Fillable WESTERN CONNECTICUT STATE UNIVERSITY (Western Connecticut State University)

Fill Online, Printable, Fillable, Blank WESTERN CONNECTICUT STATE UNIVERSITY (Western Connecticut State University) Form

Use Fill to complete blank online WESTERN CONNECTICUT STATE UNIVERSITY pdf forms for free. Once completed you can sign your fillable form or send for signing. All forms are printable and downloadable.

WESTERN CONNECTICUT STATE UNIVERSITY (Western Connecticut State University)

On average this form takes 31 minutes to complete

The WESTERN CONNECTICUT STATE UNIVERSITY (Western Connecticut State University) form is 87 pages long and contains:

  • 0 signatures
  • 0 check-boxes
  • 124 other fields

Country of origin: US
File type: PDF

U.S.A. forms for Western Connecticut State University

BROWSE WESTERN CONNECTICUT STATE UNIVERSITY FORMS

Related forms
Fill has a huge library of thousands of forms all set up to be filled in easily and signed.
Fill in your chosen form
Sign the form using our drawing tool
Send to someone else to fill in and sign.
find another form
 
WESTERN CONNECTICUT STATE UNIVERSITY
D E P A R T M E N T O F S O C I A L W O R K
S T U D E N T
H A N D B O O K
Revised August, 2015
TABLE OF CONTENTS
Introduction 1
The Department of Social Work – Introduction 2
Non-Discrimination Policy 2
Mission & Goals 2
Curriculum Policy Statement 3
.
Generalist Social Work Practice 3
Department of Social Work Course Policies 3-4
Curriculum Requirements 4-9
Student Eligibility 3
Student Rights & Responsibilities, & Behavior Expectations 9
Attendance 10
Advisement 10
Grievance Procedures 10
Probationary Status 10
Termination 10-11
Program Assessment and Review Process 11
Department Activities 11-12
Scholarships 12
Awards 12-13
APPENDICES
A. CSWE Educational Policy and Accreditation Standards
B. Faculty
C. Code of Ethics, National Association of Social Workers
D. Department of Social Work Course Policies including Academic Honesty Policy on Plagiarism and Cheating
E. Social Work Program Sheet and course sequence
F. Highly Recommended Electives
G. Placement Agencies
H. Social Work Course Evaluation
1
INTRODUCTION
The 17 Connecticut State Colleges & Universities (ConnSCU) provide affordable, innovative, and rigorous programs that
permit students to achieve their personal and career goals, as well as contribute to the economic growth of Connecticut.
The ConnSCU System encompasses four state universities – Western Connecticut State University in Danbury, Central
Connecticut State University in New Britain, Eastern Connecticut State University in Willimantic and Southern
Connecticut State University in New Haven – as well as 12 community colleges and the online institution Charter Oak
State College.
Until the state’s higher education reorganization of 2011, Western was a member of the former Connecticut State
Unviersity System that also encompassed Central, Eastern and Southern Connecticut state universities. With origins in
normal schools for teacher education founded in the 19th and early 20th centuries, these institutions evolved into
diversified state universities whose graduates have pursued careers in the professions, business, education, public service,
the arts and other fields. Graduates of Western and other state universities contribute to all aspects of Connecticut
economic, social and cultural life.
In April 2011, Gov. Dannel P. Malloy and the Connecticut legislature unveiled a plan to consolidate the management of
higher education. Specifically, they created a Board of Regents for Higher Education which replaced the governance
structures for the Connecticut State University System (CSUS), the Connecticut Community Colleges, Charter Oak State
College and the Board of Governors for Higher Education. The transition from the CSUS Board of Trustees to the Board
of Regents occurred between July 1 and December 31, 2011.
Governance of the CSCU System is the responsibility of the Board of Regents for Higher Education, which comprises 20
appointments: nine by the governor (including the selection of one of his appointees as the chair), four by legislative
leaders, two student representatives, and five ex-officio, non-voting members (commissioners of the departments of
Economic and Community Development, Public Health, Education and Labor and the chair of the Faculty Advisory
Committee).
CSCU leadership team works with the campus leaders, faculty and staff to help increase the educational attainment of
Connecticut’s adult population. All 17 college and university presidents report directly to the Board of Regents president,
who reports to the Board of Regents for Higher Education. CSCU senior staff provide additional support and guidance for
both the board and member institutions.
UNIVERSITY MISSION
Western Connecticut State University changes lives by providing all students with a high-quality education that fosters
their growth as individuals, scholars, professionals, and leaders in a global society.
To achieve this, we
Offer undergraduate and graduate programs that weave together liberal arts and professional education and instill a desire
for life-long learning.
Sustain a vibrant, inclusive campus that connects individuals through co-curricular programs, cultural events, and service
to the community.
Attract student-centered faculty who are passionate teachers and accomplished scholars.
Establish partnerships that create opportunities for internships, research, and experiential learning.
Values
Excellence. We value outstanding achievement realized through persistence, effort, honest feedback, and self-reflection.
Curiosity. We value the questions that drive learning, innovation, and creativity, which serve as the beginning and the
desired outcome of education.
Dialogue. We value the conversations that explore diverse perspectives and encourage shared understanding.
Engagement. We value the interactions with ideas, peers, and community that are essential to a vibrant university
environment.
Opportunity. We value the possibilities created by affordable, accessible educational environments in which students can
grow into independent thinkers and confident leaders.
Respect. We value the right of all people to be treated with dignity and fairness and expect this in our policies,
classrooms, and community.
2
THE DEPARTMENT OF SOCIAL WORK
The Department of Social Work at WestConn was designed to fulfill two complementary needs specific to the
northwest region of the State of Connecticut: to provide competent generalist baccalaureate social workers to the region,
and to provide an opportunity for students who want to pursue a career in social services a chance to fulfill that goal
within the general geographic area.
Recognizing these needs, the University began a baccalaureate social work program which is consistent with the mission
and goals of the University and the expectations of the Council on Social Work Education (see CSWE, Educational
Policy and Accreditation Standards, Appendix A). The Department of Social Work has been continuously accredited by
the CSWE since 1984, which means that the Department meets or exceeds all of the national standards for baccalaureate
social work education. Graduates of the Program who are admitted to MSW programs, within five years of graduation
from WCSU, are eligible to apply to receive academic credit for a portion of their bachelor degree in social work.
Students enrolled in accredited baccalaureate programs are eligible for student membership in the National Association of
Social Workers, and may be eligible for nomination to Phi Alpha Honor Society.
All full-time faculty members in the Department are professional, experienced social workers who reflect a broad range
of expertise in diverse fields of practice. Adjunct faculty add to the breadth and depth of student learning experiences and
academic offerings. (See Appendix B).
NON-DISCRIMINATION POLICY/AFFIRMATIVE ACTION
The Department of Social Work is committed to, and actively seeks to attract, a diversified student population and
faculty. A tenet of the profession and the program is a commitment to social and economic justice. The program adheres
to and promotes the University’s Non-Discrimination Policy and the values of our profession, so does not discriminate on
the basis of race, color, culture or ethnicity, religious beliefs or association, political affiliation, sex, sexual orientation,
gender identity or expression, age, national origin, marital status, family structure, physical, learning or developmental
disability, past or present history of mental disorder, or prior conviction of a crime, in accordance with state and federal
laws. In addition, the Department is committed to the University’s Affirmative Action Plan and Sexual Harassment
Policy.
All qualified students (see V. “Student Eligibility” below) are encouraged to major in Social Work and are welcomed by
the Department.
DEPARTMENT OF SOCIAL WORK MISSION AND GOALS
MISSION
The Mission of the Department of Social Work is to prepare competent and effective generalist social work professionals
to practice in a manner consistent with the purposes and values of the profession, to enhance human and community well
being, and to value the dignity and worth of all persons. Based on the knowledge, values, and skills of the profession, the
Department provides students with significant opportunities to connect with faculty, students, and community, and
exposes students to a world view that leads to commitments to service, human rights, and social and economic justice.
The Department strives to serve as an accessible, responsive and creative intellectual resource for the people and
institutions of Connecticut.
GOALS
TO PREPARE STUDENTS:
to be competent and effective generalist entry level social work professionals
to develop a professional identity grounded in social work values
to understand and value human relationships
for professional practice with a commitment to social work values and with integrity (see NASW Code of
Ethics-Appendix C)
to use conceptual frameworks and scientific inquiry to guide practice
to advance human rights and social and economic justice through proactive civil engagement in a diverse world
to promote positive changes in service delivery
to become leaders in developing and delivering human services
3
for advanced study
EDUCATIONAL POLICY AND GENERALIST SOCIAL WORK PRACTICE
The Council of Social Work Education’s Educational Policy and Accreditation Standards (see Appendix A) provide the
philosophical and curricular foundation for all accredited undergraduate social work programs. The Western Connecticut
State University Department of Social Work’s program is consistent with this document, and has been continuously
accredited since 1984.
GENERALIST SOCIAL WORK PRACTICE
“Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and
social well being, generalist practitioners use a range of prevention and intervention methods in their practice with
individuals, families, groups, organizations and communities. The generalist practitioner identifies with the social work
profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate diversity in
their practice and advocate for human rights and social and economic justice. They recognize, support, and build on
strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding
to the impact of context on professional practice. BSW practice incorporates all of the core competencies.”
Council on Social Work Education, (2008). Educational Policy and Accreditation Standards, pp7-8.
DEPARTMENT OF SOCIAL WORK COURSE POLICIES
The Department of Social Work Course Policies are shown in Appendix D. These policies specify instructor and student
responsibilities regarding scheduling of assignments and exams, grading and incompletes, and academic integrity.
STUDENT ELIGIBILITY
Any student enrolled in the University is eligible to declare a major in social work. By the end of the fall semester prior
to enrollment in Junior Field Practicum and Seminar and Practice I, social work majors must meet the requirements for
acceptance to Junior Standing.
During the fall semester preceding the Junior Field Practicum, eligible students must apply for junior standing. The
process consists of written application and a personal interview with the Department Chair or her/his designee. Once
students are accepted for Junior Standing in the Department, they are eligible to take SW 309 Social Work Practice I and
SW 306 Junior Field Practicum and Seminar.
CURRICULUM REQUIREMENTS
Students completing the requirements for a degree in social work earn a Bachelor of Arts in Social Work.
General Education Requirements (42 Semester Hours [SH]); Major Requirements (53 SH); Free Electives (27 SH)
IMPORTANT
1. No credit is awarded for life or work experience at any level of the program.
2. Field and practice credits may only be transferred from other CSWE-accredited Social Work Programs.
3. Transfer credit for all 300 level social work courses that may meet transfer eligibility requirements for CSWE-
accredited university course work must have been earned within the previous five years.
(See Appendices E, Program Sheet for a listing of the following, F, Department of Social Work Course Sequence Guide,
and G Highly Recommended Electives)
All students in the University are required to complete 120 semester hours to earn a Bachelor of Arts degree. 42 semester
hours must be earned meeting the general education requirements.
Each student in the Department of Social Work must complete the University’s General Education writing skills
competency (Writing Intensive course), and either COM 160 Speech Fundamentals, COM 161 Decision Making in
Groups, or COM 162 Interpersonal Communication, or COM 163 to meet the communication skills requirements.
The Humanities requirement (15 SH) must be taken in at least 3 of the following 7 fields: Communications; Fine and
Applied Arts; Foreign Language; Literature; Humanistic Studies; Philosophy; and Western History.
4
In the Social and Behavioral Sciences (12 SH), each student is required to take ANT 100 Introduction to Anthropology,
ECO 107 Principles of Macroeconomics or ECO 207 Contemporary Domestic Economic Issues, PSY 100 Introduction to
Psychology, and one 200 level Psychology course from the following: PSY 202 Abnormal Psychology; PSY 210 Child
Psychology; PSY 211 Adolescent Psychology; PSY 215 Psychology of Personality; PSY 222 The Adult Years.
(Note: SOC 100 Introduction to Sociology and PS 102 American Government are listed under Major Requirements.)
In Natural Sciences and Mathematics (10 SH), each student must take MAT 110 Great Ideas in Math or MAT 120
Elementary Statistics, and BIO 100 Concepts of Biology or BIO 132 Human Biology, plus one three-credit elective in this
field to fulfill the requirement.
Several of the above courses are pre-requisites for Social Work courses; those are indicated in Appendix F and in “Major
Requirements” Course Description below.
Two semester hours of the Health Promotion and Exercise Science Course; HPX 177 Fitness for Life are required.
Students must also reach an approved level of proficiency in a foreign language by taking courses, passing a competency
test, or having achieved a sufficient level of foreign language study in high school. (See University Catalog)
Students take 27 semester hours of free electives.
SOCIAL WORK PROGRAM DEGREE REQUIREMENTS
1. A student must have earned at least a “C+” in courses which fulfill the 53 semester hours of major requirements
as well as PSY 100, and at least a “C” grade in these required general education courses: Writing Intensive
course (W); COM 160, 161, 162, or 163, PSY 202, 210, 211, 215, or 222.
2. A student who receives a grade lower than a “C+” or “C” in any one of the courses detailed in item 1 above
prior to admission to junior year standing may retake the course ONCE and seek admission, providing, in the
judgment of the social work faculty, that the student meets all other criteria for admission.
3. A student who receives a grade lower than a “C+” or “C” in any one of the courses detailed in item 1 above
prior to admission to the senior year may retake the course ONCE, and has to do so during the spring
semester or summer term preceding the beginning of the fall semester of the senior year. Otherwise the
student’s admission to the senior year will be deferred until the fall semester of the next academic year.
4. Admission to Junior Year Standing:
Completion of an application during the fall semester of junior year is required for admission to junior year
standing. Criteria for acceptance are that the applicant:
a. Be a matriculated student with a minimum overall cumulative University grade point
average of 2.5.
b. On time submission of complete application for junior standing; no late or
incomplete applications will be accepted; due date set each Fall semester in
coordination with the University Calendar.
c. Has completed all the prerequisites and required first year and sophomore year
courses without any outstanding incompletes.
d. Has successfully completed SOC 100, SW 200, & PSY 100 and at least two other
social work major requirement courses that begin with SW (e.g., SW 210, 215, 220,
300) with a grade of “C+” or better.
e. Will complete foundation courses concurrently with junior practice and field
courses.
f. Has attained a minimum of a cumulative grade point average of 2.75 in the social
work major requirements with no grade lower than a “C+”.
g. Has completed a personal interview with the Department Chair or designee.
5
h. Has demonstrated continued evidence of communication skills, through the
application process and in course work.
i. Has demonstrated evidence of meeting behavioral expectations (see Section II.I in
SW Dept. Student Handbook) and a commitment to the profession of social work.
j. Transfer Students:
1. Transfer students who are social work majors must enroll early enough in
the spring semester prior to junior year to meet the requirements for junior
standing generally, and to secure enrollment in those courses specified in
section 4.d above specifically.
2. Transfer students—grades from previous colleges or universities that serve
as equivalents for SW major requirement will be calculated when
determining the GPA for Social Work major requirements.
3. Transfer students are required to interview with the Department Chair to
arrange for meeting the above criteria.
NOTE: The junior standing class is limited to 45 social work majors. In the event that
applications that meet minimum requirements exceed 45 majors, the 45 students with the top
GPAs in Social Work Major Requirements will be given first preference, with University GPA
serving as Social Work GPA tiebreaker.
b. Admission to Senior Year Standing:
Completion of an application during the spring semester of junior year is required for admission to senior
year standing. Criteria for acceptance are that the applicant:
a. Is a matriculated student with a minimum overall cumulative University grade point
average of 2.5
b. On time submission of complete application for senior standing; no late or
incomplete applications will be accepted; due date set each Spring semester in
coordination with the University Calendar.
c. Has completed the required foundation and junior year practice and field-related
courses, PS 102, ECO 100 or 207, and has no outstanding incompletes.
d. Has attained a minimum of a cumulative grade point average of 2.75 in the major
requirements, with no grade lower than a “C+.”
e. Has completed a personal interview with a Department Chair or designee.
f. Has demonstrated continued evidence of communication skills, of meeting the
program’s learning objectives and behavioral expectations, and shows a commitment
to the social work profession (See elsewhere in SW Dept. Student Handbook
including Section II.I).
c. Students must maintain all of the above standards to continue into spring semester senior year.
d. A student who does not receive a “C+” or better in a required major course in fall semester senior year will
not be permitted to begin spring semester senior year.
e. Any student enrolled in the University is eligible to declare a major in social work. No credit is awarded
(or accepted from Transfer students) for life or work experience at any level of the program.
Students must have sufficient weekday hours free (9:00 a.m. - 5 p.m.) to attend classes and meet the requirements of each
of the two field experiences:
SW 306 Social Work Junior Field Practicum and seminar--104 hrs over 13 weeks (8 hrs per wk on Tuesdays and
Thursdays) and 1 hour weekly seminar (Mondays or Wednesdays)
SW 320-321 Social Work Field Practicum and Seminar--208 hrs each semester (16 hrs per week on Tuesdays and
6
Thursdays) and 2 hour weekly seminar (Mondays or Wednesdays)
MAJOR REQUIREMENT (53 SH) Courses
The following are course descriptions for major requirements as shown in the University Catalog.
Social Work major requirements include:
PS 102 American Government
A study of the institutional, theoretical and functional features of American national government with special attention to
contemporary trends and problems. Listed as social and behavioral sciences general education elective. Every semester.
General Education: Social Sciences
SOC 100 Introduction to Sociology
