, NY: Basic Books. Basic Books Paperback with new introduction, 1991. Translated into Italian and Korean.
  • Gardner, H. (1985). The mind's new science: A history of the cognitive revolution . New York: Basic Books. Translated into Spanish, Japanese, French, German, Italian, Chinese, and Portuguese. Adopted by six book clubs. Basic Books Paperback with new Epilogue, 1987.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York: Basic Books. Selected by five book clubs. British Edition, W. Heinemann. Translated into Spanish, Japanese, Italian, Hebrew, Chinese, French, and German. Basic Books Paperback, 1985. Tenth Anniversary Edition with new introduction, New York: Basic Books, 1993. Twentieth Anniversary Edition with new introduction. New York: Basic Books, 2004. Translated into Swedish, German, Portuguese, Spanish, Italian, Chinese (Taiwan), French, Norwegian, Hebrew, Slovenian, Korean, and Czech. Selected by three book clubs. Selected by the Museum of Education for Books of the Century exhibit, Columbia, SC, 1999. Tenth Anniversary British Edition, London: HarperCollins (Fontana Press), 1993.
  • Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity . New York, NY: Basic Books. Basic Books Paperback, 1984. Translated into Spanish, Hebrew, Japanese, Italian, Chinese, and Portuguese.
  • Gardner, H. (1980). Artful Scribbles: The significance of children's drawings . New York: Basic Books. Behavioral Sciences book service selection. Basic Books Paperback, 1982. Translated into Japanese, French, Spanish, and Chinese.
  • Gardner, H. (1979). Developmental psychology: An introduction . Boston: Little Brown, International Edition. Second Edition, 1982.
  • Gardner, H. (1975). The shattered mind . New York: Knopf. Main Selection, Psychology Today Book Club, Jan. 1974; Vintage Paperback, 1976. Quality Paperback Book Club Selection. Routledge and Kegan Paul, British Edition. Translated into Japanese.
  • Gardner, H. (1973). The quest for mind: Jean Piaget, Claude Levi-Strauss, and the structuralist movement . New York: NY: Knopf. Vintage paperback, 1974; coventure publication in England, 1975. Second Edition, 1981, University of Chicago Press. Translated into Italian and Japanese.
  • Gardner, H. (1973). The arts and human development . New York, NY: Wiley. Translated into Chinese and Portuguese. Second Edition, 1994, New York: Basic Books.
  • Brock International Prize in Education (2015)
  • Prince of Asturias Award (2011)
  • Medal of the Presidency of the Italian Republic, International Scientific Committee of the Pio Manzu Centre (2001)
  • Guggenheim Fellowship (2000)
  • Grawemeyer Award in Education (1990)
  • MacArthur Prize Fellowship (1981)

Associations

  • American Philosophical Society, Council Member,(2013-2016)
  • Royal Society for the Encouragement of Arts, Manufactures, and Commerce, England,(2007-)
  • American Academy of Political and Social Sciences,(2000-)
  • American Academy of Arts and Sciences,(1995-)
  • Author's Guild,(1985-)
  • American Association for the Advancement of Science, Fellow,(1980-)

Sponsored Projects

Making ethics central in higher education: expanding and disseminating a promising approach (2022-2025) kern family foundation.

This project focuses on expanding and disseminating an intervention that prods college students to think and act beyond the self. It also seek to create a “hub” for similar approaches in higher education. The overarching goal is to help students become more aware of and sensitive to ethical dilemmas. As documented in the researchers’ national study of higher education, students routinely describe these issues in terms of how they are affected personally (the “I”), with little acknowledgement of how these issues affect others, or how the consequences of their own actions may affect a broader community (the “we”). This project seeks to “move the needle” on character and ethics from “I” to “we” in the personal and professional lives of young citizens. In a two-year pilot project supported by the Kern Family Foundation, the researchers developed and tested an intervention (hereafter referred to as “Beyond the Self”) with 150 students at four different colleges. The documentation provides evidence that the intervention helped students to reflect more deeply and more broadly on situations and decisions they face themselves, learn about in class, and observe on campus and beyond. To scale-up this work, this three-year project that has three major objectives: 1. To disseminate the approach to other institutions—to help others implement “Beyond the Self” with students. 2. To network with others engaged in similar work; 3. Drawing on the researchers’ decades of creating powerful syntheses in education, to collate their efforts with others across higher education and produce a coherent integrated account that will prove useful across higher education and perhaps beyond.

