Faculty Profile

Dhru Mukherjee

Dhru Mukherjee

Title
Associate Professor
Department
Social Work
College
College of Health and Public Service

    

Education

PhD, University Of South Carolina, 2006.
Major: Social Work
MA, Tata Institute of Social Sciences, 1999.
Major: Social Work
BA, Jadavpur University, Calcutta, 1998.
Major: History

Current Scheduled Teaching*

SOWK 5323.001, Social Work Administration and Management, Fall 2021 Syllabus
SOWK 5323.891, Social Work Administration and Management, Fall 2021
SOWK 5203.001, Social Work Practice I Individuals and Systems, Fall 2021 Syllabus
SOWK 5203.891, Social Work Practice I Individuals and Systems, Fall 2021

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

SOWK 5973.001, Advanced Integrative Seminar, Spring 2021 SPOT
SOWK 5973.002, Advanced Integrative Seminar, Spring 2021 SPOT
SOWK 5973.891, Advanced Integrative Seminar, Spring 2021 SPOT
SOWK 5973.892, Advanced Integrative Seminar, Spring 2021 SPOT
SOWK 4325.800, The Intersection of Trauma and Substance Use, Spring 3W1 2021 Syllabus SPOT
SOWK 5413.001, Social Work Program and Practice Evaluation, Fall 2020 Syllabus SPOT
SOWK 5413.002, Social Work Program and Practice Evaluation, Fall 2020 Syllabus SPOT
SOWK 5413.891, Social Work Program and Practice Evaluation, Fall 2020 SPOT
SOWK 5413.892, Social Work Program and Practice Evaluation, Fall 2020 SPOT
SOWK 4325.900, The Intersection of Trauma and Substance Use, Summer 8W1 2020 SPOT
SOWK 5973.001, Advanced Integrative Seminar, Spring 2020
SOWK 5973.002, Advanced Integrative Seminar, Spring 2020
SOWK 5973.891, Advanced Integrative Seminar, Spring 2020
SOWK 5973.892, Advanced Integrative Seminar, Spring 2020
SOWK 5203.001, Social Work Practice I Individuals and Systems, Fall 2019 SPOT
SOWK 5203.891, Social Work Practice I Individuals and Systems, Fall 2019 SPOT
SOWK 5413.002, Social Work Program and Practice Evaluation, Fall 2019 SPOT
SOWK 5413.891, Social Work Program and Practice Evaluation, Fall 2019 SPOT
SOWK 5313.001, Social Work Policy Practice, Spring 2019 SPOT
SOWK 5313.891, Social Work Policy Practice, Spring 2019 SPOT
SOWK 5223.001, Social Work Practice III Groups, Spring 2019 SPOT
SOWK 5223.891, Social Work Practice III Groups, Spring 2019 SPOT
SOWK 5303.001, Social Work History and Social Welfare Policy, Fall 2018 SPOT
SOWK 5303.891, Social Work History and Social Welfare Policy, Fall 2018 SPOT
SOWK 5203.001, Social Work Practice I Individuals and Systems, Fall 2018 SPOT
SOWK 5203.891, Social Work Practice I Individuals and Systems, Fall 2018 SPOT
SOWK 4430.001, Applied Social Welfare Policy, Spring 2018 Syllabus SPOT
SOWK 5223.001, Social Work Practice III Groups, Spring 2018
SOWK 5303.001, Social Work History and Social Welfare Policy, Fall 2017 SPOT
SOWK 5303.891, Social Work History and Social Welfare Policy, Fall 2017 SPOT
SOWK 5203.001, Social Work Practice I Individuals and Systems, Fall 2017 SPOT
SOWK 5203.891, Social Work Practice I Individuals and Systems, Fall 2017 SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Journal Article
Saxon, V., Mukherjee, D. (2018). Behavioral Health Crisis Stabilization: A New Horizon. Journal of Mental Health and Clinical Psychology. 2(3), 23-26. Grand Rapids:.
Mukherjee, D., Saxon, V. (2018). Psychological boarding and community-based behavioral health crisis stabilization. Community Mental Health Journal. 54(2), .
Mukherjee, D., Meyer, G. (2017). The story of Lee: A case study highlighting the Multidisciplinary Team model of child sexual abuse: From forensic interview to the victim impact statement in court. Annals of Forensic Research and Analysis. 4(3), 1047. San Diego, CA: Anals of Forensic Research and Analysis.
Mukherjee, D., Chowdhury, D. (2014). What do the flyers say? Embedded ‘Orientalist’ constructions in Social Work study abroad programs in the United States. International Social Work. 57(6), .
Mukherjee, D. (2013). Financial exploitation of older adults in rural settings: A family perspective.. Journal of Elder Abuse and Neglect. 25(5), 1558-1569. Philadelphia, PA: Routledge. https://www.scimagojr.com/journalsearch.php?q=29197&tip=sid
Mukherjee, D. (2012). Students' participation in social networking sites: Implication for social work education. Journal of Teaching in Social Work. 32(2), 161-173. Philadelphia, PA: Taylor & Francis Group. https://www.scimagojr.com/journalsearch.php?q=5000153601&tip=sid&clean=0
Mukherjee, D. (2011). Organizational structures of elder abuse reporting systems. Administration in Social Work. 35(5), 517-531. London, UK: Hawthorne. https://www.researchgate.net/journal/0364-3107_Administration_in_Social_Work
Mukherjee, D. (2011). Information technologies for the protection of older adults in India. Asia Pacific Tech Monitor. 23(1), 28. Denton: United Nations. 3021 Armstrong Street
Mukherjee, D. (2009). Principles of transnational networks in social work study abroad program. Journal of Global Social Work. 4(1), 234-245. Denton:. 3021 Armstrong Street
Mukherjee, D. (2009). Elder abuse and women: A human rights perspective to international social work practice. The Gerontologist. 49, 386. Denton: Gerontological Society of America. 3021 Armstrong Street