A survey of contemporary American society. Basic sociological theory dealt with through study of present-day American
social life and institutions. Listed as social and behavioral sciences general education elective. Every semester. General
Education: Social Sciences
Social Work Major Requirements, Foundation Courses:
SW 200 Introduction to Social Work and Social Welfare Services
This course is designed to introduce students to the social work profession and the wide spectrum of social welfare
services in their contexts for practice: public, non-profit, and proprietary settings. It offers the students an introduction to
the competencies which underlie the practice of social work. The generalist model of social work practice will be used as
a framework for teaching and learning. Prerequisite: SOC 100.
SW 210 Social Welfare as an Institution
This course, which is the first in a two-part social policy sequence, provides an historical and analytical assessment of
social welfare as an institution, using a framework of social theories and definitions of social welfare conditions, policy
goals, program design, and service delivery. It examines the evolution of social welfare in the United States and globally.
It also examines contexts for practice in ways to advance human rights and social and economic justice. The functions of
social work as a profession are explored in areas such as income security, family and children’s services, and health care
services. Prerequisite: SOC 100.
SW 215 Human Behavior and the Social Environment
The focus of this course is on the conceptual frameworks that explain the interrelatedness of genetic, biological,
emotional, psychological, societal, cultural, and environmental conditions. The course also examines the factors that
foster or impede social functioning and their effects on individuals, families, groups, communities, organizations, and
society. Prerequisites: SOC 100, and BIO 100 or BIO 132, or permission of Department Chair
SW 220 Cultural Diversity
Emphasizing the Connecticut region, this course analyzes and develops an understanding of how to engage human
diversity and difference in professional practice. Emphases are on recognizing societal structures that shape life
experiences and on deepening knowledge of self and of others, sometimes using experiential exercises. Prerequisites:
SOC 100, or permission of the Department Chair. Priority given to SW and HPX/Health Promotion Studies Option
majors.
SW 300 Social Work Research
This course introduces students to research concepts and skills relevant to generalist social work practice with client
systems of all sizes. The purpose of this course is to prepare generalist social workers to use social work practice
experiences to inform scientific inquiry, including reading, interpreting, evaluating, and generating social work research
and knowledge; and to use research to inform social work practice. Prerequisites: SW 200 and MAT 100. Open only to
social work majors.
SW 306 Social Work Junior Field Practicum & Seminar
This is the first field experience in a social service agency. The field practicum is for 8 hours per week over a period of
13 weeks, with a required one hour weekly seminar. This seminar is designed to provide students with an opportunity to
7
conceptualize and evaluate their developing competencies, participate in collaborative peer learning, and integrate the
field experience with the theoretical and conceptual frameworks of generalist social work practice.
SW 309 Social Work Practice I
Utilizing the conceptual frameworks of generalist social work practice, this course emphasizes competencies in
engagement and beginning assessment, and values and ethics of the profession. Professional identity is also emphasized.
Prerequisite: PSY 100 with a minimum grade of “C+” and acceptance into Junior Standing in the major. Co-requisites:
SW 305 and SW 306. This course requires registration permission of the Department of Social Work Chair. Spring
Semester.
SW 310 Social Work Practice II
This course is a continuation of SW 309, Social Work Practice I. Emphasis is on generalist social work practice
competencies in assessment, intervention, and evaluation with individual, families, and groups. Models of intervention
with diverse client systems and in varied social systems are also emphasized. Students’ professional identity is enhanced.
Prerequisite: SW 309 and acceptance into Senior Standing in the major. Co-requisite: SW 315 and SW320. Fall
Semester.
SW 311 Social Work Practice III
This course is a continuation of SW 310, Social Work Practice II. This course emphasizes generalist social work
competencies in assessment, intervention, and evaluation with task groups, communities, and organizations. The
interrelationships among social work practice, social work research and social policies are highlighted, as are the
professional responsibilities to contribute to social work practice, to work toward promoting social and economic justice,
and ending oppression. Professional use of self with diverse client systems and with changing organizations is expanded.
Prerequisites: SW 310 and SW 320. Co-requisites: SW 316 and SW 321. Spring Semester.
SW 315 Community Organizing Project I
The Community Organizing Project two-course sequence is designed to provide an opportunity for students to gain
supervised macro level practice experience while addressing an issue of concern on campus or in the community.
Students conceptualize community organizing, while applying generalist models of practice. Emphasis is on: preparing
for action with groups, organizations, and communities; using interpersonal skills in large groups; developing mutually
agreed-on foci of work and desired outcomes; collecting, organizing and interpreting data; assessing strengths and
limitations; developing mutually agreed-on intervention goals and objectives; and selecting appropriate intervention
strategies.
Prerequisite: Acceptance into Senior Standing in the major. Co-requisites: SW 310 and SW 320. Fall Semester.
SW 316 Community Organizing Project II
This is the second course in the Community Organizing Project two-course sequence. Emphases this Semester are on:
initiating actions to achieve goals; implementing interventions; resolving problems, negotiating, mediating and
advocating; transitions and endings; analysis and evaluation of interventions.
Prerequisite: SW 315. Co-requisites: SW 311 and SW 321. Spring Semester.
SW 320 Social Work Senior Field Practicum and Seminar
This is the first of a two-Semester field experience in a social service agency. The field practicum is for 16 hours per
week over a period of thirteen (13) weeks, and attendance at a two-hour weekly seminar is required each Semester. The
practicum is designed to provide students with direct experience in the delivery of social services within an assigned
setting under the supervision of a professional social worker. Students will engage with individuals, families, groups,
organizations, and communities. In the seminar students conceptualize and evaluate their competencies, apply knowledge
to practice, and participate in peer learning.
Prerequisite: Acceptance into Senior Standing in the major. Co-requisites: SW 310 and 315. Fall Semester.
SW 321 Social Work Senior Field Practicum and Seminar
This is the second of a two-Semester field experience in a social service agency. The field practicum is for 16 hours per
week over a period of fifteen (15) weeks, with a required two-hour weekly seminar. This is an advanced field experience
course with emphasis on deepening and broadening the students’ practice competencies. The seminar provides students
with opportunities to conceptualize their field experiences and engage in evaluation of their own practice. It also provides
a forum for discussion of practice questions and issues, as well as postgraduate planning opportunities.
Prerequisite: SW 320. Co-requisites: SW 311 and SW 316. Spring Semester.
8
SW 325 Senior Seminar on Social Policies and Issues
This course prepares students to engage in policy practice by building on the knowledge gained in SW 210. Definitions
of social policies, ways in which policies are promulgated, developed, and implemented, and issues which lack policy
direction will be addressed. Additionally, students learn how to analyze social policies, the interrelationships among
research, policy and program development, the dynamic relationship between policy and practice, how to advocate for
policies that promote social well-being, and how to engage in policy practice. Prerequisite: PS 102, ECO 100 OR ECO
207, and Senior Standing in the major. Fall Semester.
SW 350 Senior Integrative Seminar
SW 350 is a capstone course taken in the last Semester of study in the social work major. In this course students
demonstrate their competencies in both the theoretical and practice knowledge bases and integrate their learning from the
entire social work curriculum. Prerequisite: Senior Standing in the major. Spring Semester.
* See below for additional description of Field Practicum and Seminars.
See Department of Social Work Program Sheet (Appendix E)
See Department of Social Work Typical Course Sequence (Appendix F)
Free Elective courses offered by the Department of Social Work
SW 245 Child Welfare
This course introduces students to the concept of child welfare as it has developed historically and as it is currently
instituted through international, federal, state, and local policies and practices in public, non-profit, and proprietary
settings. Students will examine government decisions and directives affecting and creating child welfare policy. They
will also apply research findings, professional literature, and practice models to enhance their understanding of child
welfare services. Prerequisite: SOC 100.
SW 250 AIDS: A Social Work Perspective
This course will provide students with information about the HIV/AIDS epidemic: biological aspects and the medical,
psychosocial, and ethical/legal responses to the disease; understanding of current local, state and federal policy laws
affecting medical and social services; regional resources available to persons living with HIV/AIDS. The course will also
provide the opportunity for students to address their own concerns, to clarify values positions, to understand the impact of
HIV/AIDS on those in the primary client’s social network, and to begin developing analytic and interaction skills
necessary to work directly with, or to advocate on behalf of, persons living with HIV/AIDS. Prerequisite: SOC 100.
SW/SOC 260 Aging
This course provides an introduction to gerontology, focusing on the physical, psychological, social, emotional, and
environmental aspects of aging. It also provides an overview of social policies and issues affecting older persons and
social programs for older persons. Prerequisite: SOC 100.
SW 270W Writing for the Human Service and Health Care Professions
This Writing Intensive (W) course is designed for students intending to pursue a professional career in such fields as
social work, education, nursing, and other health services. Using a writing-to-learn approach, students will respond in
writing to a range of texts from across disciplines and genres in order to deepen their understanding, exercise critical
thinking, and enhance clarity of written communication in the human service and health care professions. The class may
make use of shared writing and reading, small group exercises, and other peer reading and responses. All readings and
exercises will reflect professional values and concerns. Prerequisites: ENG 101 or permission of the instructor.
FIELD PRACTICUM AND SEMINARS
SW 306, SW 320, SW 321
Two Field Practica, one in the junior spring semester and the second for the senior academic year (2 semesters), provide
opportunities for students to intern at human/social service agencies for academic credit. In these settings students apply
the knowledge, values and skills learned in the classroom.
The Field Practica enable the students to:
9
1. Experience a variety of fields of practice.
2. Learn to practice in diverse and changing settings.
3. Learn from different social workers.
4. Interact with a variety of other non-social work professionals.
5. Apply skills of generalist social work practice.
6. Work with diverse client systems.
7. Address varying human conditions.
8. Work toward the elimination of oppression.
9. Experience applied social policy and research.
10. Engage in social action.
The Field Practicum Manual is a required text for students in Junior and Senior Field Practicum. It articulates the role
descriptions and performance expectations of the Department, agencies, field instructors, field liaisons, and students, and
lists participating field agencies.
The Seminars, taken concurrently with Field Practicum, provide a forum in which students share experiences encountered
in the field, discuss issues related to practice and service delivery systems, and demonstrate application of research and
policy to their practice.
Students in field practica are covered by student liability insurance under a policy held by WestConn.
STUDENT RIGHTS AND RESPONSIBILITIES
Rights
Students have the right to an ethical and challenging education which includes:
1. The Department's adherence to the Course Policies (see Appendix D).
a. A planned and explained written course outline/syllabus in each course.
b. Clearly explicated objectives and assignments for each course.
c. A well-defined grading policy.
2. Freedom to express varying viewpoints.
3. Regularly scheduled class sessions.
4. Assignments graded and returned in a timely fashion.
5. Access to a faculty advisor.
6. Access to their own files.
7. A well defined grievance/appeals policy (see Grievance, Probationary Status and Termination, below).
8. The opportunity to evaluate, in writing, each course (see Appendix I).
Responsibilities & Behavioral Expectations
Social Work students have the responsibility to:
1. Meet the prerequisites and requirements for each course in which they are registered.
2. Meet behavioral expectations of each course.
3. Do assignments in a responsible and timely fashion.
4. Participate in courses where such participation is expected.
5. Negotiate in advance with faculty when unable to fulfill responsibilities.
6. Participate in Department activities.
7. Begin to behave in a manner consistent with the professional standards as proscribed and prescribed in the NASW
Code of Ethics (see Appendix C).
8. Be familiar with and adhere to The Department of Social Work Course Policies Statement (see Appendix D).
9. Complete social work program assessment materials, including course evaluations
Required Student Email Accounts and Facebook
All Department of Social Work Students are required to have a WestConn e-mail account. Students are advised to check
their e-mail frequently for announcements and communications including information about registration and advisement,
important events, meetings, scholarships, current courses, new courses, Junior and Senior application deadlines, etc.
The Department will communicate with students ONLY through the WestConn e-mail system, and not through students’
personal e-mail addresses.
10
The Department also posts news, activities, and opportunities on its Facebook page, www.facebook.com/wcsusocialwork.
Students are encouraged to “Like” us on Facebook.
Academic Honesty Policy
As stated in the University’s Academic Honesty Policy (Appendix D), “students are responsible for maintaining the
academic integrity of the University by following the Academic Honesty Policy. Students are responsible for doing their
own work and avoiding all forms of academic dishonesty.”
The Department of Social Work advises students to review the policy and procedures and to seek assistance of professors,
the writing center, and other sources in understanding and avoiding plagiarism and cheating. Appendix D describes
policies and procedures regarding these serious offenses, including faculty and student responsibilities.
ATTENDANCE
Students are expected to attend class regularly. Many courses include class participation as a percentage of the student's
grade because of the experiential and/or collaborative learning in that class (see individual course syllabi). When unable
to attend a class, meeting, etc., social work students are expected to communicate in advance to advise the appropriate
faculty that they are unable to attend, thereby demonstrating professional behavior.
ADVISEMENT
Each student in the Department of Social Work is assigned a faculty advisor. The advisor has five office hours a week
(posted on the faculty member’s office door) and is available to students at these times or by appointment. Pre-
registration advisement is held each semester. Students must meet with a Department faculty member to discuss not only
the courses for the following semester but to update their progress in the Department. Registration advisement schedules
are online. Students are notified of registration dates in multiple ways.
Advisors are available throughout the semester to students to discuss matters related to educational and professional
development issues. Students may change their advisors by request. Department faculty confer periodically to ensure
student progress toward successful fulfillment of program expectations. This includes consideration of field and
classroom academic and behavioral performances during the semester, and review of students’ learning needs and
learning contracts established at the advisement interviews for Admission to Junior and Senior Years. Outreach to
students is then provided, to help them address learning or other performance issues in a timely fashion.
Student files are kept in the Department office. They contain relevant academic and professional documents pertaining to
each individual student. A student may gain access to his/her own file upon request to the advisor. The material in the
file is intended to be helpful to both the student and the advisor.
GRIEVANCE PROCEDURES REGARDING GRADES
Students with grievances about a grade are encouraged to discuss the matter first, with the faculty person in question. If
the matter cannot be resolved, there is a detailed procedure clearly explicated in the University Catalog, "Academic
Policies and Procedures, Appeal Procedure for Final Grade," which should be followed.
Students are allowed to retake a social work labeled course once if a below C+ grade was earned. This may result in a
delay moving ahead into advanced courses because of pre-requisite grade requirements. University policy is that both
grades are figured into the GPA unless a request is made by the student to drop the lower grade. No duplicate S.H. credit
is earned. Students must develop a plan to improve academic standing, or seek advisement to select an alternative major,
if requirements are not met.
PROBATIONARY STATUS IN DEPARTMENT
Social Work majors whose GPA falls below the 2.5 level and/or do not achieve a minimum of 2.75 GPA in the required
courses in the major (53 credits) will be placed on probationary status in the department. Students will not be able to
proceed or continue with the practice and field sequence until the academic standards of the Department are met.
TERMINATION
Termination from the Department by the Chair may occur when a student fails to maintain the academic standards of the
University and Department (see WCSU Undergraduate Catalog, "Student Standing" and "Social Work"; WCSU Student
Handbook, "Student Rights and Responsibilities"; Social Work Department Student Handbook, "Probationary Status in
11
Department" and "Student Rights and Responsibilities"); and/or when a student in class or field is considered
inappropriate for the profession of social work, based on behavior which is not consistent with the standards of ethical
conduct and professional behavior prescribed and proscribed by the NASW Code of Ethics (Appendix C) or the stated
expectations of the Dept. (see "Student Rights and Responsibilities"). In such cases, discussions take place among the
student, faculty involved, and Department Chair. The Chair has the authority to make final decisions.
Decisions reached are communicated in writing by the Chair to the student in a timely fashion. The student may appeal
these decisions to the Dean of Professional Studies or employ the University process for "Student Rights and
Responsibilities" (WCSU Student Handbook). Termination from the Department during the concurrent Junior
Practice/Field/Seminar curricula, or the concurrent senior curricula requires the student to withdraw from all SW labeled
courses in that concurrent course group.
On occasion, difficulties may arise at the field placement. In these instances, the Field Liaison works with the student and
Field Instructor to resolve these situations. Any one of the three can ask the Field Coordinator and/or Department Chair
to help resolve matters.
Every effort is made to assess the situation quickly and to establish a plan of action. In the event that the problem cannot
be resolved, the Field Coordinator in consultation with the Field Liaison, Field Instructor, and student, will terminate the
placement, with the approval of the Department Chair. Based upon the specifics of the situation the student may: 1) be