  • Life-Long Learning Blog (https://howardgardner.com/category/life-long-learning-a-blog-in-education/)
  • The Good Project

Phone Number

Featured articles.

Howard Gardner

Howard Gardner Named 2024 Convocation Speaker

Celebrated psychologist and originator of the theory of multiple intelligences will address HGSE graduates on May 22

Biddy Martin, Howard Gardner, and Wendy Fischman at the Askwith Education Forum

The Real World of College

Hand with writing on it

The Questionable Ethics of College Students

Howard Gardner

Advice to an Aspiring Researcher

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PhD Student Wins Summer Fellowship

 PhD student Yarin Cohen is the recipient of the 2024 Connor Summer Fellows Award. Cohen will collaborate with College of Social Work professor Robert Hock on a qualitative study investigating patterns of support in later life for parents of autistic adults during the upcoming summer.  

The Connor Summer Fellows program, supported by a generous donation from MSW graduate Sidnah Connor, aims to advance research and scholarship in the critical areas of aging and older adults. Cohen’s research investigation exemplifies the College of Social Work's commitment to high level scholarship that improves the lives of older South Carolinians.   

According to PhD program director Maryah Fram, the Connor Summer Fellows presents an exceptional opportunity for students and faculty to work together to develop new knowledge related to aging. This year the Summer Fellow award will support research on autism, intellectual disability, aging and the needs and experiences of caregivers.     

"The Connor Summer Fellowship will allow us to further our dedication to developing new knowledge that enhances the wellbeing of parents across the lifespan of their caregiving, and to widen the lens of focus on autism and disability from childhood on to adulthood," says Fram. "Through this award we hope to cultivate exceptional scholars poised for leadership and innovation in aging research."  

Dean Teri Browne of the College of Social Work emphasizes the potential impact of this research on autism and older South Carolina residents.  

"We hope that the research and funding provided through the summer fellowship will greatly benefit the lives of people with autism across our state," says Browne. “Yaren Cohen is an outstanding PhD student who will further this scholarship.”  

For more information about the Connor Summer Fellows program and USC College of Social Work initiatives, please visit here .    

Challenge the conventional. Create the exceptional. No Limits.

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May 8, 2024

‘Beyond Books’ Discussion Explores Library-Based Social Work

Still image of this event's nine speakers arranged in a grid, taken from the recording.

On May 6, 2024, the McSilver Institute convened a virtual conversation with leading experts in library-based social work. Libraries are anchors in many communities, increasingly going beyond their traditional roles to serve the needs of neighborhoods in unique ways. This two-part conversation examined how libraries across the country and here in New York have brought social workers into their branches, how that policy trend has developed in different places, and what the future of social workers in libraries may look like.

NYU McSilver’s Director of Evaluation Ashley Fuss moderated two dynamic panels featuring eight speakers experienced in the field. A full recording of the 90-minute program is available below, as well as short bios for all participating speakers. Additional resources about library-based social work are also included on this page to provided an overview of the topic, including slides presented by Dr. Margaret Ann Paauw during the event.

If you’d like to receive more updates on this and other offerings from the McSilver Institute, make sure to sign up for occasional email updates.

