Melissa Singh, EdD, LCSW has over fifteen years of online teaching experience at both the undergraduate and graduate levels. She is a Clinical Associate Professor at the Virtual Academic Center at the USC Suzanne Dworak-Peck School of Social Work. Dr. Singh is in the Social Change and Innovation Department and is the course lead for Integrative Learning for Social Work Practice. She earned her doctorate in Organizational Change and Leadership from USC Rossier School of Education. She received her master’s in Health Services Administration in 2000 and her master’s in Social Work in 2006 both from the University of Central Florida.
Dr. Singh’s research interests include building inclusive learning environments, trauma-informed education, environmental justice through disaster preparedness and response as well as creative disruption to induce innovation. Trained by The National SEED (seeking educational equity and diversity) Project as a SEED leader. Dr. Singh is an NASW Advanced Certified Hospice, Palliative Care Social Worker, and Board-Certified Pharmacy Technician. She is trained in EMDR and Field Traumatology. She has extensive healthcare knowledge in hospice, hospital, and private settings as well as disaster response experience. Dr. Singh serves on the board of directors at Central Florida Community Health Centers. A program that she co-led won the Award for Innovative Teaching in Social Work Education from SAGE/CSWE for Educating Social Work Students for Macro Practice. Dr. Singh was awarded the Hutto Patterson Distinguished Faculty Award for excellence in teaching; service to the university, the school, and the community; and accessibility to students.
USC Rossier School of Education: EdD, Organizational Change and Leadership 2017
University of Central Florida: MS, Social Work 2006
University of Central Florida: MS, Health Services Administration 2000
University of South Florida: BA, Psychology 1999
Valencia Community College: AA 1997
Areas of Expertise (8)
Industry Expertise (10)
SAGE/CSWE Award for Innovative Teaching in Social Work Education (professional)
Hutto Patterson Distinguished Faculty Award for excellence in teaching; service to the university, the school, and the community; and accessibility to students (professional)
Recognizes a faculty member for excellence in teaching who has demonstrated outstanding service to the university, the school, and the community.
- Cornerstone Hospice
- Community Health Centers FL
- The National SEED Project
Jane Batten, MSW Student | USC
"You are a Great professor. I enjoy your classes. I always walk away refreshed and motivated in my journey. You provide good energy to your classes. It does NOT go unnoticed."
Testing theoretical frameworks and models by simulating a series of real business/organizational scenarios.
Integrative Learning for Social Work Practice
Integrative learning organized as a small group educational environment that incorporates field experiences, case vignettes, and dialogical inquiry through a Problem Based Learning framework.
Applied Learning in Field Education
Supervised field education where students learn and apply evidence-based interventions and clinical skills in practice labs and social work settings.
Integrative Learning for Advanced Social Work Practice
Advanced integrative learning that incorporates field experiences, evidenced-based interventions, case vignettes and dialogical inquiry through a Problem Based Learning framework.
Advanced Applied Learning in Field Education
Advanced supervised field education where students practice social work skills and apply evidence-based interventions, including some that are specific to their academic department.
Students will showcase the innovations they have developed during the program as the capstone projects and highlight their ongoing leadership roles. They will exhibit their solutions to social work Grand Challenges through exercises, speaking engagements, workshops, and key informant meetings. Students will share their ideas, engaging possible funders, innovators, policymakers, and stakeholders. To accomplish this, students will be asked to take positions of leadership and proactively be involved in utilizing course material (learning), challenging their knowledge base (reading and synthesis), and articulating their ideas with the goal of influencing the overall profession (critical thinking).
Articles & Publications (1)
Susan Hess, MSW University of Southern California; Melissa Indera Singh, MSW University of Southern California; Mary Walker Baron, MSW University of Southern California
Helping graduate level social work students address and process recent mass casualty violence is a challenge to any classroom. We feel it is especially challenging when the classroom is virtual. While the virtual format allows for video and audio contact, students and instructors may be thousands of miles apart and see each other, like the old Hollywood Squares television program, from only the shoulders to the top of the head. Our Virtual Academic Center (VAC), while in most ways a marvel of technology, does present special challenges when faculty is confronted with such sensitive issues as the killings in Orlando, the deaths of Alton Sterling and Philando Castile and the shooting of police officers in Dallas and Baton Rouge.