reassigned to a different field practicum; 2) defer placement for a year or more (with explicit conditions for re-entry
established by the Department, then assessed at possible re-entry time); 3) be terminated from the Department by the
Chair of the Department. Students will be informed in writing of decisions regarding their status and may appeal these
decisions to the Dean of the School of Professional Studies.
The University maintains guidelines for student rights and responsibilities and judicial procedures which are clearly
articulated in the WCSU STUDENT HANDBOOK under the category “Student Code of Conduct and Statement of
Judicial Procedures”. The Department adheres to these guidelines in all such matters and may establish additional
responsibilities based upon professional training criteria.
PROGRAM ASSESSMENT AND REVIEW PROCESS
The Department of Social Work, accredited by the Council on Social Work Education, prepares a self-study for
reaffirmation of accreditation every eight years, with 2020-2021 the next review time. A self study includes a thorough
review of all curricular offerings during each cycle, including over-all program goals and objectives, course objectives,
relevancy and currency of materials, and integration of new knowledge and theory. The program uses multiple feedback
processes from its constituencies (students, graduates, field agencies, community advisory committee, and employers),
and from a host of measures and instruments that evaluate students’ competency across an array of social work practice
behaviors.
DEPARTMENT ACTIVITIES
The Department of Social Work is committed to the development of the whole student. In addition to preparation for
entry level practice, the department also recognizes the importance of social and community service activities as
enhancements to the educational process.
Special Events
Each spring the Department of Social Work sponsors The Beatrice K. Nemzer Annual Social Work Symposium, which
was begun by and later named for a professor emeritus. The Symposium, begun in 1975, is open to the University and
the community at large. Symposium speakers are national or regional experts who address issues of current concern to the
profession.
The Department actively participates in and supports School of Professional Studies and University sponsored events
such as Day of Service, Relay for Life, and other activities.
The Social Work Club
The Social Work Club is a student organization recognized by the University's Student Government Association (SGA).
The Social Work Club sponsors guest speakers on current issues, social events (pizza parties, end of semester
celebrations, etc.) and community services (donations of goods and/or time to local agencies.) It provides an informal
opportunity for students to network, raises funds to underwrite activities, helps subsidize students' attendance at
12
professional conferences, and contributes to social work scholarship funds. All Social Work students are encouraged to
actively participate in club activities.
The Department of Social Work sponsors various activities throughout the year, including a professional development
day, a graduate school expo, events for graduating seniors, and participation in statewide NASW events. Occasional
dinners, parties, and other gatherings for students add to the social life of the Department.
Community Advisory Committee
The Department of Social Work has a Community Advisory Committee comprised of practitioners from the region, a
member of the Phi Alpha Honor Society, Chi Sigma Chapter (WCSU), representatives from the business/government
sector, field instructors, and alumni. The purpose of the Community Advisory Committee is to ensure that the Department
of Social Work is teaching social work practices that are current and relevant to the needs of the region.
Faculty Search Committee
When the Department is hiring new full-time faculty, a Search Committee is formed. The committee is chaired by a
faculty member in the Department and usually consists of other Department faculty, and one or more appointed student
representatives.
Department Meetings
The Department of Social Work holds regularly scheduled meetings at least once a month to discuss departmental
business, reevaluate policy, and plan for the future of the Department. The Department also schedules periodic meetings
with faculty and student representatives to discuss issues of interest to students.
SCHOLARSHIPS
The Department awards six scholarships each year to social work majors. All six require applications.
Specific eligibility requirements and applications are distributed by the Department in accordance with the University’s
scholarship application schedule.
The Scott Andrews Memorial Scholarship is awarded to a returning student who reflects the spirit of Scott. He
embraced life, was sensitive, caring and committed to a career in social work. Recipients have a demonstrated
commitment to helping others as well as a financial need. Preference is given to students in single parent families.
The Martha Bernstein and Patricia Ivry Scholarship was created and is supported by a graduate of the program to
honor his grandmother and Professor Patricia W. Ivry, two women who greatly influenced his life. It is awarded to a
female student entering her senior year of the program.
Community Advisory Committee/Alumni Scholarship is awarded to a non-traditional student (over the age of 25),
who has a minimum GPA of 3.0, demonstrated financial need, a commitment to community involvement, and
demonstrated potential to be an active alumni.
The Laura Duffy Memorial Scholarship is awarded to a social work student who has demonstrated a life-long
commitment to community services and who embodies the warmth and caring which Laura personified. This scholarship
is administered and awarded by the Phi Alpha Honor Society, in which Laura was a member.
The Craig Lundwall Memorial Scholarship was created in memory of Craig Lundwall, a 1998 graduate of the
Department of Social Work. The award is given to a student who excels academically, is sensitive and has a passion for
social change – all qualities Craig personified.
Pay it Forward Scholarship is awarded to a junior who shows promise to improve and excel academically in the Social
Work program and who has demonstrated financial need.
AWARDS
The Department of Social Work recognizes the outstanding senior and outstanding junior each spring at the School of
Professional Studies Student Honors Convocation with The Beatrice K. Nemzer Student Recognition Awards. The
13
awards are given based on grade point average, service to the Department and University, and commitment to the
profession.
The Dr. Rob Veneziano Research Award will be given to a student who excels in the area of social work research,
and/or who shows outstanding potential for a research related career. The award is named for Dr. Rob Veneziano,
Professor Emeritus, who revised, enhanced, and taught the Department’s social work research course, in addition to
teaching other courses, and Chairing the Department during his tenure at WestConn. Dr. Veneziano himself is an
outstanding researcher, and was an excellent role model for students, as they developed their interest in social work
research.
The Professors Marjorie and Richard Steinberg Field Performance Award will be awarded to a student who excels
in his/her field practicum and/or is engaged in a unique project while in his/her field placement.
Professor Marjorie Steinberg, Professor Emeritus, taught, Chaired, and served as Field Coordinator in the Department of
Social Work during her 20 year tenure at the University. During her many years as Field Coordinator, Ms. Steinberg
further professionalized the field component of the Department of Social Work. Her husband Richard Steinberg has
served as an adjunct field liaison in the Department. His dedication to students and maintenance of high standards has
benefitted emerging social workers. Both, Mr. and Mrs. Steinberg are professional social workers who have dedicated
their careers to developing and improving students’ field experiences.
The Unsung Hero Award will be awarded to a student completing the social work program who has overcome
significant obstacles in order to attend college. Typically, such a student has many outside responsibilities, and is very
committed to the profession of social work, peers, the Department and the University. Not always able to participate as
much as he/she would like, this student, nonetheless embraces all of the characteristics that are most desirable in a
professional social worker; commitment, compassion, intelligence, creativity, a strong knowledge base, excellent people
skills, and professional drive.
The Alice Fales Social Work Service Award is awarded to a graduating Social Work Senior whose service to the Social
Work Program and to fellow students exemplifies key values of the social work profession –specifically, Service,
Competence, Dignity and Worth of the person, and the Importance of Human Relationships. The award is named in
honor of Alice Fales, Class of 1998, who set a high standard of academic achievement paired with service-directed
activities which furthered both the success of department projects and supported the advancement of her peers.
The Ray Strolin Social Justice Writing Competition
The Department of Social Work sponsors a Social Justice Writing Competition to honor the memory to the late Ray
Strolin MSW, a former adjunct professor in the Department of Social Work, to affirm our commitment to social and
economic justice and to underscore the definition of Social Work as both an Art and a Science. Honorees receive a
certificate and read their selection at the Annual Beatrice K. Nemzer Social Work Symposium. A copy of the selected
work(s) will also be shared with the Strolin family.
Phi Alpha Honor Society, Chi Sigma Chapter, is a national honor society for upper-class social work students.
Eligibility requirements include an overall GPA of 3.25 and an average of 3.50 in social work courses (slightly higher for
Juniors), completion of a minimum of 9 credits of social work courses, and demonstrated excellence of scholarship and
commitment to the profession. Invitation for membership is made by the Society membership yearly, and an Induction
Ceremony is held in the Fall.
Department of Social Work Faculty
Karen R. Brown, MSW, Ph.D., Assistant Professor
Professor Brown, joined the Department in Fall 2015. Professor Brown holds a Bachelor of Arts
degree in Psychology from the University of Connecticut, a Master’s Degree in Social Work and a
Ph.D. in Social Work in Fall 2015, both from the University of Connecticut School of Social Work.
Professor Brown brings over 27 years of experience with welfare programs, employed as a social
worker for the City of Hartford Department of Health and Human Services and the State of
Connecticut Department of Social Services (DSS). She has worked primarily with adult populations
in a variety of host settings, from working at the Hartford Community Court where she
administered and facilitated groups for women arrested for prostitution to providing patient care
coordination and discharge planning at a local hospital. Most recently, Professor Brown worked as a
fair hearings officer for CT DSS, where she adjudicated hearings between DSS clients and the
agency when clients disputed actions taken on their public assistance benefits.
Her research interests have focused on social welfare policy, anti-poverty strategies, and the
intersections of race, gender, and socioeconomic status. Her dissertation work focused on welfare
hearing officers and their role perceptions in carrying out their jobs and she has presented her work
at the National Association of Hearing Officials Annual Conference. She currently sits on several
social work schools’ community advisory boards.
Dr. Deneen Harris, MSW, Ph.D., Assistant Professor
Dr. Harris holds a bachelor’s degree in Social Work from Southern Illinois University, a master’s
degree in Social Work from the Southern Illinois University, and a doctorate in Social Work from
the University of Alabama. She joined our Department of Social Work in 2008.
Dr. Harris was a CSWE Clinical Fellow during her tenure as a doctoral student, and has participated
in the Scholar in Residence Program at NYU, working on a project that examines the lived
experiences of older African-Americans that are HIV positive. She has co-presented (with a former
student) the preliminary findings of this work at various conferences. Child welfare practice and
social work education are other areas of interest relative to her evolving research agenda. Her area
of practice is child welfare. In terms of service, she is committed to projects that provide
opportunities to mentor youth and young adults.
Dr. Kathleen Hinga, MSW, Ph.D., Assistant Professor
Dr. Hinga arrived at WestConn in August 2005 from Western Massachusetts. She holds a bachelor
degree in biology from the Elms College, and a master’s degree in Social Work (Community
Organization) from Boston University School of Social Work. Dr. Hinga received an
interdisciplinary doctorate in Sociology and Social Work (Social Policy) from Boston University in
May 2005.
Dr. Hinga served as a doctoral teaching fellow at Boston University School of Social Work from
1999-2005, and taught for several years as adjunct social work faculty at Elms College, Greenfield
Community College, and Smith College of Social Work. She brings over 30 years experience as a
social worker in the field. This work has included efforts to provide for the immediate needs of
individuals and families, as well as social change efforts addressing the structural causes in
communities for poverty, family and community violence, inadequate health care and literacy.
Kathleen is especially interested in the use of family support approaches, which incorporate social
work strategies that enable individuals and families to take power over their own lives as they work
to address community issues from a social change perspective. She currently chairs the Network
Education Program Board of Directors, a Washington based educational arm of a faith-based
national lobby working on human needs legislation. She has held similar roles in efforts to promote
local community control and the just allocation of economic resources. Dr Hinga has an active
interest in the promotion of human rights through international social work. In 2008, Kathleen and
Friar Michael Lasky received a $25, 000 President’s Initiative Grant to support an 18 day WCSU
student study travel experience in Geneva, Switzerland during the UN‘s 60
th
anniversary
celebration of the Universal Declaration of Human Rights.
Her research interests have focused on the implementation of welfare reform, and more recently, the
factors involved in the mobilization of people to action. Kathleen’s dissertation work in this area
focused on women at the grassroots level in their roles as activists. In addition to continuing her
work with women, she is currently expanding her work on mobilization factors with a CUC
Research Grant project focusing on learning more about the factors that hinder and support social
work students with disabilities in their field education placements.
Dr Hinga currently serves on the Faculty Development and Recognition Committee, represents
School for Professional Studies on the University Information Technology Committee and chairs
the School for Professional Studies Information Technology Committee. She also acts as the faculty
liaison between the Social Work Department and the WCSU library.
Patricia W. Ivry, MSW, LCSW, Professor, Department Chair
Ms. Ivry has been teaching at WestConn since 1980 and served as Chair from 1990 – 2001. She
holds a bachelor’s degree in English from Goucher College and a master’s degree in Social Work
from the University of Maryland, School of Social Work and has done advanced studies at the City
University of New York.
Ms. Ivry’s experience and expertise are in areas relating to diversity, human behavior, program
development and social policy formulation and analysis. In addition to teaching, Ms. Ivry leads
advocacy groups, consults in program planning and implementation, consults with Boards of
Directors, served as a Commissioner on the Council of Social Work Education’s Commission on
Education Policy (1995 – 2001), and Chaired the Program Activity and Professional Development
Committee for the Association of Baccalaureate Program Directors, (2005-2010).
Ms. Ivry is the Director of the Executive Forum of Western Connecticut State University, a capacity
building initiative in the nonprofit sector. She serves on several Boards of Directors of Nonprofit
organizations.
Rebecca Wade-Rancourt, MSW, LCSW, Assistant Professor
Rebecca Wade-Rancourt, MSW, LCSW joined the faculty of the Social Work Department at
Western Connecticut State University in 2013 after 15 years of practice in the field. She is a
graduate of WCSU’s Social Work program and holds an MSW from Fordham University. Ms.
Wade-Rancourt has focused her career on serving children and families, both as a direct practitioner
and an administrator. Her clinical work has included outpatient, home-based and residential
treatment for children and youths. She has served as a clinical supervisor in multiple settings, and
as executive director for a child abuse prevention agency.
Sharon Young, Ph.D., L.C.S.W., Assistant Professor, Field Coordinator
Dr. Young joined the social work faculty in 2012. She holds a Bachelor of Science degree in
human development and family relations and a master’s degree in social work from the University
of Connecticut. She received her doctorate in social work from the Graduate School of Social
Service at Fordham University.
Dr. Young is a Licensed Clinical Social Worker who has worked with adolescents and their families
in residential, outpatient, and school settings. She has worked for many years with difficult to
engage youth in substance abuse treatment and community settings. In practice, she developed a
prevention theater program that was nationally recognized as an exemplary program by SAMHSA.
Her research interests are in the area of student veteran adjustment to college and she has presented
her research at an NASW conference and to several groups of student veterans. She currently sits
on the Veterans’ Task Force at WCSU and on the NASPA Region 1 Veterans Knowledge
community.
Adjunct Faculty
Adjunct faculty members extend the expertise of the Department and are additional learning
resources for students. The adjuncts teach part-time, and serve as field training liaisons. They are
carefully chosen from among professional social workers who are active in practice and
administration; many have served as agency-based field instructors.
Sean Boyle, earned a bachelor’s degree in Social Work from Western Connecticut State University
and a master’s of science in education from the University of Bridgeport. He teaches SW 245:
Child Welfare: Theory and Practice.
Brescia, Evy, MSW, earned a bachelor’s degree in Social Work from Western Connecticut State
University and an MSW from Southern Connecticut State University, School of Social Work. She
teaches SW 260 Aging.
Ann Cook, LSW, earned a bachelor’s degree in Social Work and an MSW from Marywood
University. She teaches SW 215, Human Behavior and the Social Environment and SW 311,
Practice III.
Courtney Cullinan, MSW, earned a bachelor’s degree Social Science/Theater Arts from
Providence College and an MSW from the University of Connectiuct. She teaches SW 210, Social
Welfare as an Institution.
Meg Currie, MSW, LCSW, ACSW, earned a BS in Magazine Journalism and a BS in
Environmental Design from Syracuse University, and an MSW from Columbia University. She
teaches in the field sequence.
Nadine Dechausay, Ph.D., earned bachelor’s degrees in Educational Services and Human Biology
from Brown University, a master’s degree in Criminology and a J.D. from University of Toronto,
and a Ph.D. from New York University. She teaches SW 325, Senior Seminar on Social Policies
and Issues.
April Moreira, MSW, earned a bachelor’s degree in Social Work from Western Connecticut State
University and an MSW from Fordham University. She teaches SW 200, Introduction to Social
Work.
Sean Richards, MSW, earned a bachelor’s degree in Psychology from the University of Rochester,
and an MSW from Fordham University. He teaches SW 300, Social Work Research.
Joanne Santiago, MSW, earned a bachelor’s degree in Communications from Eastern Connecticut
State University and an MSW from the University of Connecticut. She teaches SW 220, Cultural
Diversity.
Kristen Selleck, MSW, earned a Bachelor of Arts from Mount Holyoke College and an MSW from
the University of Connecticut. She teaches SW 210, Social Welfare as an Institution.
Stephanie Shaughnessy, MSW earned a bachelor’s degree in Social Work from Western
Connecticut State University and an MSW from Fordham University. She teaches in the field
sequence.
XX
1 2015 Educational Policy and Accreditation Standards
2015
Educational Policy and
Accreditation Standards
Educational Policy and
Accreditation Standards
for Baccalaureate and Master’s Social Work Programs
Commission on Accreditation