Video Recording

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Panelist Bios

Select a speaker to see their bio:

Jean Badalamenti, MSW

phd social work howard

Jean launched a Peer Navigator Program in 2017 which connects customers without homes with library staff who have lived experience, and who provide emotional support and referrals to services in the community. Jean also manages DCPL’s library at the DC jail in partnership with the DC Department of Corrections. Jean was a founding member of the Public Library Association (PLA) Social Work Task Force, and served as its co-chair until 2020. She was a contributing advisor on the PLA publication A Trauma-Informed Framework for Supporting Patrons: The PLA Workbook of Best Practices. Jean holds a Masters’ Degree in Social Work from Howard University, and has worked in health and human services in DC for over 25 years.

Robyn Berger-Gaston, LCSW

phd social work howard

Now as an agency division director, Robyn oversees a wide array of programs including services for seniors, social emotional learning, crisis response and community-based counseling programs. She has developed new programs for Family Service League including the community action crisis team, suicide response team and several Family Place Libraries throughout Long Island. In her role as a crisis responder, Robyn has worked directly with families and communities impacted by suicide and trains other professions in this work. She has received extensive training from the International Critical Incident Stress Foundation and is an approved instructor for Group Crisis Intervention. Robyn is a past president of the Gerontology Professionals of Long Island and has served as an adjunct faculty at St. Joseph’s College, Human Services department.

Julianna Black

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Ashley Fuss, LMSW, PhD

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Dr. Fuss has been working in the research, evaluation, and data analytics space for the last 10 years across various academic, public sector, and private sector settings. She has expertise in both quantitative and qualitative research methodologies and has significant experience working with organizations to design and implement evaluation and research protocols to determine program impact and effectiveness.

She received her MSW degree from Fordham University with a concentration in research, and her PhD degree from University of Pennsylvania. Her dissertation work focused on behavioral health prevention for youth using machine learning techniques.

Elissa Hardy, LCSW, MSW, MELP

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Elissa has been an adjunct instructor at the University of Denver’s Graduate School of Social Work for 12 years, and developed and teaches the Policy Considerations for Environmental Justice in the US course. Elissa holds a master’s degree in Social Work from the University of Nebraska at Omaha, and a master’s degree in Environmental Law and Policy from Vermont Law School. She lives in Denver, Colorado with her two rescue pups, loves to travel, and spend time with nature and the important people in her life.

Peter Allen Lee, PhD, MSW

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He has taught in the MSW Program and is involved in research and community development activities. Dr. Lee is the co-creator of Social Workers in the Library (with SJPL Librarian Deborah Estreicher). He is also involved with The Salvation Army and other non-profit community organizations in the San Francisco Bay Area developing sports, family, and youth programs. Dr. Lee has also been involved in the partnership among the School, College of Health and Human Sciences, and SJSU with the Viet Nam National University in Ha Noi to create graduate-level curriculum instrumental towards developing the social work profession in Viet Nam.

He has worked with CommUniverCity San Jose as the Associate Director, and Director of the SJSU “UP” Pre-College program (formerly Upward Bound). He is also a committee member for the California Social Work Hall of Distinction.

Peggy Morton, DSW, MSW

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Dr. Morton has developed and taught Service-Learning courses to the wider University undergraduate community. She has had extensive experience as a field faculty member, field instructor, and faculty advisor in both the undergraduate and graduate social work programs and mentors DSW candidates. Currently, Dr. Morton serves as field instructor to interns placed in the NY Public Library system, a field placement that she created and continues to develop. She also served from 2013-2019 as the School’s Assistant Dean for Field Learning and Community Partnerships. She is a College Coach at Breakthrough NY and serves as an Advisory Board member at Partners for Campus-Community Engagement.

She earned her MSW and DSW from Hunter College School of Social Work (CUNY), and her BA from the University of Colorado.

Margaret Ann Paauw, PhD, LCSW

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Leah Topek-Walker, LCSW-R

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She currently serves as faculty in the Stony Brook School of Social Welfare Practicum Department, and supervises the library social work program. The library social work program is committed to providing the community with micro and mezzo interventions to address equity and access to care, and to concurrently providing social work students with dynamic learning opportunities. Leah is dedicated to working on issues of liberation, social justice and creating systemic change that empowers communities. Leah is working on her doctorate in social work, and serves on the Long Island Legislative Committee for Our Unhoused Neighbors, Social Workers for Justice and Patchogue-Medford Friends of the Library.

