MSW Program Handbook Master of Social Work Program Handbook

Transcription

1 Master of Social Work Program Handbook

2 School of Social Work Full-Time Graduate Faculty Graduate Program Director Robert Herman-Smith, Associate Professor Field Education Director Sue Marchetti, Lecturer Graduate Faculty Suzanne Boyd, Associate Professor Vanessa Drew-Branch, Lecturer Mark Ezell, Professor Shanti Kulkarni, Associate Professor Othelia Lee, Associate Professor Vivian Lord, Interim Chair and Professor Terri Matthews, Lecturer Susan McCarter, Associate Professor Laneshia McCord, Assistant Professor Julian Montoro-Rodriguez, Professor and Director of Gerontology Sonyia Richardson, Lecturer Diana Rowan, Associate Professor Roger Suclupe, Lecturer Lori Thomas, Associate Professor School Address and Contact Information The University of North Carolina at Charlotte College of Health and Human Services School of Social Work 9201 University City Boulevard Charlotte, North Carolina Phone: ; FAX: Website: Policies in this handbook are applicable to all graduate students in the School of Social Work. In addition to this handbook, students should refer to the University of North Carolina at Charlotte Graduate Catalog, Graduate Handbook and the College of Health and Human Services Student Handbook. Note: On the next page is a Table of Contents. Hit CTRL and click simultaneously on the Contents listing to go directly to the topic you are seeking. Last Revised February 17,

3 Table of Contents Last Revised February 17, MSW Program Mission... 5 MSW Program Goals... 5 Educational Objectives and Curriculum... 5 Foundation Curriculum Courses... 5 Foundation Level Competencies and Practice Behaviors... 6 Advanced Curriculum Courses... 8 Advanced Level Competencies and Practice Behaviors... 8 A Note about Writing in the MSW Program Advising in the MSW Program Academic Regulations Pertaining to the MSW Degree University Degree Requirements Course Waiver Policy Transfer of Credits Post-Baccalaureate Policies Post-Baccalaureate Credit Admission to MSW Courses for Non-Degree Students Curriculum Programs Full-Time Curriculum (2 years) Extended Study Program (3 years) Advanced Standing Program Social Work Course Descriptions Graduate Elective Courses Field Practicum Practicum Description North Carolina Child Welfare Education Collaborative Grades, Candidacy, and Graduation Minimum Hours and Quality Grading Policies and Grade Point Averages Academic Progress Time Limit Admission to Candidacy Application for the Degree Post-Graduate Licensure Eligibility Student Participation in Academic Governance Graduate and Professional Student Government Graduate Social Work Association Phi Alpha Honor Society

4 Student Conduct Overview Introduction Evaluating Professional and Academic Performance in the MSW Program Professional Commitment Professional Behavior Self-Awareness Ethical Obligations Scholastic Performance Sources of Evidence Accommodations for Disabilities Policies and Procedures for Review of Academic Performance Performance that may Result in Review and/or Possible Dismissal The Three Levels of Review Academic Grievances Procedures for Handling Academic Grievances Non-Academic Grievances Other Important University and School of Social Work Policies University Code of Student Responsibility Academic Integrity Grade Changes Course Credit Workload Special Needs English as a Second Language Diversity Statement Sexual Harassment Religious Accommodations NASW Code of Ethics Elective Choice Form