Commission on Educational Policy
Developed by the Council on Social Work Education (CSWE) Commission on Educational Policy and
the CSWE Commission on Accreditation; Educational Policy approved by the CSWE Board of Directors on March 20, 2015;
Accreditation Standards approved by the CSWE Commission on Accreditation on June 11, 2015.
Copyright © 2015 Council on Social Work Education
Introduction ................................................................. 4
Purpose: Social Work Practice,
Education, and Educational Policy and
Accreditation Standards ............................................. 5
Competency-Based Education ...................................... 6
Social Work Competencies ........................................... 7
Competency 1: Demonstrate Ethical
and Professional Behavior ........................................................7
Competency 2: Engage Diversity and
Difference in Practice .............................................................7
Competency 3: Advance Human Rights and Social, Economic,
and Environmental Justice .......................................................7
Competency 4: Engage In Practice-informed
Research and Research-informed Practice.................................8
Competency 5: Engage in Policy Practice ..................................8
Competency 6: Engage with Individuals, Families,
Groups, Organizations, and Communities ..................................8
Competency 7: Assess Individuals, Families, Groups,
Organizations, and Communities ..............................................9
Competency 8: Intervene with Individuals, Families, Groups,
Organizations, and Communities ..............................................9
Competency 9: Evaluate Practice with Individuals, Families,
Groups, Organizations, and Communities ..................................9
Program Mission and Goals ....................................... 10
Educational Policy 1.0—Program Mission and Goals ................10
Values ................................................................................... 10
Program Context .................................................................... 10
Accreditation Standard 1.0—
Program Mission and Goals ....................................................10
Explicit Curriculum ................................................... 11
Educational Policy 2.0—Generalist Practice ............................11
Accreditation Standard B2.0—Generalist Practice ...................11
Accreditation Standard M2.0—Generalist Practice ...................11
Educational Policy M2.1—Specialized Practice .......................12
Accreditation Standard M2.1—Specialized Practice .................12
Educational Policy 2.2—Signature Pedagogy:
Field Education ....................................................................12
Accreditation Standard 2.2—Field Education ..........................13
Implicit Curriculum .................................................... 14
Educational Policy 3.0—Diversity ...........................................14
Accreditation Standard 3.0—Diversity ....................................14
Educational Policy 3.1—Student Development ........................14
Accreditation Standard 3.1—Student Development:
Admissions; Advisement, Retention, and Termination;
and Student Participation ......................................................14
Admissions ..........................................................................14
Advisement, retention, and termination...................................15
Student participation ............................................................15
Educational Policy 3.2—Faculty ............................................15
Accreditation Standard 3.2—Faculty ......................................15
Educational Policy 3.3—Administrative and
Governance Structure ............................................................16
Accreditation Standard 3.3—Administrative Structure .............16
Educational Policy 3.4—Resources ........................................17
Accreditation Standard 3.4—Resources ..................................17
Assessment ................................................................. 18
Educational Policy 4.0—Assessment of
Student Learning Outcomes ...................................................18
Accreditation Standard 4.0—Assessment ................................18
contents
contents
2015 Educational Policy and Accreditation Standards 3
4 Educational Policy and Accreditation Standards
Introduction
Accreditation is a system for recognizing educational institutions and professional programs
affiliated with those institutions as having a level of performance, integrity, and quality that
entitles them to the confidence of the educational community and the public they serve.
The Commission on Accreditation (COA) of the Council on Social Work Education (CSWE)
is recognized by the Council for Higher Education Authority to accredit baccalaureate and
master’s degree programs in social work education in the United States and its territories.
The COA is responsible for formulating, promulgating, and implementing the accreditation
standards for baccalaureate and master’s degree programs in social work, for ensuring the
standards define competent preparation, and for confirming that accredited social work
programs meet the standards. To this end, CSWE’s COA administers a multistep accreditation
process that involves program self-studies and benchmarks, site visits, and COA reviews.
The accreditation review process provides professional judgments on the quality of a social work education program in an
institution. These findings are based on applying the Educational Policy and Accreditation Standards (EPAS) promulgated
by the Commission on Educational Policy (COEP) and the COA. The essential purpose of the accreditation process is to
provide a professional judgment of the quality of the program offered and to encourage continual improvement. Moreover,
systematic examination of compliance with established standards supports public confidence in the quality of professional
social work education and in the competence of social work practice.
EPAS Revision Process
The COA and the COEP are responsible for revising the EPAS. The revision takes place in accordance with the CSWE
bylaws, which mandate that the policy statement be reviewed by COEP “at periodic intervals not to exceed 7 years."
CSWE’s recognition by the Council for Higher Education Authority also requires that accreditors have a process whereby
standards are reviewed periodically by the COA.
The most recent standards review process took more than 5 years and resulted in three drafts issued for public review and
comment. The intent of the COA and the COEP was to solicit feedback from as many constituents as possible in as many
ways as possible. The COEP and the COA would like to thank the programs, individuals, organizations, and communities of
interest that provided feedback on all of the drafts.
The educational policy, which details the new social work competencies for the 2015 EPAS, was developed by COEP and
approved by the CSWE Board of Directors on March 20, 2015. The accreditation standards were developed and approved
by the COA on June 11, 2015. Programs that have reaffirmation reviews in October 2017 or later will use the 2015 EPAS
to prepare their self-studies. Programs applying for candidacy in 2016 and beyond would use the 2015 EPAS for their
benchmark documents.
For updated information about the 2015 EPAS, please visit www.cswe.org/Accreditation or send an e-mail to
accreditation@cswe.org.
July 2015
2015 Educational Policy and Accreditation Standards 5
Purpose: Social Work Practice, Education, and
Educational Policy and Accreditation Standards
The purpose of the social work profession is to promote human and community well-being.
Guided by a person-in-environment framework, a global perspective, respect for human
diversity, and knowledge based on scientific inquiry, the purpose of social work is actualized
through its quest for social and economic justice, the prevention of conditions that limit
human rights, the elimination of poverty, and the enhancement of the quality of life for all
persons, locally and globally.
Social work educators serve the profession through their teaching, scholarship, and service. Social work education at
the baccalaureate, master’s, and doctoral levels shapes the profession’s future through the education of competent
professionals, the generation of knowledge, the promotion of evidence-informed practice through scientific inquiry, and the
exercise of leadership within the professional community. Social work education is advanced by the scholarship of teaching
and learning, and scientific inquiry into its multifaceted dimensions, processes, and outcomes.
The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to
accredit baccalaureate and master’s level social work programs. EPAS supports academic excellence by establishing
thresholds for professional competence. It permits programs to use traditional and emerging models and methods
of curriculum design by balancing requirements that promote comparable outcomes across programs with a level of
flexibility that encourages programs to differentiate.
EPAS describe four features of an integrated curriculum design: (1) program mission and goals, (2) explicit curriculum, (3)
implicit curriculum, and (4) assessment. The educational policy and the accreditation standards are conceptually linked to
each other. Educational Policy describes each curriculum feature. Accreditation standards are derived from the Educational
policy and specify the requirements used to develop and maintain an accredited social work program at the baccalaureate (B)
or master’s (M) level.
It permits programs to use traditional and emerging models and methods
of curriculum design by balancing requirements that promote comparable
outcomes across programs with a level of flexibility that encourages
programs to differentiate.
6 2015 Educational Policy and Accreditation Standards
Competency-Based Education
In 2008 CSWE adopted a competency-based education framework for its EPAS. As in
related health and human service professions, the policy moved from a model of curriculum
design focused on content (what students should be taught) and structure (the format and
organization of educational components) to one focused on student learning outcomes. A
competency-based approach refers to identifying and assessing what students demonstrate in
practice. In social work this approach involves assessing students’ ability to demonstrate the
competencies identified in the educational policy.
Competency-based education rests upon a shared view of the nature of competence in professional practice. Social
work competence is the ability to integrate and apply social work knowledge, values, and skills to practice situations
in a purposeful, intentional, and professional manner to promote human and community well-being. EPAS recognizes
a holistic view of competence; that is, the demonstration of competence is informed by knowledge, values, skills, and
cognitive and affective processes that include the social worker’s critical thinking, affective reactions, and exercise of
judgment in regard to unique practice situations. Overall professional competence is multi-dimensional and composed
of interrelated competencies. An individual social worker’s competence is seen as developmental and dynamic,
changing over time in relation to continuous learning.
Competency-based education is an outcomes-oriented approach to curriculum design. The goal of the outcomes approach
is to ensure that students are able to demonstrate the integration and application of the competencies in practice. In EPAS,
social work practice competence consists of nine interrelated competencies and component behaviors that are comprised
of knowledge, values, skills, and cognitive and affective processes.
Using a curriculum design that begins with the outcomes, expressed as the expected competencies, programs develop
the substantive content, pedagogical approach, and educational activities that provide learning opportunities for
students to demonstrate the competencies.
Assessment of student learning outcomes is an essential component of competency-based education. Assessment provides
evidence that students have demonstrated the level of competence necessary to enter professional practice, which in turn shows
programs are successful in achieving their goals. Assessment information is used to improve the educational program and the
methods used to assess student learning outcomes.
Programs assess students’ demonstration of competence. The assessment methods used by programs gather data that
serve as evidence of student learning outcomes and the demonstration of competence. Understanding social work practice
is complex and multi-dimensional, the assessment methods used by programs and the data collected may vary by context.
Social work competence is the ability to integrate and apply social work
knowledge, values, and skills to practice situations in a purposeful, intentional,
and professional manner to promote human and community well-being.
2015 Educational Policy and Accreditation Standards 7
Social Work Competencies
The nine Social Work Competencies are listed below. Programs may add competencies that are
consistent with their mission and goals and respond to their context. Each competency describes the
knowledge, values, skills, and cognitive and affective processes that comprise the competency at the
generalist level of practice, followed by a set of behaviors that integrate these components. These
behaviors represent observable components of the competencies, while the preceding statements
represent the underlying content and processes that inform the behaviors.
Competency 1: Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may
impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how
to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal
values and the distinction between personal and professional values. They also understand how their personal experiences and
affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission,
and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in
inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their
skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of
technology in social work practice. Social workers:
• make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical
decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
• use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
• demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
• use technology ethically and appropriately to facilitate practice outcomes; and
• use supervision and consultation to guide professional judgment and behavior.
Competency 2: Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human experience and are critical to the
formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited
to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status,
political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as
a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well
as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and
recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may
oppress, marginalize, alienate, or create privilege and power. Social workers:
• apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the
micro, mezzo, and macro levels;
• present themselves as learners and engage clients and constituencies as experts of their own experiences; and
• apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients
and constituencies.
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
Social workers understand that every person regardless of position in society has fundamental human rights such as freedom,
safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections
of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies
to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive
structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political,
environmental, economic, social, and cultural human rights are protected. Social workers:
8 2015 Educational Policy and Accreditation Standards
SOCIAL WORK COMPETENCIES
• apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and
system levels; and
• engage in practices that advance social, economic, and environmental justice.
Competency 4: Engage In Practice-informed Research and Research-informed Practice
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and
in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to
building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways
of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
• use practice experience and theory to inform scientific inquiry and research;
• apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
• use and translate research evidence to inform and improve practice, policy, and service delivery.
Competency 5: Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its
implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies
and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their
role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively
engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural,
economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy
formulation, analysis, implementation, and evaluation. Social workers:
• Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
• assess how social welfare and economic policies impact the delivery of and access to social services;
• apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and
environmental justice.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice
with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of
human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and
apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations,
and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.
Competency 1: Demonstrate Ethical and
Professional Behavior
Competency 2: Engage Diversity and
Difference in Practice
Competency 3: Advance Human Rights and
Social, Economic, and Environmental Justice
Competency 4: Engage In Practice-informed
Research and Research-informed Practice
Competency 5: Engage in Policy Practice
Competency 6: Engage with Individuals, Families,
Groups, Organizations, and Communities
Competency 7: Assess Individuals, Families,
Groups, Organizations, and Communities
Competency 8: Intervene with Individuals,
Families, Groups, Organizations, and Communities
Competency 9: Evaluate Practice with Individuals,
Families, Groups, Organizations, and Communities
2015 Educational Policy and Accreditation Standards 9
Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with
diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to
facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical
frameworks to engage with clients and constituencies; and
• use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with,
and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human
behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies,
including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse
clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in
the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their
personal experiences and affective reactions may affect their assessment and decision-making. Social workers:
• collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical
frameworks in the analysis of assessment data from clients and constituencies;
• develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges
within clients and constituencies; and
• select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of
clients and constituencies.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice
with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about
evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations,
and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply
this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and
implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-
professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-
professional, and inter-organizational collaboration. Social workers:
• critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical
frameworks in interventions with clients and constituencies;
• use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
• negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
• facilitate effective transitions and endings that advance mutually agreed-on goals.
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and
on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating
processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human
behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand
qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:
• select and use appropriate methods for evaluation of outcomes;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical
frameworks in the evaluation of outcomes;
• critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
• apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
10 2015 Educational Policy and Accreditation Standards
Program Mission and Goals
Educational Policy 1.0—Program Mission and Goals