Additional Resources

  • SLIDES Insights from Research on Library Social work  — Slides presented by Margaret Ann Paauw, PhD, LCSW (Presented at the start of this event; see the recording above)
  • “What is Library Social Work?” (2021) from the National Asosciation of Social Workers (NASW) — In a 50-minute recorded conversation, this NASW-NYS Chapter Chat outlines the value of collaboration between libraries and social work practitioners.
  • “Why your local library might be hiring a social worker,” NPR (2022) — Surveying libraries across the country, this article explorers some of the benefits and challenges of library-based social work.
  • A Trauma-Informed Framework for Supporting Patrons: The PLA Workbook of Best Practices (2022) from the Public Library Association (PLA) — This workbook outlines trauma-informed best practices needed to address the growing roles libraries play to support their communities.
  • “The Changing Role of Libraries: How Social Workers Can Help,” Families in Society: The Journal of Contemporary Social Services (2019) — In this journal article, authors Elizabeth A. Wahler, Mary A. Provence, John Helling, and Michael A. Williams explore the overlap in services provided by librarians and social workers.
  • “Cultivating Protective Libraries: An Introduction to Public Library Social Work,” (2022) hosted by the NIH’s National Library of Medicine — Hosted by social worker Patrick Lloyd, this recorded class introduces library social work, its history, and emerging best practices.
  • “Helping Homeless New Yorkers by the Books,” Bloomberg CityLab (2017) — This article profiles social work offerrings provided by the Brooklyn Public Library in New York City.
  • “Social Workers and Librarians— A Case for Why We are BFFs” (2018) from the American Library Association’s Intersections blog — Amy Schofield describes Richland Library’s major insights after bringing social work into the South Carolina library.
  • “Five Ways Public Libraries Go Far Beyond Books” (2024) from the Urban Libraries Council (ULC) — Including a recording of the ULC’s vital town hall on the importance of libraries, this blog post examines the various resources libraries offer as partners and providers for key social services.

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UK College of Social Work celebrates graduating class of 2024

phd social work howard

  • Published May 10, 2024
  • College Events , College News , Featured News

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LEXINGTON, Ky. – The University of Kentucky College of Social Work (CoSW) celebrated its graduating class of 2024 on Friday, May 3, honoring 384 graduates who walked across the stage at Rupp Arena.

The CoSW is committed to developing outstanding professionals — leaders who will serve individuals, families, and communities through innovative and effective practices that are guided by cultural competency, systematic ethical analysis, and a keen and pragmatic understanding of the human condition. 

The class of 2024 join the ranks of CoSW alumni, poised to shape the future with integrity, passion, and unwavering commitment to excellence, reminding the world that Social Work is Everywhere. 

“It’s very important,” Autumn Lautigar, first generation college student said on earning her Masters of Social Work on Friday. “A social worker told me I would be a good social worker five years ago and it inspired me to go back to school. Earning this degree from the University of Kentucky means a lot.”

To kick off the celebration on Friday, the College of Social Work hosted a Graduation Celebration at the Gatton Student Center, inviting all graduates and their loved ones to come together and meet their fellow graduates.

“We are excited to welcome all of our graduates and congratulate them on all their hard work paying off,” Dr. Kalea Benner, CoSW Associate Dean of Academic and Student Affairs said at the celebration. “We are so glad to call you our social work colleagues. Congratulations!”

Among those walking across the stage in Rupp Arena were doctors Jasmine Thomas and AJ Deloney, both graduates of the Doctorate of Social Work (DSW) program at the CoSW.

“To me, social work is the cultivation is doing something that we are passionate about. The recognition that comes with a doctoral level degree, that’s the part that completed the cycle. This has been special,” Deloney said.