5 MSW Program Mission The MSW Program at UNC Charlotte offers an advanced generalist concentration that embraces the profession s commitment to social and economic justice, individual and community well-being, and scientific inquiry. As a reflection of UNC Charlotte s designation as North Carolina s urban research university, our curriculum is especially focused on the needs of vulnerable populations in the growing urban and suburban areas of the state. Graduates of the program will be able to synthesize and apply a broad range of knowledge and skills in order to refine and advance the quality of social work practice and the profession in a range of settings. MSW Program Goals UNC Charlotte s MSW program prepares students to assess, plan, implement, and evaluate social prevention and intervention programs, particularly with vulnerable individuals and communities. The program takes a holistic approach to social work education one that attempts to bridge divides between individually-focused and community-focused practice. This holistic approach is guided by seven specific themes listed below, each with a corresponding program goal. Theme Context Multi-level Practice Evidence-based Social Work Strengths Perspective Cultural Sensitivity Local & Global Practice Critically Reflective Practice Program Goal To recognize the inseparability of individual struggles and social issues. To take action on multiple levels of social work practice To engage in research-informed practice and practice-informed research To understand and employ the strengths of vulnerable populations. To conduct social work practice with cultural sensitivity. To practice social work in communities anywhere. To use continuous learning, development, and critical reflection to guide their practice. Educational Objectives and Curriculum Educational objectives for the MSW program are directly aligned with the Council on Social Work Education s (CSWE) ten core competencies and corresponding practice behaviors in CSWE s Educational Policy and Accreditation Standards (EPAS). There are two levels of curriculum: Foundation and Advanced. The Foundation Curriculum is designed to ground students in the knowledge, values, and skills of the social work profession. The Foundation Curriculum consists of nine (9) courses that are offered in the beginning of the course sequence. In the Foundation Curriculum, students spend 16 hours in a field practicum each semester. Foundation courses are listed below. Foundation Curriculum Courses SOWK 6121 Social Work Practice Theories and Skills (3) SOWK 6131 Social Work Research (3) SOWK 6141 Foundations of Social Work (3) SOWK 6151 Social Work, Social Justice, and Diversity (3) SOWK 6441 Social Work Practicum I (3) SOWK 6232 Practice and Program Evaluation (3) SOWK 6242 Advocacy and Policy Change (3) SOWK 6252 Mental Health Assessment (3) SOWK 6442 Social Work Practicum II (3) Students who complete the Foundation Curriculum are expected to demonstrate competency in each of the following areas: 5

6 Foundation Level Competencies and Practice Behaviors Identify as a professional social worker and conduct oneself accordingly. Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. Social workers: a. Advocate for client access to the services of social work b. Practice personal reflection and self-correction to assure continual professional development c. Attend to professional roles and boundaries d. Demonstrate professional demeanor in behavior, appearance, and communication e. Engage in career-long learning Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers: a. Recognize and manage personal values in a way that allows professional values to guide practice b. Make ethical decisions by applying standards of the NASW Code of Ethics, and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles c. Tolerate ambiguity in resolving ethical conflicts d. Apply strategies of ethical reasoning to arrive at principled decisions Apply critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers: a. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom b. Analyze models of assessment, prevention, intervention, and evaluation c. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate 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: a. Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups c. Recognize and communicate their understanding of the importance of difference in shaping life experiences d. View themselves as learners and engage those with whom they work as informants Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers: a. Understand the forms and mechanisms of oppression and discrimination b. Advocate for human rights and social and economic justice c. Engage in practices that advance social and economic justice 6

7 2.1.6 Engage in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers: a. Use practice experience to inform scientific inquiry b. Use research evidence to inform practice Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers: a. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation b. Critique and differentially apply theory to guide social work practice at multiple levels Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know 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: a. Analyze, formulate, and advocate for policies that advance social well-being b. Collaborate with colleagues, clients, and other professionals to assess and improve organizational and public policies regarding vulnerable, oppressed, and excluded clients Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers: a. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services (a-d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. (a) Engagement Social workers: a. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities b. Use empathy and other interpersonal skills c. Develop a mutually agreed-on focus of work and desired outcomes (b) Assessment Social workers: a. Collect, organize, and interpret client data b. Assess client strengths and limitations c. Develop mutually agreed-on intervention goals and objectives d. d. Select appropriate intervention strategies (c) Intervention Social workers: a. Initiate actions to achieve organizational goals b. Implement prevention interventions that enhance client capacities c. Help clients resolve problems 7