The mission and goals of each social work program address the profession’s purpose, are grounded in core professional
values, and are informed by program context.
Values
Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity,
competence, human rights, and scientific inquiry are among the core values of social work. These values underpin the
explicit and implicit curriculum and frame the profession’s commitment to respect for all people and the quest for social
and economic justice.
Program Context
Context encompasses the mission of the institution in which the program is located and the needs and opportunities
associated with the setting and program options. Programs are further influenced by their practice communities,
which are informed by their historical, political, economic, environmental, social, cultural, demographic, local,
regional, and global contexts and by the ways they elect to engage these factors. Additional factors include new
knowledge, technology, and ideas that may have a bearing on contemporary and future social work education,
practice, and research.
Accreditation Standard 1.0—Program Mission and Goals
1.0.1 The program submits its mission statement and explains how it is consistent with the profession’s purpose
and values.
1.0.2 The program explains how its mission is consistent with the institutional mission and the program’s context
across all program options.
1.0.3 The program identifies its goals and demonstrates how they are derived from the program’s mission.
Service, social justice, the dignity and worth of the person, the importance
of human relationships, integrity, competence, human rights, and scientific
inquiry are among the core values of social work.
2015 Educational Policy and Accreditation Standards 11
Explicit Curriculum
The explicit curriculum constitutes the program’s formal educational structure and includes
the courses and field education used for each of its program options. Social work education
is grounded in the liberal arts, which provide the intellectual basis for the professional
curriculum and inform its design. Using a competency-based education framework, the
explicit curriculum prepares students for professional practice at the baccalaureate and
master’s levels. Baccalaureate programs prepare students for generalist practice. Master’s
programs prepare students for generalist practice and specialized practice. The explicit
curriculum, including field education, may include forms of technology as a component of
the curriculum.
Educational Policy 2.0—Generalist Practice
Generalist practice is grounded in the liberal arts and the person-in-environment framework. To promote human and
social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with
diverse individuals, families, groups, organizations, and communities based on scientific inquiry and best practices.
The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking
in practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and
advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and
resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the
impact of context on professional practice.
The baccalaureate program in social work prepares students for generalist practice. The descriptions of the nine
Social Work Competencies presented in the EPAS identify the knowledge, values, skills, cognitive and affective
processes, and behaviors associated with competence at the generalist level of practice.
Accreditation Standard B2.0—Generalist Practice
B2.0.1 The program explains how its mission and goals are consistent with generalist practice as defined in EP 2.0.
B2.0.2 The program provides a rationale for its formal curriculum design demonstrating how it is used to develop a
coherent and integrated curriculum for both classroom and field.
B2.0.3 The program provides a matrix that illustrates how its curriculum content implements the nine required
social work competencies and any additional competencies added by the program.
Accreditation Standard M2.0—Generalist Practice
M2.0.1 The program explains how its mission and goals are consistent with generalist practice as defined in EP 2.0.
M2.0.2 The program provides a rationale for its formal curriculum design for generalist practice demonstrating how
it is used to develop a coherent and integrated curriculum for both classroom and field.
M2.0.3 The program provides a matrix that illustrates how its generalist practice content implements the nine required
social work competencies and any additional competencies added by the program.
12 2015 Educational Policy and Accreditation Standards
EXPLICIT CURRICULUM
Educational Policy M2.1—Specialized Practice
Specialized practice builds on generalist practice as described in EP 2.0, adapting and extending the Social Work Competencies
for practice with a specific population, problem area, method of intervention, perspective or approach to practice. Specialized
practice augments and extends social work knowledge, values, and skills to engage, assess, intervene, and evaluate within
an area of specialization. Specialized practitioners advocate with and on behalf of clients and constituencies in their area of
specialized practice. Specialized practitioners synthesize and employ a broad range of interdisciplinary and multidisciplinary
knowledge and skills based on scientific inquiry and best practices, and consistent with social work values. Specialized
practitioners engage in and conduct research to inform and improve practice, policy, and service delivery.
The master’s program in social work prepares students for specialized practice. Programs identify the specialized
knowledge, values, skills, cognitive and affective processes, and behaviors that extend and enhance the nine Social Work
Competencies and prepare students for practice in the area of specialization.
Accreditation Standard M2.1—Specialized Practice
M2.1.1 The program identifies its area(s) of specialized practice (EP M2.1), and demonstrates how it builds on
generalist practice.
M2.1.2 The program provides a rationale for its formal curriculum design for specialized practice demonstrating how the
design is used to develop a coherent and integrated curriculum for both classroom and field.
M2.1.3 The program describes how its area(s) of specialized practice extend and enhance the nine Social Work
Competencies (and any additional competencies developed by the program) to prepare students for practice in
the area(s) of specialization.
M2.1.4 For each area of specialized practice, the program provides a matrix that illustrates how its curriculum
content implements the nine required social work competencies and any additional competencies added by
the program.
Educational Policy 2.2—Signature Pedagogy: Field Education
Signature pedagogies are elements of instruction and of socialization that teach future practitioners the fundamental
dimensions of professional work in their discipline—to think, to perform, and to act ethically and with integrity. Field
education is the signature pedagogy for social work. The intent of field education is to integrate the theoretical and
conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social
work education that the two interrelated components of curriculum—classroom and field—are of equal importance
within the curriculum, and each contributes to the development of the requisite competencies of professional
practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by
which students demonstrate the Social Work Competencies. Field education may integrate forms of technology as a
component of the program.
2015 Educational Policy and Accreditation Standards 13
Accreditation Standard 2.2—Field Education
2.2.1 The program explains how its field education program connects the theoretical and conceptual contributions of
the classroom and field settings.
B2.2.2 The program explains how its field education program provides generalist practice opportunities for students to
demonstrate social work competencies with individuals, families, groups, organizations, and communities and
illustrates how this is accomplished in field settings.
M2.2.2 The program explains how its field education program provides generalist practice opportunities for students to
demonstrate social work competencies with individuals, families, groups, organizations, and communities and
illustrates how this is accomplished in field settings.
M2.2.3 The program explains how its field education program provides specialized practice opportunities for students
to demonstrate social work competencies within an area of specialized practice and illustrates how this is
accomplished in field settings.
2.2.4 The program explains how students across all program options in its field education program demonstrate social
work competencies through in-person contact with clients and constituencies.
2.2.5 The program describes how its field education program provides a minimum of 400 hours of field education for
baccalaureate programs and a minimum of 900 hours for master’s programs.
2.2.6 The program provides its criteria for admission into field education and explains how its field education program
admits only those students who have met the program’s specified criteria.
2.2.7 The program describes how its field education program specifies policies, criteria, and procedures for selecting
field settings; placing and monitoring students; supporting student safety; and evaluating student learning and
field setting effectiveness congruent with the social work competencies.
2.2.8 The program describes how its field education program maintains contact with field settings across all program
options. The program explains how on-site contact or other methods are used to monitor student learning and
field setting effectiveness.
B2.2.9 The program describes how its field education program specifies the credentials and practice experience of its
field instructors necessary to design field learning opportunities for students to demonstrate program social work
competencies. Field instructors for baccalaureate students hold a baccalaureate or master’s degree in social work
from a CSWE-accredited program and have 2 years post-social work degree practice experience in social work. For
cases in which a field instructor does not hold a CSWE-accredited social work degree or does not have the required
experience, the program assumes responsibility for reinforcing a social work perspective and describes how this is
accomplished.
M2.2.9 The program describes how its field education program specifies the credentials and practice experience
of its field instructors necessary to design field learning opportunities for students to demonstrate program
social work competencies. Field instructors for master’s students hold a master’s degree in social work from
a CSWE-accredited program and have 2 years post-master’s social work practice experience. For cases in
which a field instructor does not hold a CSWE-accredited social work degree or does not have the required
experience, the program assumes responsibility for reinforcing a social work perspective and describes how this
is accomplished.
2.2.10 The program describes how its field education program provides orientation, field instruction training, and continuing
dialog with field education settings and field instructors.
2.2.11 The program describes how its field education program develops policies regarding field placements in an
organization in which the student is also employed. To ensure the role of student as learner, student assignments
and field education supervision are not the same as those of the student’s employment.
14 2015 Educational Policy and Accreditation Standards
Implicit Curriculum
The implicit curriculum refers to the learning environment in which the explicit curriculum is
presented. It is composed of the following elements: the program’s commitment to diversity;
admissions policies and procedures; advisement, retention, and termination policies; student
participation in governance; faculty; administrative structure; and resources. The implicit curriculum
is manifested through policies that are fair and transparent in substance and implementation, the
qualifications of the faculty, and the adequacy and fair distribution of resources. The culture of
human interchange; the spirit of inquiry; the support for difference and diversity; and the values and
priorities in the educational environment, including the field setting, inform the student’s learning
and development. The implicit curriculum is as important as the explicit curriculum in shaping the
professional character and competence of the program’s graduates. Heightened awareness of the
importance of the implicit curriculum promotes an educational culture that is congruent with the
values of the profession and the mission, goals, and context of the program.
Educational Policy 3.0—Diversity
The program’s expectation for diversity is reflected in its learning environment, which provides the context through which students
learn about differences, to value and respect diversity, and develop a commitment to cultural humility. The dimensions of
diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability
and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/
spirituality, sex, sexual orientation, and tribal sovereign status. The learning environment consists of the program’s institutional
setting; selection of field education settings and their clientele; composition of program advisory or field committees; educational
and social resources; resource allocation; program leadership; speaker series, seminars, and special programs; support groups;
research and other initiatives; and the demographic make-up of its faculty, staff, and student body.
Accreditation Standard 3.0—Diversity
3.0.1 The program describes the specific and continuous efforts it makes to provide a learning environment that models
affirmation and respect for diversity and difference.
3.0.2 The program explains how these efforts provide a supportive and inclusive learning environment.
3.0.3 The program describes specific plans to continually improve the learning environment to affirm and support persons with
diverse identities.
Educational Policy 3.1—Student Development
Educational preparation and commitment to the profession are essential qualities in the admission and development of students for
professional practice. Student participation in formulating and modifying policies affecting academic and student affairs are important
for students’ professional development.
To promote the social work education continuum, graduates of baccalaureate social work programs admitted to master’s social
work programs are presented with an articulated pathway toward specialized practice.
Accreditation Standard 3.1—Student Development: Admissions; Advisement, Retention,
and Termination; and Student Participation
Admissions
B3.1.1 The program identifies the criteria it uses for admission to the social work program.
2015 Educational Policy and Accreditation Standards 15
* This and all future references to degrees from social work programs accredited by CSWE, include degrees from CSWE-accredited
programs or recognized through CSWE’s International Social Work Degree Recognition and Evaluation Service, or covered under a
memorandum of understanding with international social work accreditors.
M3.1.1 The program identifies the criteria it uses for admission to the social work program. The criteria for admission to the master’s
program must include an earned baccalaureate degree from a college or university accredited by a recognized regional
accrediting association. Baccalaureate social work graduates entering master’s social work programs are not to repeat what
has been achieved in their baccalaureate social work programs.
3.1.2 The program describes the policies and procedures for evaluating applications and notifying applicants of the decision and
any contingent conditions associated with admission.
M3.1.3 The program describes the policies and procedures used for awarding advanced standing. The program indicates that
advanced standing is awarded only to graduates holding degrees from baccalaureate social work programs accredited
by CSWE, recognized through its International Social Work Degree Recognition and Evaluation Services,* or covered
under a memorandum of understanding with international social work accreditors.
3.1.4 The program describes its policies and procedures concerning the transfer of credits.
3.1.5 The program submits its written policy indicating that it does not grant social work course credit for life experience or previous
work experience. The program documents how it informs applicants and other constituents of this policy.
Advisement, retention, and termination
3.1.6 The program describes its academic and professional advising policies and procedures. Professional advising is provided by
social work program faculty, staff, or both.
3.1.7 The program submits its policies and procedures for evaluating student’s academic and professional performance,
including grievance policies and procedures. The program describes how it informs students of its criteria for
evaluating their academic and professional performance and its policies and procedures for grievance.
3.1.8 The program submits its policies and procedures for terminating a student’s enrollment in the social work program for reasons of
academic and professional performance. The program describes how it informs students of these policies and procedures.
Student participation
3.1.9 The program submits its policies and procedures specifying students’ rights and opportunities to participate in formulating
and modifying policies affecting academic and student affairs.
3.1.10 The program describes how it provides opportunities and encourages students to organize in their interests.
Educational Policy 3.2—Faculty
Faculty qualifications, including experience related to the Social Work Competencies, an appropriate student-faculty ratio,
and sufficient faculty to carry out a program’s mission and goals, are essential for developing an educational environment that
promotes, emulates, and teaches students the knowledge, values, and skills expected of professional social workers. Through
their teaching, research, scholarship, and service—as well as their interactions with one another, administration, students,
and community—the program’s faculty models the behavior and values expected of professional social workers. Programs
demonstrate that faculty is qualified to teach the courses to which they are assigned.
Accreditation Standard 3.2—Faculty
3.2.1 The program identifies each full- and part-time social work faculty member and discusses his or her qualifications,
competence, expertise in social work education and practice, and years of service to the program.
3.2.2 The program documents that faculty who teach social work practice courses have a master’s degree in social work from a
CSWE-accredited program and at least 2 years of post–master’s social work degree practice experience.
3.2.3 The program documents a full-time equivalent faculty-to-student ratio not greater than 1:25 for baccalaureate programs and not
greater than 1:12 for master’s programs and explains how this ratio is calculated. In addition, the program explains how faculty
size is commensurate with the number and type of curricular offerings in class and field; number of program options; class size;
number of students; advising; and the faculty’s teaching, scholarly, and service responsibilities.
16 2015 Educational Policy and Accreditation Standards
IMPLICIT CURRICULUM
B3.2.4 The baccalaureate social work program identifies no fewer than two full-time faculty assigned to the baccalaureate
program, with full-time appointment in social work, and whose principal assignment is to the baccalaureate program.
The majority of the total full-time baccalaureate social work program faculty has a master’s degree in social work from a
CSWE-accredited program, with a doctoral degree preferred.
M3.2.4 The master’s social work program identifies no fewer than six full-time faculty with master’s degrees in social work from a
CSWE-accredited program and whose principal assignment is to the master’s program. The majority of the full-time master’s
social work program faculty has a master’s degree in social work and a doctoral degree, preferably in social work.
3.2.5 The program describes its faculty workload policy and discusses how the policy supports the achievement of institutional
priorities and the program’s mission and goals.
3.2.6 Faculty demonstrate ongoing professional development as teachers, scholars, and practitioners through dissemination of research
and scholarship, exchanges with external constituencies such as practitioners and agencies, and through other professionally
relevant creative activities that support the achievement of institutional priorities and the program’s mission and goals.
3.2.7 The program demonstrates how its faculty models the behavior and values of the profession in the program’s
educational environment.
Educational Policy 3.3—Administrative and Governance Structure
Social work faculty and administrators, based on their education, knowledge, and skills, are best suited to make decisions regarding