When asked what graduation meant to her, Dr. Thomas described receiving her doctoral degree as “monumental.”

“My motto has always been ‘help me help you.’ Now being a doctor and able to help people at a different level, that’s inspirational,” Thomas said.

The College of Social Work congratulates the class of 2024 and looks forward to the impact CoSW graduates continue to make on the Commonwealth and beyond, improving the human condition always, in all ways.

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For 85 years, the University of Kentucky College of Social Work (CoSW) has been a leader in social work education. As a college, we promote community and individual well-being through translational research and scholarship, exemplary teaching, and vital community engagement. We are committed to the people and social institutions throughout Kentucky, the nation, and the world. Like the University, CoSW is an organization that cultivates a diverse academic community characterized by interpersonal fairness and social justice. We are fiercely committed to developing outstanding social work professionals — leaders who will serve individuals, families, and communities through innovative and effective practices that are guided by cultural competency, systematic ethical analysis, and a keen and pragmatic understanding of the human condition.  

School of Social Work College of Social Science

Michigan state university research supports michigan bipartisan bill reform in juvenile justice system.

May 8, 2024 - Brandon Drain

On December 12, 2023, Lieutenant Governor Garlin Gilchrist signed a first-of-its-kind, bipartisan legislation transforming Michigan’s juvenile justice system and investing in diversion and re-entry services to better position Michigan’s youth for successful adulthoods.  

This reform goes into effect on October 1, 2024, and includes several changes. Such changes include requiring courts to adopt evidence-based practices -- like administering screening tools and risk and needs assessments. These changes should lead to, “more desirable outcomes, increased opportunities for alternatives to detention with more funding for community based-programming, and almost a complete elimination of juvenile court fines and fees,” said Ashlee Barnes-Lee, assistant professor at Michigan State University’s School of Social Work.  

Barnes-Lee is an interdisciplinary, action researcher whose research focuses on juvenile legal system reform, with a specific emphasis on promoting racial equity and strength-based approaches to assessing and treating justice-involved youth.   

“In my community-driven research, I partner with juvenile court administrators who are interested in co-developing strategies to reduce racial and ethnic disparities and improve outcomes for the youth they serve,” said Barnes-Lee. “This new legislation broadens my opportunity to partner with courts looking to be trained in juvenile risk and needs assessment, analysis of existing data, as well as those interested in evaluating their programs and services.”  

“This bill signing accelerates the implementation phase of a statewide collaboration that began with Lt. Governor Gilchrist’s leadership and the hard work of partners on the task force, and Michigan courts are ready for this challenge,” said Michigan Supreme Court Chief Justice Elizabeth Clement.   

One of the ways Barnes-Lee wants to better serve justice-involved youth is by implementing more strengths-based, Juvenile Risk-Need Assessments (JRNAs) for treatment and rehabilitation.   

This approach aims to strengthen the widely implemented Risk-Needs-Responsivity (RNR) model – which has a deficits-focus, as it postulates that targeting youths’ risk factors when developing court treatment plans is the most effective way to reduce likelihood of future delinquency. While risk factor detection is important and effective, many scholars, including Barnes-Lee, have criticized its overall efficacy for not placing a stronger emphasis on youths’ strengths, assets, or protective factors.   

Criticism of deficit-focused models has led to more research in strength-based models.   

“Strengths-based approaches to treatment and rehabilitation for justice-involved youth is important because it destigmatizes youth, increases optimism among juvenile probation officers, and could theoretically lead to more accurate predictions of future delinquency,” said Barnes-Lee. “Strengths-based approaches may also be particularly beneficial for youth of color, and other historically marginalized youth, who are perceived more negatively, and are overrepresented in the juvenile legal system.”  

In 2020, Barnes-Lee published two manuscripts detailing the development of a strengths-based tool called Protective Factors for Reducing Juvenile Reoffending (PFRJR). This tool was adopted by a Michigan juvenile court and has been benefiting youth on probation in that county for almost 10 years.   