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Mukherjee, D., "THE CHARN USWACHOKE INTERNATIONAL DEVELOPMENT FUND," Sponsored by University of North Texas, University of North Texas, $3000 Funded. (August 15, 2019December 15, 2019).
Mukherjee, D. (Principal), "Exploring Regulatory Mechanisms to Professional Mental Health Practice in India," Sponsored by India Venture Fund, University of North Texas, $3200 Funded. (February 15, 2019September 30, 2019).
Mukherjee, D. (Principal), "It takes a village: Partnerships on campus suicide prevention," Sponsored by Substance Abuse and Mental Health Administration (SAMHSA, Federal, $306000 Funded. (October 1, 2016September 30, 2019).
Mukherjee, D. (Principal), "Trauma Based Behavioral Health Fellowship: Creating trauma informed field education training for social workers," Sponsored by Human Resources and Services Administration (HRSA), Federal, $1800000 Funded. (October 1, 2014September 30, 2017).
Mukherjee, D. (Supporting), Soliman, H. (Principal), Horton, K. (Supporting), "A supplementary grant to the Foster Pride Division of Clinical Practice Development," Sponsored by Office of Training & Professional Development. Department of Children and Family Services, Illinois, State, $69955 Funded. (March 15, 2014November 25, 2015).
Grant - Teaching
Craig, J., Wachter, H., Mukherjee, D., "Charn Uswachoke International Development Fund Award," Sponsored by Charn Uswachoke International Development, University of North Texas, $2500 Funded. (June 2018May 2019).
Meyer, G. (Principal), Mukherjee, D. (Supporting), "Trauma-informed System of Care Collaborative: Trauma-focused Cognitive Behavioral Training," Sponsored by Poshard Foundation, Private, $100000 Funded. (October 1, 2015September 30, 2017).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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