the delivery of social work education. Faculty and administrators exercise autonomy in designing an administrative and leadership
structure, developing curriculum, and formulating and implementing policies that support the education of competent social workers.
The administrative structure is sufficient to carry out the program’s mission and goals. In recognition of the importance of field
education as the signature pedagogy, programs must provide an administrative structure and adequate resources for systematically
designing, supervising, coordinating, and evaluating field education across all program options.
Accreditation Standard 3.3—Administrative Structure
3.3.1 The program describes its administrative structure and shows how it provides the necessary autonomy to achieve the
program’s mission and goals.
3.3.2 The program describes how the social work faculty has responsibility for defining program curriculum consistent with the
Educational Policy and Accreditation Standards and the institution’s policies.
3.3.3 The program describes how the administration and faculty of the social work program participate in formulating and
implementing policies related to the recruitment, hiring, retention, promotion, and tenure of program personnel.
3.3.4 The program identifies the social work program director. Institutions with accredited baccalaureate and master’s
programs appoint a separate director for each.
B3.3.4(a) The program describes the baccalaureate program director’s leadership ability through teaching, scholarship,
curriculum development, administrative experience, and other academic and professional activities in social
work. The program documents that the director has a master’s degree in social work from a CSWE-accredited
program with a doctoral degree in social work preferred.
B3.3.4(b) The program provides documentation that the director has a full-time appointment to the social work
baccalaureate program.
B3.3.4(c) The program describes the procedures for calculating the program director’s assigned time to provide
educational and administrative leadership to the program. To carry out the administrative functions
specific to responsibilities of the social work program, a minimum of 25% assigned time is required at
the baccalaureate level. The program discusses that this time is sufficient.
M3.3.4(a) The program describes the master’s program director’s leadership ability through teaching, scholarship,
curriculum development, administrative experience, and other academic and professional activities in social
work. The program documents that the director has a master’s degree in social work from a CSWE-accredited
program. In addition, it is preferred that the master’s program director have a doctoral degree, preferably in
social work.
M3.3.4(b) The program provides documentation that the director has a full-time appointment to the social work
master’s program.
2015 Educational Policy and Accreditation Standards 17
M3.3.4(c) The program describes the procedures for determining the program director’s assigned time to provide
educational and administrative leadership to the program. To carry out the administrative functions
specific to responsibilities of the social work program, a minimum of 50% assigned time is required at
the master’s level. The program demonstrates this time is sufficient.
3.3.5 The program identifies the field education director.
3.3.5(a) The program describes the field director’s ability to provide leadership in the field education program through
practice experience, field instruction experience, and administrative and other relevant academic and
professional activities in social work.
B3.3.5(b) The program documents that the field education director has a master’s degree in social work from a
CSWE-accredited program and at least 2 years of post-baccalaureate or post-master’s social work degree
practice experience.
M3.3.5(b) The program documents that the field education director has a master’s degree in social work from a
CSWE-accredited program and at least 2 years of post-master’s social work degree practice experience.
B3.3.5(c) The program describes the procedures for calculating the field director’s assigned time to provide educational
and administrative leadership for field education. To carry out the administrative functions of the field
education program, at least 25% assigned time is required for baccalaureate programs. The program
demonstrates this time is sufficient.
M3.3.5(c) The program describes the procedures for calculating the field director’s assigned time to provide educational
and administrative leadership for field education. To carry out the administrative functions of the field
education program at least 50% assigned time is required for master’s programs. The program demonstrates
this time is sufficient.
3.3.6 The program describes its administrative structure for field education and explains how its resources
(personnel, time and technological support) are sufficient to administer its field education program to meet its
mission and goals.
Educational Policy 3.4—Resources
Adequate resources are fundamental to creating, maintaining, and improving an educational environment that supports the
development of competent social work practitioners. Social work programs have the necessary resources to carry out the program’s
mission and goals and to support learning and professionalization of students and program improvement.
Accreditation Standard 3.4—Resources
3.4.1 The program describes the procedures for budget development and administration it uses to achieve its mission and goals.
The program submits a completed budget form and explains how its financial resources are sufficient and stable to achieve
its mission and goals.
3.4.2 The program describes how it uses resources to address challenges and continuously improve the program.
3.4.3 The program demonstrates that it has sufficient support staff, other personnel, and technological resources to support all of
its educational activities, mission and goals.
3.4.4 The program submits a library report that demonstrates access to social work and other informational and educational
resources necessary for achieving its mission and goals.
3.4.5 The program describes and demonstrates sufficient office and classroom space and/or computer-mediated access to
achieve its mission and goals.
3.4.6 The program describes, for each program option, the availability of and access to assistive technology, including materials in
alternative formats.
18 2015 Educational Policy and Accreditation Standards
Assessment
Educational Policy 4.0—Assessment of Student Learning Outcomes
Assessment is an integral component of competency-based education. Assessment involves the systematic gathering of data about
student performance of Social Work Competencies at both the generalist and specialized levels of practice.
Competence is perceived as holistic, involving both performance and the knowledge, values, critical thinking, affective reactions,
and exercise of judgment that inform performance. Assessment therefore must be multi-dimensional and integrated to capture
the demonstration of the competencies and the quality of internal processing informing the performance of the competencies.
Assessment is best done while students are engaged in practice tasks or activities that approximate social work practice as
closely as possible. Practice often requires the performance of multiple competencies simultaneously; therefore, assessment of
those competencies may optimally be carried out at the same time.
Programs assess students’ demonstration of the Social Work Competencies through the use of multi-dimensional assessment
methods. Assessment methods are developed to gather data that serve as evidence of student learning outcomes and the
demonstration of competence. Understanding social work practice is complex and multi-dimensional, the assessment methods
used and the data collected may vary by context.
Assessment information is used to guide student learning, assess student outcomes, assess and improve effectiveness of the
curriculum, and strengthen the assessment methods used.
Assessment also involves gathering data regarding the implicit curriculum, which may include but is not limited to an assessment
of diversity, student development, faculty, administrative and governance structure, and resources. Data from assessment
continuously inform and promote change in the explicit curriculum and the implicit curriculum to enhance attainment of Social
Work Competencies.
Accreditation Standard 4.0—Assessment
4.0.1 The program presents its plan for ongoing assessment of student outcomes for all identified competencies in the generalist
level of practice (baccalaureate social work programs) and the generalist and specialized levels of practice (master’s social
work programs). Assessment of competence is done by program designated faculty or field personnel. The plan includes:
• A description of the assessment procedures that detail when, where, and how each competency is assessed for each
program option.
• At least two measures assess each competency. One of the assessment measures is based on demonstration of the
competency in real or simulated practice situations.
• An explanation of how the assessment plan measures multiple dimensions of each competency, as described in EP 4.0.
• Benchmarks for each competency, a rationale for each benchmark, and a description of how it is determined that
students’ performance meets the benchmark.
• An explanation of how the program determines the percentage of students achieving the benchmark.
• Copies of all assessment measures used to assess all identified competencies.
4.0.2 The program provides its most recent year of summary data and outcomes for the assessment of each of the identified
competencies, specifying the percentage of students achieving program benchmarks for each program option.
4.0.3 The program uses Form AS 4(B) and/or Form AS 4(M) to report its most recent assessment outcomes for each program
option to constituents and the public on its website and routinely up-dates (minimally every 2 years) its findings.
4.0.4 The program describes the process used to evaluate outcomes and their implications for program renewal across
program options. It discusses specific changes it has made in the program based on these assessment outcomes with
clear links to the data.
4.0.5 For each program option, the program provides its plan and summary data for the assessment of the implicit curriculum as
defined in EP 4.0 from program defined stakeholders. The program discusses implications for program renewal and specific
changes it has made based on these assessment outcomes.
1701 Duke Street, Suite 200
Alexandria, VA 22314-3457
www.cswe.org
Stregthening the Profession of Social Work
APPENDIX C
Code of Ethics
of the National Association of Social Workers
Approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW Delegate
Assembly
Preamble
The primary mission of the social work profession is to enhance human well-being and help meet the basic human
needs of all people, with particular attention to the needs and empowerment of people who are vulnerable,
oppressed, and living in poverty. A historic and defining feature of social work is the profession's focus on individual
well-being in a social context and the well-being of society. Fundamental to social work is attention to the
environmental forces that create, contribute to, and address problems in living.
Social workers promote social justice and social change with and on behalf of clients. "Clients" is used inclusively to
refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and
ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These
activities may be in the form of direct practice, community organizing, supervision, consultation, administration,
advocacy, social and political action, policy development and implementation, education, and research and
evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also
seek to promote the responsiveness of organizations, communities, and other social institutions to individuals' needs
and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced by social
workers throughout the profession's history, are the foundation of social work's unique purpose and perspective:
service
social justice
dignity and worth of the person
importance of human relationships
integrity
competence.
This constellation of core values reflects what is unique to the social work profession. Core values, and the principles
that flow from them, must be balanced within the context and complexity of the human experience.
Purpose of the NASW Code of Ethics
Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values,
ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards
to guide social workers' conduct. The Code is relevant to all social workers and social work students, regardless of
their professional functions, the settings in which they work, or the populations they serve.
The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work's mission is based.
2. The Code summarizes broad ethical principles that reflect the profession's core values and establishes a set
of specific ethical standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify relevant considerations when professional obligations
conflict or ethical uncertainties arise.
APPENDIX C
4. The Code provides ethical standards to which the general public can hold the social work profession
accountable.
5. The Code socializes practitioners new to the field to social work's mission, values, ethical principles, and
ethical standards.
6. The Code articulates standards that the social work profession itself can use to assess whether social
workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints
filed against its members.* In subscribing to this Code, social workers are required to cooperate in its
implementation, participate in NASW adjudication proceedings, and abide by any NASW disciplinary rulings
or sanctions based on it.
*For information on NASW adjudication procedures, see NASW Procedures for the Adjudication of Grievances.
The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues
arise. It does not provide a set of rules that prescribe how social workers should act in all situations. Specific
applications of the Code must take into account the context in which it is being considered and the possibility of
conflicts among the Code's values, principles, and standards. Ethical responsibilities flow from all human
relationships, from the personal and familial to the social and professional.
Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important and
ought to outweigh others in instances when they conflict. Reasonable differences of opinion can and do exist among
social workers with respect to the ways in which values, ethical principles, and ethical standards should be rank
ordered when they conflict. Ethical decision making in a given situation must apply the informed judgment of the
individual social worker and should also consider how the issues would be judged in a peer review process where the
ethical standards of the profession would be applied.
Ethical decision making is a process. There are many instances in social work where simple answers are not
available to resolve complex ethical issues. Social workers should take into consideration all the values, principles,
and standards in this Code that are relevant to any situation in which ethical judgment is warranted. Social workers'
decisions and actions should be consistent with the spirit as well as the letter of this Code.
In addition to this Code, there are many other sources of information about ethical thinking that may be useful. Social
workers should consider ethical theory and principles generally, social work theory and research, laws, regulations,
agency policies, and other relevant codes of ethics, recognizing that among codes of ethics social workers should
consider the NASW Code of Ethics as their primary source. Social workers also should be aware of the impact on
ethical decision making of their clients' and their own personal values and cultural and religious beliefs and practices.
They should be aware of any conflicts between personal and professional values and deal with them responsibly. For
additional guidance social workers should consult the relevant literature on professional ethics and ethical decision
making and seek appropriate consultation when faced with ethical dilemmas. This may involve consultation with an
agency-based or social work organization's ethics committee, a regulatory body, knowledgeable colleagues,
supervisors, or legal counsel.
Instances may arise when social workers' ethical obligations conflict with agency policies or relevant laws or
regulations. When such conflicts occur, social workers must make a responsible effort to resolve the conflict in a
manner that is consistent with the values, principles, and standards expressed in this Code. If a reasonable resolution
of the conflict does not appear possible, social workers should seek proper consultation before making a decision.
The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such as
licensing and regulatory boards, professional liability insurance providers, courts of law, agency boards of directors,
government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference.
Violation of standards in this Code does not automatically imply legal liability or violation of the law. Such
determination can only be made in the context of legal and judicial proceedings. Alleged violations of the Code would
be subject to a peer review process. Such processes are generally separate from legal or administrative procedures
and insulated from legal review or proceedings to allow the profession to counsel and discipline its own members.
APPENDIX C
A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or
disputes or capture the richness and complexity involved in striving to make responsible choices within a moral
community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards to which professionals
aspire and by which their actions can be judged. Social workers' ethical behavior should result from their personal
commitment to engage in ethical practice. The NASW Code of Ethics reflects the commitment of all social workers to
uphold the profession's values and to act ethically. Principles and standards must be applied by individuals of good
character who discern moral questions and, in good faith, seek to make reliable ethical judgments.
Ethical Principles
The following broad ethical principles are based on social work's core values of service, social justice, dignity and
worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals
to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers' primary goal is to help people in need and to address social problems.
Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values, and
skills to help people in need and to address social problems. Social workers are encouraged to volunteer some
portion of their professional skills with no expectation of significant financial return (pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and
groups of people. Social workers' social change efforts are focused primarily on issues of poverty, unemployment,
discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about
oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services,
and resources; equality of opportunity; and meaningful participation in decision making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and
ethnic diversity. Social workers promote clients' socially responsible self-determination. Social workers seek to
enhance clients' capacity and opportunity to change and to address their own needs. Social workers are cognizant of
their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients' interests
and the broader society's interests in a socially responsible manner consistent with the values, ethical principles, and
ethical standards of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human relationships.
Social workers understand that relationships between and among people are an important vehicle for change. Social
workers engage people as partners in the helping process. Social workers seek to strengthen relationships among
people in a purposeful effort to promote, restore, maintain, and enhance the well-being of individuals, families, social
groups, organizations, and communities.
Value: Integrity
APPENDIX C
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the profession's mission, values, ethical principles, and ethical standards and
practice in a manner consistent with them. Social workers act honestly and responsibly and promote ethical practices
on the part of the organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and enhance their
professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them in practice.
Social workers should aspire to contribute to the knowledge base of the profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social workers. These standards
concern (1) social workers' ethical responsibilities to clients, (2) social workers' ethical responsibilities to colleagues,
(3) social workers' ethical responsibilities in practice settings, (4) social workers' ethical responsibilities as