The bill reform gives Barnes-Lee, and other Michigan researchers, the opportunity to partner with juvenile court administrators to provide evidence-based practices to better serve justice-involved youth.   

“Countless youth and families have unfortunately been harmed by our juvenile legal system. I believe it’s important for us to focus on both prevention and reform. I am proud of the work that Michigan lawmakers and community advocates are doing to advance justice and equity in our state. Although there is much work to be done, we are moving in the right direction.”  

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COMMENTS

  1. Ph.D. in Social Work

    The Ph.D. Program in social work is research-oriented and interdisciplinary in nature. It prepares graduates for leadership positions as academicians and researchers, educators, policymakers, and senior-level administrators. Our program provides a focused and highly personalized student learning process with a knowledgeable and caring faculty.

  2. Social Work

    Doctoral education at Howard University began in the 1970s. We are the first HBCU to have a doctoral program in social work. Originally, we offered the DSW degree (research doctorate) and in the late 1990s began offering the PHD degree under the auspices of the Graduate School. The first DSW was offered in May, 1980 and the first PhD in May, 1997.

  3. Admissions

    We are very pleased that you are considering the Howard University School of Social Work for your graduate school work education. We offer the MSW program, the PhD program, the MSW/MDiv program, the MSW/MBA program, and the upcoming MSW/MPH program. Few social work programs in the United States can claim as rich a legacy and heritage as Howard's.

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    Contact Us School of Social Work 601 Howard Place, NW Washington, DC 20059. Main: 202-806-7300. Admissions: 202-806-6450. [email protected]

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    10 reviews. About Howard University School of Social Work... Social Work. School Within. Howard University. Address. 601 HOWARD PLACE NW. WASHINGTON, DC 20059. Website.

  6. Howard University's Graduate Social Work, Education, Business Programs

    Howard University College of Medicine maintains the No. 1 ranking for Most Diverse Medical Schools. WASHINGTON - Howard University's graduate programs in social work, education, and business each received significant increases in the annual national rankings produced by U.S. News and World Report's 2023 "Best Graduate Schools" listing. Howard University School of Social Work is ...

  7. Social Psychology (Ph.D.)

    The APA-accredited Ph.D. program in Psychology (specialization in Social Psychology) at Howard's Graduate School provides rigorous training in the scientific study of affective, cognitive, sociocultural, motivational, neural, and physiological underpinnings of social behavior. Our scholars seek to understand how these processes are shaped by political, societal, organizational, and other factors.

  8. Admissions

    Howard MSW Online offers Traditional and Advanced Standing tracks, both of which can be completed on a full-time or part-time basis. The full-time pace is a full-time commitment. If you plan to work while you study, we strongly encourage a part-time pace. The Traditional MSW (60 credits) is designed for students who hold a bachelor's degree ...

  9. Howard University School of Social Work Graduate Student Reviews

    Howard University provides a flexible (hybrid) program in the Social Work department so that I can become a better-equipped advocate without quitting my job to achieve my goal. The team at Howard has been very accessible in guiding me through both the application and the registration process. Master's Student.

  10. Sandra Crewe

    Sandra Edmonds Crewe is dean and professor of social work at Howard University. Dr. Crewe previously held the position of interim dean, and associate dean for academic and student advancement. She has research, scholarship, and public advocacy in the areas of caregiving, aging, ethnogerontology, welfare reform, and social welfare history.

  11. Homepage

    Students like you, across over 40 Howard doctoral, master's, certificate, and MD/Ph.D. degrees and over 100 specializations, turn their graduate education and research passions into a relentless pursuit of ideas to solve some of the globe's toughest challenges. Our institutional motto, Veritas et Utilitas (Truth and Service), is woven ...

  12. Janice Davis

    Janice M. Davis, Ph.D., MSW, LCSW-C, is the Director of Clinical Education for Howard University School of Social Work. She has over 30 years of experience as a social worker in child welfare, health care, and substance abuse. Dr. Davis received her PhD in Social Work from Morgan State University, Master of Social Work from Howard University ...

