About

Suzanne L. Velázquez, Ph.D., LCSW, is a Clinical Professor at the Stony Brook University School of Social Welfare. She holds a Ph.D., M.S.W., and B.S.W. from Stony Brook University. Her areas of interest include community development, service-learning, cultural competency, leadership, transformative learning, higher education policy, organizational culture management, and women's life work issues. Dr. Velázquez's work focuses on these fields, contributing to the academic and practical understanding of social welfare and community service.

Research topics

• Political Science
• Sociology
• Public administration
• Public relations
• Law

Selected publications

• University Education

  2020-09-02

  reference-entry1st authorCorresponding

  This chapter illustrates model student leadership development programs offered at institutions of higher education and discusses leadership competencies needed to succeed in today’s global job market and our diverse society. Highlighted programs are rooted in developmental theories, such as Chickering’s psychosocial theory; function within proven frameworks, including the social change model of leadership and leadership challenge; and include service-learning projects to optimize transformative learning and ethical leadership. The chapter concludes with areas for further research related to the sustainable impact of leadership development programs, as well as content and delivery methods of student leadership development programs that are tailored for diverse learners.

  PublisherDOI

• Educating the Next Generation of Human Rights Advocates and Defenders

  Advances in Social Work · 2020 · 13 citations

  • Sociology
  • Political Science
  • Sociology

  Defending human rights requires professionals to be unrelenting in the pursuit of systemic change. It requires the collaboration of varied professions bringing together their expertise to challenge the system of domination that has led to subjugation. Interprofessional education and collaborative practice (IPE) is a powerful tool where human rights defenders and advocates from different disciplines can learn from each other and advocate for change. This is an overview of an innovative collaboration between Robert F. Kennedy (RFK) Human Rights and Stony Brook University School of Social Welfare (SBUSSW) BSW Program. It will illustrate the way the RFK Human Rights’ human rights education program, Speak Truth To Power (STTP) is being adapted to baccalaureate social work education. Included is the method that the SBUSSW incorporates the Council on Social Work Education (CSWE) and Interprofessional Education Collaborative (IPEC) competencies in a human rights context through the partnership with RFK Human Rights

  PublisherOA PDFDOI

• University Education: Leadership Development In and Outside the Classroom

  2011-03-11

  reference-entry1st authorCorresponding

  This chapter illustrates model student leadership development programs offered at institutions of higher education and discusses leadership competencies needed to succeed in today’s global job market and our diverse society. Highlighted programs are rooted in developmental theories, such as Chickering’s psychosocial theory; function within proven frameworks, including the Social Change Model of Leadership and Leadership Challenge; and include service-learning projects to optimize transformative learning and ethical leadership. The chapter concludes with areas for further research related to the sustainable impact of leadership development programs, as well as content and delivery methods of student leadership development programs that are tailored for diverse learners, including nontraditional-aged college students and students of varied cultural ancestry, such as Asian, Middle Eastern, and Indigenous Peoples.

  PublisherDOI

Frequent coauthors

• Stephen Rabeno

  Stony Brook University

  1 shared

• Warren K. Graham

  Stony Brook University

  1 shared

• Robin DeLuca-Acconi

  Stony Brook University

  1 shared

Education

• PhD, School of Social Welfare

  Stony Brook University

  2005