8 d. Negotiate, mediate, and advocate for clients e. Facilitate transitions and endings (d) Evaluation Social workers: a. Critically analyze, monitor, and evaluate interventions Advanced Curriculum Courses The Advanced Curriculum consists of seven (7) courses, which include an advanced level practicum requiring 24 hours weekly for two semesters. Students are expected to apply skills learned in the Foundation curriculum to the Advanced curriculum. Students chose four (4) electives in consultation with their academic advisors. Electives provide an opportunity to develop a specialty practice area. Two of the four electives must be taken in the School of Social Work; the other two can be taken in any academic department at UNC Charlotte. Advanced courses are offered below. SOWK 6212 Advanced Social Work Practice with Individuals (3) SOWK 7125 Advanced Social Work Practice with Groups and Families (3) SOWK 7222 Advanced Social Work Practice with Communities and Organizations I (3) SOWK 7223 Advanced Social Work Practice with Communities and Organizations II (3) SOWK 7443 Social Work Practicum III (4) SOWK 7444 Social Work Practicum IV (4) SOWK 7651 Synthesis and Reflection (3) Four electives (12) Advanced level competencies and practice behaviors, like those at the Foundation level, reflect CSWE s Educational Policy and Accreditation Standards (EPAS). At the Advanced level, practice behaviors also reflect the MSW program s commitment to practice with vulnerable populations, especially those in North Carolina s growing urban and suburban areas. Students who complete the Advanced Curriculum are expected to demonstrate competency in each of the following areas. Advanced Level Competencies and Practice Behaviors Identify as a professional social worker and conduct oneself accordingly. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. Social workers: a. Perform collaborative work with other professionals that promotes the welfare of vulnerable populations b. Use critical reflection, followed by action, which promotes professional self-development Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers: a. Apply ethical decision-making skills on multiple levels of practice, with special attention to social justice for vulnerable populations Apply critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers: a. Select models of assessment, prevention, intervention, and evaluation that best meet the needs of vulnerable populations b. Communicate effectively verbally and in writing with diverse populations, stakeholders, and service systems c. Integrate and synthesize multiple forms of data into one s professional roles 8

9 2.1.4 Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate 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: a. Recognize and respect strengths and differences among client and professional systems b. Conduct social work practice with cultural sensitivity. c. Recognize the context of social problems and analyze different social constructions of the challenges faced by client systems d. Increase self-awareness in order to recognize and manage personal biases and values when working with diverse groups Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers: a. Recognize the local and global context of individual struggles and social problems b. Support advocacy efforts by the region s vulnerable populations to advance social and economic justice c. Advocate for human rights and social and economic justice on multiple levels of practice Engage in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers: a. Assess the strength and source of evidence to implement either evidence-based practice or the most valid, reliable, or authentic findings b. Use practice experience to contribute to social work knowledge Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers: a. Apply critical analysis to understanding the person in context of an ever-changing social environment. b. Utilize culturally competent frameworks to guide the processes of assessment, intervention, and evaluation Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know 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: a. Advocate for culturally sensitive policies that enhance well-being and community strengths b. Use evidence-based practice in advocacy for policies that advance social and economic well-being Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers: a. Continuously discover and appraise changing societal contexts and analyze the links between evidence-based practices and trends for agencies and communities 9

10 2.1.10(a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice (a)-Engagement Social workers: a. Engage diverse groups and vulnerable populations at multiple levels of social work practice (b) Assessment Social workers: a. Use continuous assessment and feedback to select and, as appropriate, modify intervention strategies (c) Intervention Social workers: a. Use evidence-informed models of change to respond to a range of presenting concerns identified in the assessment (d) Evaluation Social workers: a. Utilize appropriate research strategies to examine interventions at all levels of social work practice; b. Evaluate multiple-level systems for practice, program, and policy effectiveness; and c. Disseminate evaluation findings in order to guide future interventions. A Note about Writing in the MSW Program Social work relies on well-developed verbal comprehension skills and expressive communication skills. A high level of writing is required of students in the MSW program. Most classes have assignments of one major paper and/or several minor papers. The faculty has agreed that most paper assignments will require that students use the publication style of the American Psychological Association as found in the Publication Manual of the American Psychological Association, 6 th edition (2010). For students who want to become more effective writers, UNC Charlotte has a Writing Resources Center staffed by undergraduate and graduate writing consultants who work with writers at all stages of the writing process: prewriting, focusing, organizing, revising, and editing. Programs include one-on-one and group consulting; online writing consultants for distance education students; classroom presentations; and library and internet research. They can be reached at: Writing Resources Center Cameron 149 Phone: [email protected] Advising in the MSW Program Students are assigned an MSW faculty advisor upon entering the program and retain that advisor for the full course of study. The following points guide the student/advisor relationship: 1. Faculty are strongly encouraged to reach out to students assigned to them for advising. Students are strongly advised to arrange to meet with their assigned advisor each semester, especially during the first year, to support their progress in the program. 10