  13. How a Dual Enrolled Master of Divinity and Master of Social Work

    While the traditional image of a divinity scholar often centers on the pulpit, 2024 graduate Leah Burgess', M.Div., M.S.W., story defies those confines.As a distinguished scholar in divinity and social work, as well as the Council Executive President of Howard University School of Divinity Student Government Association, Burgess stands poised on the brink of graduation.

  14. Programs of Study

    We are very pleased that you are considering the Howard University School of Social Work for your graduate school work education. We offer the MSW Flagship program, the Ph.D. program, the MSW/MDiv program, the MSW/MBA program, the MSW/MPH program, and the newly implemented online MSW Starship program.. Few social work programs in the United States can claim as rich a legacy and heritage as ...

  15. Howard Gardner

    Decades after he advanced the influential theory of multiple intelligences, Howard Gardner and his team at Project Zero's Good Project are examining liberal arts and sciences in the 21st century and the formation of good workers and good citizens.

  16. Learning the Ins and Outs of Social Work While Mobilizing Voters

    Jasmine Dearman, who will graduate this May with a Master's in Social Work, was recently voted Outstanding Student of the Year by the Congressional Research Institute for Social Work and Policy (CRISP), a non-profit that advocates for social work ideas and funding on Capitol Hill.Dearman was given the award for co-leading Social Work Votes, a program that organizes students to register voters ...

  17. PhD Student Wins Summer Fellowship

    PhD student Yarin Cohen is the recipient of the 2024 Connor Summer Fellows Award. Cohen will collaborate with College of Social Work professor Robert Hock on a qualitative study investigating patterns of support in later life for parents of autistic adults during the upcoming summer.

  18. College of Social Work graduate pens op-ed on perseverance as a

    College of Social Work graduate pens op-ed on perseverance as a nontraditional student This article is an op-ed provided by recent UK CoSW graduate Lakyn Collins. She details the path that brought her from a small town in Eastern Kentucky to finding her dream purpose to help others like herself as nontraditional students.

  19. 'Beyond Books' Discussion Explores Library-Based Social Work

    Jean holds a Masters' Degree in Social Work from Howard University, and has worked in health and human services in DC for over 25 years. ... She is on track to graduate with a Master's in Social Work - Advanced Standing from San José State University in May 2024. Julie is working on building out a more robust and sustainable initiative ...

  20. East Harlem Native and Columbia Graduate Raul Porras-Sanchez Centers

    The soon-to-be Columbia School of Social Work graduate—who will earn a master's degree in advanced clinical practice—is using his work in the social services to uplift underserved communities by connecting neighborhood spaces that have transformed into hubs for mental wellness, clinical therapy, and academia.

  21. UK College of Social Work celebrates graduating class of 2024

    The University of Kentucky College of Social Work (CoSW) celebrated its graduating class of 2024 on Friday, May 3, honoring 384 graduates who walked across the stage at Rupp Arena. ... College of Social Work graduate pens op-ed on perseverance as a nontraditional student May 8, 2024 Read More » 📷Highlights: College of Social Work Graduation ...

  22. Elektrostal Map

    Elektrostal is a city in Moscow Oblast, Russia, located 58 kilometers east of Moscow. Elektrostal has about 158,000 residents. Mapcarta, the open map.

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    Elektrostal , lit: Electric and Сталь , lit: Steel) is a city in Moscow Oblast, Russia, located 58 kilometers east of Moscow. Population: 155,196 ; 146,294 ...

  24. Michigan State University research supports Michigan bipartisan bill

    Michigan State University research supports Michigan bipartisan bill reform in juvenile justice system . May 8, 2024 - Brandon Drain. On December 12, 2023, Lieutenant Governor Garlin Gilchrist signed a first-of-its-kind, bipartisan legislation transforming Michigan's juvenile justice system and investing in diversion and re-entry services to better position Michigan's youth for successful ...