professionals, (5) social workers' ethical responsibilities to the social work profession, and (6) social workers' ethical
responsibilities to the broader society.
Some of the standards that follow are enforceable guidelines for professional conduct, and some are aspirational.
The extent to which each standard is enforceable is a matter of professional judgment to be exercised by those
responsible for reviewing alleged violations of ethical standards.
APPENDIX C
NASW CODE OF ETHICS
1
: ETHICAL STANDARDS
An Abbreviated Summary adapted by the
Department of Social Work
Western Connecticut State University
1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS
1.01 Commitment to Clients
Social Workers’ primary responsibility is to promote the well-being of clients
(individuals, families,
groups, organizations, and communities).
1.02 Self Determination
Social Workers respect and promote the right of clients to self-determination (except when client’s action
or potential actions pose a serious, foreseeable and imminent risk to themselves or others).
1.03 Informed Consent
Social Workers should provide services only in the context of a professional relationship
based, when appropriate, on valid informed consent.
1.04 Competence
Social Workers should provide services and present themselves as knowledgeable only
within the boundaries of their education, training, license, certification, consultation
received, supervised experience, and other relevant professional experience.
1.05 Cultural Competence and Social Diversity
a) Social Workers should understand diverse cultures and their function in human
behavior.
b) Social Workers should be knowledgeable about, and seek to understand, the nature of
social diversity and oppression.
1.06 Conflicts of Interest
Social Workers should be alert and avoid conflicts of interest.
1.07 Privacy and Confidentiality
Social Workers should respect clients’ rights to privacy.
1.08 Access to Records
Social Workers should provide clients reasonable access to their own records.
1.09 Privacy and Confidentiality
Social Workers should not, under any circumstances, engage in sexual activities or sexual
contact with current clients, whether such contact is consensual or forced, nor with
former clients, nor with significant persons in a current client’s life, nor provide clinical
services to a person with whom he/she has had a prior sexual relationship.
1
National Association of Social Workers. (1996). Code of Ethics. Washington, D.C.; NASW.
APPENDIX C
1.10 Physical Contact
Social Workers should not engage in physical contact with clients when there is a
possibility of psychological harm to the client as a result of the contact.
1.11 Sexual Harassment
Social Workers should not sexually harass clients.
1.12 Derogatory Language
Social Workers should not use derogatory language in their written or verbal
communication to or about clients.
1.13 Payment for Services
Social Workers should ensure that their fees are fair, reasonable, and commensurate with
the services performed.
1.14 Clients Who Lack Decision-Making Capacity
Social Workers should safeguard clients’ interests and rights.
1.15 Interruption of Services
Social Workers should make reasonable efforts to ensure continuity of services in the event that services
are interrupted by factors such as unavailability, illness, disability, or relocation.
1.16 Termination of Services
Social Workers should terminate services to clients and professional relationships with
them when such relationships are no longer required or no longer serve the clients needs
or interests. Social Workers should assist in making appropriate arrangements for
continuation of services when necessary.
2. SOCIAL WORKERS’ RESPONSIBILITY TO COLLEAGUES
2.01 Respect
Social Workers should treat colleagues with respect.
2.02 Confidentiality
Social Workers should respect confidential information shared by colleagues in the
course of their professional transactions.
2.03 Interdisciplinary Collaboration
When members of an interdisciplinary team, Social Workers draw on the perspectives,
values, knowledge and experiences of the social work profession and resolve differences
through appropriate channels.
2.04 Disputes Involving Colleagues
Social Workers should not involve clients in disputes with colleagues.
APPENDIX C
2.05 Consultation
Social Workers should seek advice and counsel of colleagues whenever such consultation
is in the best interest of clients.
2.06 Referral for Services
Social Workers should refer clients to other professionals when necessary. Social
Workers are prohibited from giving or receiving payment for a referral when no
professional service is provided by the referral social worker.
2.07 Sexual Relations
Social Workers should not engage in sexual activity or contact with supervisors, students,
trainees, or other colleagues over whom they exercise professional authority or with
colleagues when there is potential for conflict of interest.
2.08 Sexual Harassment
Social Workers should not sexually harass supervisors, students, trainees and colleagues.
2.09 Impairment of Colleagues
a) Social Workers with direct knowledge of a colleague’s impairment, which interferes with practice
effectiveness, should consult with that colleague and, when feasible, assist their colleague in taking
remedial action.
b) Social Workers who believe that a colleague has not taken adequate steps to address
the impairment should take action through appropriate channels established by
employers, agencies, NASW, licensing and regulatory boards, and other professional
organizations.
2.10 Incompetence of Colleagues
Social Workers who have direct knowledge of a social work colleague’s incompetence
should consult with that colleague, when feasible, and assist colleague in taking remedial
action.
2.11 Unethical Conduct of Colleagues
Social Workers should take adequate measures to discourage, prevent, expose, and
correct the unethical conduct of colleagues and to defend and assist colleagues who are
unjustly charged with unethical conduct.
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITES IN PRACTICE SETTINGS
3.01 Supervision and Consultation
Social Workers who provide supervision or consultation should be qualified to do so,
should set clear appropriate and culturally sensitive boundaries, should not engage in
relationships which have conflicts of interest or potential harm to other parties and should
be fair and respectful in their work.
3.02 Education and Training
Social Work educators, field instructors or trainers should: instruct only within their
areas of expertise, should be current in their field, should be fair and respectful, should
APPENDIX C
inform clients when services are provided by students, should avoid conflicts of interest
in relationships with students and avoid situations where students are at risk for
exploitation or potential harm, and should set clear, appropriate and culturally sensitive
boundaries.
3.03 Performance Evaluation
Social Workers who evaluate the performance of others should be fair and considerate
and base the evaluation on clearly stated criteria.
3.04 Client Records
Social Workers are responsible for maintaining client records that are accurate, timely
and reflect services provided and must keep such records after termination of services for
as long as the law requires.
3.05 Billing
Social Workers should establish and maintain billing practices that reflects who provided
those services and the nature of those services.
3.06 Client Transfer
The needs of a client currently or recently receiving services elsewhere must be carefully
considered before agreeing to provide services.
3.07 Administration
Social Workers should advocate for allocation of resources that is fair and non-
discriminatory.
3.08 Continuing Education and Staff Development
Agencies should provide continuing educational opportunities.
3.09 Commitments to Employers
Social Workers should work within organizations to ensure that workers can adhere to
The Code of Ethics, and to ensure efficiency and effectiveness of services.
4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS
4.01 Competencies
Social Workers should accept work responsibilities based on competencies or intention to
acquire that competency. They should remain current and base their practice on an
emerging professional knowledge.
4.02 Discrimination
Social Workers’ should not practice, condone, facilitate or collaborate with any form of
discrimination.
4.03 Private Conduct
Social Workers’ private conduct should not interfere with their ability to fulfill their professional
responsibility.
APPENDIX C
4.04-06 Dishonesty, Fraud, and Deception; Impairment; Misrepresentation
Social Workers should not participate in dishonesty, fraud, and deception. They should
not practice if personal problems or other impairments interfere with professional
judgment and practice. They should seek consultation and take steps necessary to protect
clients and others.
5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK
PROFESSION
5.01 Integrity of the Profession
Social Workers should work toward maintenance and promotion of high standards of
practice based in knowledge, should add to the body of knowledge, and should promote
and facilitate research.
5.02 Evaluation and Research
Social Workers should monitor and evaluate policies, implementation of programs and
practice interventions. In doing research, willing consent of participants should be
obtained, with due regard for their well-being, privacy and dignity.
6. SOCIAL WORKERS ETHICAL RESPONSIBILITIES TO THE BROADER
SOCIETY
6.01-02 Social Welfare
Social Workers should promote the general welfare of society, the development of
people, their communities, and their environments. Social Workers should work toward
social and economic justice, and should facilitate informed participation in shaping social
policies and institutions.
6.03 Public Emergencies
In public emergencies, Social Workers should provide professional services.
6.04 Social and Political Action
a) Social Workers should engage in political and social action consistent with this Code
of Ethics.
b) Social Workers should work to expand choice and opportunity for all people.
c) Social Workers should promote conditions that encourage respect for cultural and
social diversity within the United States and globally.
d) Social Workers should act to prevent and eliminate domination of, exploitation of,
and discrimination against any person, group, or class on the basis of race, ethnicity,
national origin, color, gender, sexual orientation, age, marital status, political belief,
religion, mental or physical disability.
APPENDIX D
DEPARTMENT OF SOCIAL WORK COURSE POLICIES INCLUDING ACADEMIC HONESTY
POLICY ON PLAGIARISM AND CHEATING
I. COURSE POLICY
A. Course Syllabi
In each course, a syllabus will be distributed specifying learning objectives and course expectations.
B. Exam and/or Assignment Schedules
Dates of scheduled exams and due dates for written assignments shall be explicit and distributed in writing,
early each semester.
C. Course Grades
1. The weighting of exams and other assignments in determining grades shall be explicit and distributed
in writing early each semester.
2. Communication Skills: “Clear evidence of proficiency in written and oral communication skills” is an
explicit criterion for acceptance to Junior Year Standing and to the Senior Year Field Practicum. This
requirement will be maintained in all social work courses. It is expected that all written assignments will be
typewritten (unless otherwise noted by the professor) and carefully proofread for clarity, proper use of
grammar and correct spelling.
3. Incompletes: By University policy, should a final exam or assignment be unavoidably missed or
delayed, it is the student’s responsibility to formally request a grade of Incomplete (I). This is done by
submitting a request form (obtained from the Department Secretary or Office of Continuing Education) to the
instructor, who indicates what work is outstanding and what future grades may be assigned. The student and
Department keep a copy; a third copy is submitted to the Registrar by the instructor. [Note that the instructor
may not initiate an Incomplete grade.]
If the Incomplete is not resolved by the sixth week of the semester the student is next in attendance or if the
student does not return after one year, the grade will be changed automatically by the Registrar to the lower
grade indicated by the instructor.
II. ACADEMIC HONESTY
A student in the University is required to demonstrate honesty in carrying out his or her academic assignments.
This obligation is consistent with social work values, and therefore, is expected behavior in all social work
classes. Academic Honesty prohibits cheating on oral or written materials submitted for academic
evaluation and plagiarism on papers.
Plagiarism is offering the work of someone else as one’s own. To avoid plagiarism, it is essential to credit
sources whenever someone else’s ideas or words are used. The Department of Social Work follows the
guidelines of the APA (American Psychological Association) for in-text citation and full referencing of
sources used in academic work. For guidelines on how to give such credit properly, please refer to any writing
handbook for the APA (American Psychological Association) documentation style.
The following are the University’s Academic Honesty Policy and Procedures.
APPENDIX D
ACADEMIC HONESTY POLICY
1. PURPOSE
This is Western Connecticut State University’s (WCSU) policy on Academic Honesty
2. POLICY
2.1 Principles
2.1.1 Academic Honesty Code
As stated in the university catalogs, “A student has an obligation to demonstrate honesty in carrying
out his/her academic assignments” (page 38, 2005-2006 Undergraduate Catalog; p. 31, 2006-07
Graduate Catalog)
2.1.2 Faculty Responsibility
Faculty members are responsible for knowing the principles and procedures of the Academic
Honesty Policy, and for enforcing the policy when academic honesty violations occur. Faculty
members must also remind students of the Academic Honesty Policy and help them comply with it.
2.1.3 Student Responsibility
Students are responsible for maintaining the academic integrity of the University by following the
Academic Honesty Policy. Students are responsible for doing their own work and avoiding all forms
of academic dishonesty.
2.2 Academic Honesty Violation
The most common academic honesty violations are cheating and plagiarism. Cheating and
plagiarism are complex issues, therefore we offer the following definitions.
Cheating includes, but is not limited to:
.
Submitting material that is not one’s own
.
Using information or devices that are not allowed by the faculty member.
.
Obtaining and/or using unauthorized material.
.
Fabricating information.
.
Violating procedures prescribed to protect the integrity of a test, or other evaluation exercise.
.
Collaborating with others on assignments without the faculty member’s consent (not be
confused with tutoring in the university learning centers).
.
Cooperating with or helping another student to cheat.
.
Having another person take an examination in the student’s place.
.
Altering exam answers and requesting that the exam be re-graded.
.
Communicating with any person during an exam, other than the faculty member or exam
proctor.
Plagiarism includes, but is not limited to:
.
Directly quoting others without using quotation marks or indented format to identify them.
.
Using sources of information (published or unpublished) without identifying them. This can
be one’s own past work.
.
Paraphrasing materials or ideas of others without identifying the sources.
3. 2.3 Resolution of Academic Honesty Violations
A student involved in an academic honesty proceeding may continue to attend all classes until the
matter is resolved.
APPENDIX D
2.3.1 Action Initiated by the Faculty member
If a faculty member believes a student has committed an academic honesty violation, the faculty
member should complete the Academic Honesty Report (Appendix A). The faculty members will
request a meeting with the student within five university calendar days (excluding Saturdays,
Sundays, and holidays) to attempt to resolve the incident. As a result of this meeting, if the faculty
member determines a violation has occurred, he or she should give the student a copy of two things:
(a) this policy statement, and (b) the completed Academic Honesty Report (Appendix A).
The faculty member retains a copy of the Academic Honesty Report of this incident, and forwards a
copy of the Academic Honesty Report to the faculty member’s department chair, school dean,
graduate dean (if applicable), and dean of students. The faculty member may assign a penalty; see
section 2.5 below. If the faculty member is unable to contact the student, or if the student fails to
meet with the faculty member, the faculty member may assign the penalty. If a penalty is assigned,
the faculty member will send the student a copy of this policy statement and a completed Academic
Honesty Report (Appendix A). The faculty member will send these documents by registered mail to
the student’s current mailing address on file with the University, and provide a copy to the faculty
member’s department chair, school dean, graduate dean (if applicable), and dean of students. The
final grade for the course will not be recorded in the Registrar’s Office until all of the student’s rights
to appeal have been exhausted.
2.3.2 Appeal Procedures
If the student does not admit responsibility for the incident or does not accept the penalty proposed
by the faculty member, the student may appeal first to the faculty member’s department chair, then to
the dean of the faculty member’s school, and then to the Senate Ad Hoc Committee on Grade
Appeals. If the student does not appeal, the decision of the faculty member stands and a copy of the
Academic Honesty Report will be forwarded by the faculty member’s department chair, school dean,
graduate dean (if applicable), and dean of students, where it will be filed for future reference.
4. 2.3.2.1 Department Hearing
Within five university calendar days (excluding Saturdays, Sundays and holidays) of the faculty
member’s notification to the student that a penalty has been assigned, the student may request a
meeting with the faculty member and his/her department chair. This meeting should take place
within five university calendar days of the student’s request. As a result of this meeting, the
department chair will complete an Academic Honesty Report (Appendix A) and with the consent of
the faculty member, affirm, deny, or modify the original penalty assigned by the faculty member.
Within five university calendar days of the meeting, the department chair will forward copies of the
completed Academic Honesty Report to the student, the faculty member, and the school dean, the
graduate dean (if applicable), and the dean of students. Copies of the report will be sent by registered
mail (with return receipt) to his/her current mailing address on file with the University. Within ten
university calendar days of the department chair’s decision, the student or the faculty member may
appeal the department chair’s decision to the dean of the faculty member’s school. If the decision is
not appealed, the department chair will send a copy of the Academic Honesty Report to the faculty
member’s school dean, the graduate dean (if applicable), and to the Office of the Dean of Students,
where it will be filed for future reference.
2.3.2.2 Dean’s Review
Within five university calendar days an academic long semester (excluding Saturdays, Sundays and
holidays) of the department chair’s notification to the student that a penalty has been assigned, the
student or the faculty member may submit a written appeal to the dean of the faculty member’s
school. This written appeal should ask the dean to review the department chair’s decision and explain
why the student or faculty member believes that the department chair’s decision was wrong. Within
ten university calendar days from the time the written appeal is received in the dean’s office, the
dean will determine if the department chair’s action should be upheld or overturned and will
communicate his/her decision in writing to the student by registered mail, and inform the faculty
member, the department chair, the graduate dean (if applicable), and the dean of students. Within ten
APPENDIX D
university calendar days of the dean’s decision, the student or the faculty member may appeal the
dean’s decision to the Senate Ad Hoc Committee on Grade Appeals (see page 37 of the 2005-2006
Undergraduate Catalog). If the decision is not appealed, the dean will send a copy of the Academic
Honesty Report along with the results of the dean’s review of the report to the student, the faculty
member, graduate dean (if applicable), and the office of the dean of students, where it will be filed
for future reference. Students may still be subject to further disciplinary action by the university
through the student code of conduct, administered by the dean of students (or his/her designee).
2.3.2.3 Senate Ad Hoc Committee on Grade Appeals
If the student or faculty member is not satisfied, he/she may ask, within five (5) university calendar
days (excluding Saturdays, Sundays and holidays) of receiving the school dean’s decision, that the
school dean contact the president of the university senate to convene the Ad Hoc Committee on
Grade Appeals. The school dean shall forward the request (along with all relevant materials) to the
senate president within five (5) university calendar days (excluding Saturdays, Sundays and
holidays) of receipt. The dean also shall notify the provost/V.P. for Academic Affairs, in writing, that
the senate is being asked to convene an ad hoc committee.
The Ad Hoc Committee on Grade Appeals shall be composed of three members of the instructional
faculty in the ranks of tenured professors or tenured associate professors presently serving on the
senate, selected in alphabetical order each time the committee is appointed.
The senate president shall appoint the ad hoc committee within five (5) university calendar days and
shall notify the student and the faculty member of that fact. The senate president shall not discuss the
details of the case with the ad hoc committee. The ad hoc committee will convene within five (5)
university calendar days (excluding Saturdays, Sundays and holidays).
The committee shall consider the case and reach a decision within fifteen (15) university calendar
days (excluding Saturdays, Sundays and holidays) of its convening by the senate president.
Following its deliberations, the committee may deny, affirm or modify the appeal. The committee
shall then forward its recommendation to the Provost/V.P. for Academic Affairs, who will
implement the recommendation of the committee within five (5) university calendar days (excluding
Saturdays, Sundays and holidays). The action of the Provost/V.P. for Academic Affairs shall be final
and binding upon all parties, and shall be communicated by the Provost/V.P. for Academic Affairs to
the student and the faculty member (with copies to the department chair, school dean, graduate dean
(if applicable), and dean of students).
2.4 Maintenance of Academic Honesty Reports
The Office of the Dean of Students will maintain a copy of each Academic Honesty Report filed on a
student until that student’s graduation or permanent suspension of studies. Students will be assumed
to have permanently suspended their studies at WCSU if they go five years without enrolling for any
coursework. Faculty members or administrators investigating allegations of academic honesty
violations may request that the Office of the Dean of Students release them any previous reports that
have been filed on the student against whom the current allegations are being made.
2.5 Penalties
The penalty for an academic honesty violation on a significant course requirement such as a final
copy of a term paper/project or final examination shall be an “F” for the course. The penalty for
academic honesty violations in other coursework will be left to the discretion of the faculty member
and may be modified upon appeal. When an academic honesty violation includes flagrant behavior,
such as having a substitute take an exam or stealing an exam, the faculty member also shall refer the
matter to the Office of the Dean of Students for disciplinary action pursuant to the CSU Student
Code of Conduct. The Office of the Dean of Students also may initiate disciplinary action against a
student with repeated academic honesty violations.
5. REVIEW AND RESPONSIBILITIES
APPENDIX D
Provost/V.P. for Academic Affairs and V.P. for Student Affairs
University Senate
President
Review: Every three years (and as needed)
President
Policy History
Issue #1: 2006
Issue #2:
Degree: Program (XXX S.H. required to complete the degree)
Name:______________________________ Adviser:_______________________
Catalog Year 2014-15
NOTES
General Education Requirements (42 S.H.)
COMMUNICATION SKILLS (3 S.H.)*
Choose one of the following: COM 160 Public Speaking*, COM 161 Deci-
sion Making in Groups*, COM 162 Interpersonal Communication* or COM
163 Introduction to Communication Skills*
COM: 3
WRITING INTENSIVE (W) *
All students must complete at least one writing intensive course. W courses can be
found in several disciplines. The credits will be counted in the discipline associated
with the course. NOTE: WRT101 does not satisfy the writing intensive requirement.
Writing Intensive*: Y/N
FOREIGN LANGUAGE
All social work majors must complete a foreign language requirement This may
be done by completing a language at an elementary II level or above. Students
who have completed three years of language in high school with at least a C
average have satisfied this requirement. (For more info, click the link above.)
Foreign Language Requirement Met? Y / N
HUMANITIES (15 S.H.)
Including 3 of 7 fields: Communications, Fine and Applied Arts (NOTE:
Students may only use one studio course to satisfy this requirement), Foreign
Language, Humanistic Studies, Literature, Philosophy, and History. You must
complete courses in at least three areas. NOTE: You must complete the foreign
language requirement (Elementary II or higher) before counting Elementary I
foreign language courses as Humanities credit.
Elective: 3
Elective:
3
Elective: 3
Elective: 3
Elective: 3
SOCIAL AND BEHAVIORAL SCIENCES (12 S.H.)
PSY 100 Introduction to Psychology** 3
PSY 210 Child Psychology*, PSY 202 Abnormal Psychology*,
PSY 211 Adolescent Psychology*, PSY 215 Psychology of
Personality* or PSY 222 The Adult Years*
3
ANT 100 Introduction to Anthropology 3
ECO 211 Principles of Macroeconomics or ECO 107
Contemporary Domestic Economic Issues
3
NATURAL SCIENCES, MATHEMATICS AND COMPUTER SCIENCE (10 S.H.)
Students must complete one lab science and at least one math or computer
science course in this category. NOTE: MAT 100 does not satisfy this require-
ment.
MAT 110 Great Ideas in Math or MAT 120 Elementary
Statistics
3
BIO 100 Concepts of Biology or BIO 132 Human
Biology
3 – 4
Math/Computer Science/Science Elective
3-4
HEALTH PROMOTION AND EXERCISE SCIENCES (2 S.H.)
HPX 177 Fitness for Life — Lecture 1
HPX 177 Fitness for Life — Activity 1
Major Requirements (53 S.H.)
PS 102 American Government**
3
SOC 100 Introduction to Sociology** 3
SW 200 Intro. To Social Work & Social Welfare
Services**
3
SW 210 Social Welfare as an Institution** 3
SW 215 Human Behavior & Social Environment ** 3
SW 220 Cultural Diversity ** 3
SW 300 Social Work Research ** 3
SW 306 Social Work Junior Seminar ** 3
SW 309 Social Work Practice I ** 3
SW 310 Social Work Practice II ** 3
SW 311 Social Work Practice III ** 3
SW 315 Community Organizing Project I ** 2
SW 316 Community Organizing Project II ** 2
SW 320 Social Work Senior Field Practicum & Seminar ** 6
SW 321 Social Work Senior Field Practicum & Seminar ** 6
SW 325 Senior Seminar on Policy & Issues ** 2
SW 350 Senior Integrative Seminar ** 2
FREE ELECTIVES (27 S.H.)
Elective:
Elective:
Elective:
Elective:
Elective:
Elective:
Elective:
Elective:
Elective:
*C or better is required for courses meeting the major requirements.
**C+ or better is required for courses meeting the major requirments.
BA: Social Work (122 S.H. required to complete the degree)
Name:______________________________ Adviser:_______________________
Catalog Year 2014-15
Free electives offer an opportunity to complete a minor, study a
second language, study abroad, or participate in an internship.
Make a plan.
Save
Print
Degree: Program (XXX S.H. required to complete the degree)
Four-Year Plan This is a sample sequence of courses. Other combinations are possible.
Pre-requisites are in parentheses; see catalog for details.
Class standing by credit: Freshman: 0-29 credits; Sophomore: 30-59 credits; Junior: 60-89 credits; Senior: 90+ credits
Catalog Year 2014-15
BA: Social Work (122 S.H. required to complete the degree)
Four-Year Plan This is a sample sequence of courses. Other combinations are possible.
The number of Free Electives available will vary based on your initial math and writing placement tests. MAT 100 and WRT 101 if required,
count as elective credit.
FIRST YEAR (30 S.H.)
SEMESTER 1 (15 S.H.) SEMESTER 2 (15 S.H.)
WRT101 Composition I or Writing Intensive
3
Writing Intensive OR Free Elective 3
MAT100 OR Gen Ed Math/CS
(Math must be above 100 level)
3 Gen Ed Math/CS 3
Gen Ed Humanities (Foreign Language
recommended)
3 Gen Ed Humanities
(Foreign Language recommended)
3
Gen Ed: PSY 100 Introduction To Psychology 3 Gen Ed: ANT 100 Introduction to Cultural
Anthropology
3
SOC 100 Introduction to Sociology 3 Gen Ed: COM 160, 161,162 or 163 3
SECOND YEAR (30-32 S.H.)
SEMESTER 3 (16-17 S.H.) SEMESTER 4 (15-16 S.H.)
SW 200 Introduction to Social Work & Social
Welfare Services (SOC 100)
4 SW 200 Intro. To Social Work & Social Welfare
Services or SW 210 Social Welfare as an Institu-
tion (SOC 100)
*See Semester 3 if complete- free elective
3
SW 210 Social Welfare as an Institution (SOC 100) 3 ECO 211 Principles of Macroeconomics or ECO
107 Contemporary Domestic Economic Issues
3
Gen Ed: Humanities 3 Gen Ed: Humanities 3
Gen Ed: PSY 202 OR PSY 210, PSY 211,
PSY 215, PSY 222
3 Gen Ed: PS 102 American Government 3
Gen Ed: Lab Science BIO 100 or BIO 132 or
Free Elective
3-4 Gen Ed: Lab Science BIO 100 or BIO 132 or
Free Elective
3-4
THIRD YEAR (32 S.H.)
SEMESTER 5 (17 S.H.) SEMESTER 6 (15 S.H.)
SW 215 Human Behavior & Social Environment
(SOC 100 and BIO 100 or BIO 132) 3
SW 215 Human Behavior & Social Environment
or SW 300 Social Work Research*
See semester 5 if complete-Free Elective
3
SW 300 Social Work Research (SW 200 and
MAT 100 or
appropriate test score)
3 SW 306 Social Work Junior Seminar (acceptance
to junior standing in major)
3
Gen Ed Humanities 3 SW 309 Social Work Practice I (PSY 100 w/min-
imum grade of C+, acceptance to junior standing
in major)
3
MAT 110 Great Ideas in Math or MAT 120 Ele-
mentary Statistics
3 Free Elective 3
SW 220 Cultural Diversity (SOC 100) 3 Free Elective 3
HPX177 (Lecture and Activity) 2
Complete a degree audit and plan for application for graduation
FOURTH YEAR (30 S.H.)
SEMESTER 7 (13 S.H.) SEMESTER 8 (16 S.H.)
SW 310 Social Work Practice II (SW 309) 3 SW 311 Social Work Practice III (SW 310 and
SW320)
3
SW 315 Community Organizing Project I (accep-
tance to senior standing in major)
3 SW 316 Community Organizing Project II (SW
315)
2
SW 320 Social Work Senior Field Practicum & Semi-
nar (acceptance to senior standing in major)
1 SW 321 Social Work Senior Field Practicum &
Seminar (SW 320)
6
SW 325 Senior Seminar on Policy & Issues (PS
102, ECO 211 or ECO 107, senior standing in
the major)
3 SW 350 Senior Integrative Seminar (Senior stand-
ing in the major)
2
Free Elective 3 Free Elective 3
Catalog Year 2014-15
APPENDIX F
Western Connecticut State University
Department of Social Work
Typical Major Courses Sequence Guide
For students matriculated as of August, 2009, and for transfer students & change of majors accepted after August, 2009
FIRST YEAR
Fall Semester Spring Semester
PSY 100 Intro. To Psychology (Pre-requisite for SW 305, SW 306, SW 309) Communications (COM 160, 161, or 162)
SOC 100 Intro. To Sociology (Pre-requisite for SW 200, SW 210, ANT 100 Intro. to Cultural Anthropology
SW 215, & SW 220) ENG 101 The Habit of Writing
Foreign Language I (if needed) Foreign Language II (if needed)
SOPHOMORE YEAR
SW 200 Intro. To Social Work & SW 200 Intro. To Social Work &
Social Welfare Services* (Pre-requisite for all SW 300-level courses) Social Welfare Services*
SW 210 Social Welfare as an Institution* SW 210 Social Welfare as an Institution*
BIO 100 Concepts of Biology or PS 102 American Government (Pre-Req. for SW325)
BIO 132 Human Biology (Pre-requisite for SW 215) ECO 100 Principles of Macroeconomics or
PSY 202 Abnormal Psychology, OR PSY 210 Child Psychology, ECO 207 Contemporary Domestic
PSY 211 Adolescent Psychology, PSY 215 Psychology of Economic Issues (Pre-Requisite for SW 325)
Personality, PSY 222 The Adult Years
Complete University MATH competency:
MATH 100 (former MATH 114) or place out.
(Pre-requisite for SW 300)
Remember to complete a Writing Intensive (W)
Course
**Select one of the above PSY 200 level courses
JUNIOR YEAR
SW 215 Human Behavior and the Social SW 215 Human Behavior and the Social
Environment* Environment*
SW 300 Social Work Research* SW 220 Cultural Diversity*
MAT 120 Elementary Statistics or MAT 110 Great Ideas in Math SW 300 Social Work Research*
SW 220 Cultural Diversity* SW 305 Social Work Junior Field Practicum`
SW 306 Social Work Junior Seminar
SW 309 Social Work Practice I
SENIOR YEAR
SW 310 Social Work Practice II SW 311 Social Work Practice III
SW 315 Community Organizing Project I SW 316 Community Organizing Project II
SW 320 Social Work Senior Field Practicum SW 321 Social Work Senior Field Practicum
and Seminar and Seminar
SW 325 Senior Seminar on Policies and Issues SW 350 Senior Integrative Seminar
Social Work Courses marked with an (*) are offered both Fall and Spring semesters. Consult your academic advisor for specific
planning.
Foreign Language competency is required for B.A. in Social Work.
Revised for Fall 2009
APPENDIX G
Western Connecticut State University
Department of Social Work
Highly Recommended Electives
SW 245 Child Welfare
SW 250 AIDS: A Social Work Perspective
SW/SOC 260 Aging
SW270W Writing for the Human Service & Health
Care Professions
AAS 100 The Black Experience in America
ANT 202 Language & Culture
ANT/SOC 204 Culture & Personality
ANT/SOC 206 Culture & Law
ANT/CTA 208 Intercultural Communication
ANT/AAS 212 Peoples & Cultures of Africa
ANT/SOC 213 North American Indians
ANT/SOC 214 Peoples & Cultures of the Pacific
ANT 222 Peasant Societies
ANT/SOC 232 Religion & Culture
WS 236/ANT Culture, Sex & Gender
ANT/SOC 322 Comparative Minority Relations
ANT/SOC 330 Social & Cultural Theory
ANT/SOC 340 Culture Change & Planning
ANT 341 Cultural Resource Management
COM 100 Library Research Methods
COM/ANT 208 Intercultural Communication
COM 209 Introduction to International
Communications
COM 210 Nonverbal Communication
WS/COM 211 Women, Language, & Communication
COM 212 Effective Listening
COM 215 Family Communication
COM 268 Public Speaking
COM 348 Advanced Interpersonal Communication
COM 362 Organizational Communication
WS/COM 374 Women & the Media in the United States
ECO 101 Principles of Microeconomics
ECO/PS 110 Introduction to Political Economy
ECO 201 Comparative Economic Systems
ECO 202 Labor Economics
ECO 208 Contemporary International Economic
Issues
ECO 209 Urban Economics
WS/ECO 212 Economics of Gender
ENG 227 Ethnicity and Identity in Literatures
WS/ENG 334 Women Writers
WS/ENG 437 Topics in Literature by Women
EPY 203 Child Development in School
EPY 204 Adolescent Development in School
EPY 405 Introduction to Special Education
GEO/ENV 150 Urban Environment as a Human Ecological
Problem
HPX 100 Health Promotion & Maintenance
HPX 163 Basic Disaster Services
HPX 205 Nutrition & Health
HPX 230 Drug Studies
HPX 253 Concepts of Diseases
HPX 293 Cross Cultural Health and Healing
HPX 315 Leisure & Recreation for Special
Populations
HPX 342 Global Health
HPX 352 Mental Health
HPX 355 Human Sexuality
HIS/AAS 219 African-American History & Culture
HIS 246 Judaism
HIS 363 The American City
HIS 368 New York City: Its History & Culture
HIS 270 Christianity
HIS 281 Modern Middle East
HIS/PS 382 Contemporary Middle East
HIS 383 Islam: A Religion and Civilization
WS/HIS 320 Women & Leadership
HUM 110 Moral Issues in Modern Society
JLA/SOC 201 Criminology
JLA/SOC 205 Juvenile Delinquency
JLA 250 Family Law
WS/JLA 301 Women & Criminal Justice
NWC All courses
WS/NUR 250 Women’s Health Issues
PHI 101 Introduction to Ethical Theory
PHI 103 Introduction to Critical Reasoning
PHI 111 Ethical Issues in Health Care
PS 104 World Governments, Economies & Cultures
PS 212 Policy Making Process in American
Government
PS 213 Politics and The Court
PS 216 The American Presidency
PS 217 The Legislative Process
PS 218 American State & Local Government
PS 267 Recent American Thought
SOC 200 Concepts of Race and Ethnic Relations
SOC/JLA 201 Criminology
SOC 202 Class, Status and Power
SOC/ANT 204 Culture & Personality
SOC/JLA 205 Juvenile Delinquency
SOC/ANT 206 Culture & Law
SOC 210 Urban Sociology
SOC/ANT 213 North American Indians
WS/SOC 221 Human Family Systems
SOC 225 Alternatives to Traditional American
Families
SOC 230 Sociology of the Community
SOC/ANT 232 Religion and Culture
WS/SOC 305 Contemporary Family Problems
SS 401 Fundamentals of Conflict Resolution
SS 402 Mediation: Theory & Practice
PSY 200-level courses indicated in Social Work Program Sheet and
PSY 205 Social Psychology
PSY 217 Psychology of Women
PSY 219 Psychology of Men
PSY 241 Child Psycholpathology
Revised: Fall 2009
APPENDIX H
Examples of Agencies Offering Social Work Junior and S
Academy of Western Connecticut, Danbury, CT
Area Agency on Aging, New Haven, CT
Arms Acres, Carmel, NY
Bethel Health Care, Bethel, CT
Candlewood Valley Health Center, New Milford, CT
Catholic Charities, Bethel, CT Homeless Outreach
Catholic Family Services, Danbury, CT
Center for Human Development, Waterbury and Danbury, CT
The Children’s Center, New Milford, CT
Community Resource Center, Danbury, CT
Connecticut Junior Republic, Waterbury, CT
Consolidated School, New Fairfield
Danbury Health Center, Danbury, CT
Danbury Public Schools, Danbury, CT
Danbury Regional Child Advocacy Center, Danbury, CT
Department of Children and Families (DCF), State of CT, Danbury, CT
Education Connection, Access School, Danbury, CT
Families Network of W. CT., Inc., Danbury, CT
Family and Children’s Aid, Danbury, CT
Girl Scouts of Connecticut, Wilton, CT
Green Chimneys, Brewster NY
Headstart, Danbury, CT
Healing the Children, New Milford, CT
Jericho Partnership, Danbury, CT
Jewish Family Services, Southbury, CT
Laurel Ridge Health Care, Ridgefield, CT
MCCA, Danbury and Norwalk, CT
Masonicare at Newtown, CT
New Fairfield Senior Center, New Fairfield, CT
New Opportunities for Waterbury, Waterbury, CT
Norwalk Public Schools, Norwalk, CT
Nurturing Families Network, New Milford, CT
Office of the Public Defender, Danbury, CT
Putnam Community Action Program, Brewster, NY
Putnam-No. Westchester Women’s Resource Center, Mahopac, NY
Regional Hospice, Healing Hearts, Danbury, CT
Ridgefield VNA, Ridgefield, CT
River Glen Health Care, Southbury, CT
St. Peter/Sacred Heart School, Danbury, CT
Staywell Health Center, Waterbury, CT
The United Way of Western CT, Danbury, CT
Volunteer Center, Danbury, CT
WCSU Child Care Center, Danbury, CT
WCSU AccessAbility Services, Danbury, CT
WCSU Western Connection, Danbury, CT
Waterbury Youth Services System, Inc., Waterbury, CT
YMCA, Regional, Danbury, CT
APPENDIX I
SAMPLE
WESTERN CONNECTICUT STATE UNIVERSITY
DEPARTMENT OF SOCIAL WORK
STUDENT OPINION SURVEY
Course: SW ____ - ____ Semester: Fall ____ Spring ____Year ______
Instructor: ____________________________
In order to revise and improve this course for the next time it is offered, we need your input. Please
respond to the following using the instructions shown below. Your answers will be taken very
seriously.
INSTRUCTIONS: ON THE GENERAL PURPOSE DATA SHEET, USE A #2 PENCIL, BLUE
PEN OR BLACK PEN TO DARKEN THE NUMBERED CHOICE.
PLEASE USE THE FOLLOWING SCALE FOR ALL THE ITEMS
(A) Strongly Agree (B) Agree (C) Disagree (D) Strongly Disagree
1. The course syllabus clearly stated the objectives, assignments, and course expectations
2. The required readings were appropriate to course content.
3. The assignments were relevant to the course objectives.
4. The course content met the course objectives.
5. The course assignments contributed to your understanding of course content. (readings,
writing assignments, exercises, role plays, videos, exams, etc.)
6. The atmosphere in the classroom was respectful of a variety of viewpoints.
7. The course content was presented in a way that was conducive to learning.
8. The professor inspired excitement and interest in course content
9. The professor was prepared for class.
10. The professor motivated the students to learn.
11. The professor asked thought provoking questions.
12. The professor had a sense of humor.
13. The course drew on your knowledge from General Education courses.
14. The instructor was available outside of class.
PLEASE WRITE YOUR COMMENTS ON THE GENERAL PURPOSE DATA SHEET,
WRITE-IN-AREAS.
Area 1. What did you find most useful in this course for your professional
development?
Area 2. What changes, if any, would you recommend in the assignments?
Area 3. Overall, what did you think of the course, and what recommendations
do you have for improving the course?
Download
Save PDF to desktop
Email
Email completed PDF
Send for Signing
Email for others to sign
Print
Print document
Choose a Field
Click on a field and
select the person that should complete it
Want to add a signature?
You can add a signature field
and assign it to someone else
to sign
Choose a Field
Click on a field and
select the person that should complete it

WESTERN CONNECTICUT STATE UNIVERSITY (Western Connecticut State University)

This document is locked as it has been sent for signing.

You have successfully completed this document.

Other parties need to complete fields in the document. You will recieve an email notification when the document has been completed by all parties.

This document has been signed by all parties.

Completed 1 September 2020

Message

View Audit Log
Print With Audit Log
Duplicate Document