11 2. Advisors must approve the student s choice of electives by their signature on MSW Elective Choice Form (see p. 30), following a discussion with the student on appropriate elective options that will help them prepare for practice with a vulnerable population. 3. Advisors are involved in any professional development concerns as stipulated in the Program s Professional Standards formal review process. The student advisor is informed and may be invited to the meeting with the student (student s option) at Level II of the review process and must attend the meeting with the student at a Level III review. Advisors inform their students of the disposition of the review. 4. Advisors are involved in nominating their advisees for special recognition and encouraging their students to participate as graduate students in public and professional arenas. 5. Advisors are charged with monitoring their advisees readiness for professional practice. Withdrawals, leaves of absence, medical leaves, and terminations are coordinated by the Admissions Director and Student Services in cooperation with the student s advisor and in consultation with the MSW Program Director. University Degree Requirements Academic Regulations Pertaining to the MSW Degree The following is an abbreviated description of UNC Charlotte Graduate School and School of Social Work policies. Complete policies and procedures such as degree requirements, transfer credits, and grading can be found in the current UNC Charlotte Graduate Catalog. A copy of this catalog may be obtained from the Graduate School or on line at: It is the student s responsibility to be familiar with the content of the catalog. Course Substitution Policy MSW students may request that certain required courses be substituted with another graduate-level course if they meet specific guidelines. The following courses in the Foundation curriculum are eligible for a course substitution: Social Work Practice: Theories and Skills (SOWK 6121); Social Work Research (SOWK 6131); Foundations of Social Work (SOWK 6141); and Social Work, Social Justice, & Diversity (SOWK 6151). Courses can be substituted only if the following guidelines are met: The student earned a BSW degree from a CSWE-accredited social work program within five years of the semester in which the waiver is requested. The student earned credit for the course being substituted within five years of being admitted to the MSW program. A course syllabus is provided for each course for which a substitution is requested. The syllabus indicates the course reflects the same content as one of the courses eligible for substitution (SOWK 6121, 6131, 6141, 6151). The student received a grade of A in the undergraduate course equivalent of the course being proposed for substitution. The student identifies a graduate level elective course at UNC Charlotte that yields the same number of credit hours as the course being proposed for substitution. This course must be approved by the student s advisor and align with the student s professional goals. The approval procedure for a course substitution is: 1. For each course, the student or the MSW Program Director submits a request for a course substitution using the Graduate Academic Petition system at 2. A copy of the undergraduate course syllabus for each course is provided to the MSW Program Director, along with a proposal for a graduate course substitute from a current course schedule. 3. The MSW Program Director reviews the course syllabus, the current course schedule, and the student s undergraduate transcript (to verify the course was completed and that the student received an A ). 11

12 4. The MSW Program Director indicates approval or disapproval using the Graduate Academic Petition. 5. The Graduate Academic Petition is then forwarded to the Graduate School and University Registrar. Their decision is forwarded to the student. 6. If the Graduate School and Registrar approve a course substitution, the student is advised to provide a hard copy of the decision to his/her advisor and the MSW Program Director. A record of the course substitute course will be placed with the student s file. Transfer of Credits Transfer of credit refers to course credits earned at an institution other than UNC Charlotte either before or after admission to the MSW program. The MSW program, following UNC Charlotte Graduate School policy, will accept a maximum of six (6) semester hours of transfer credit toward a master s degree. Students cannot transfer credit for courses that counted toward another completed graduate degree. The UNC Charlotte Graduate School also requires that transferred courses should be no more than six years old at the time of graduation (not acceptance into the program). Transfer credit will only be granted for courses taken at an accredited university that fit into the student s plan of study in the MSW program. Students enrolled in the MSW program are strongly encouraged to discuss courses at other universities with their academic advisors before they enroll to increase the probability that transfer credit will be awarded. The decision to accept graduate transfer credit toward the MSW must be approved by the MSW Program Director, the Graduate School, and the University Registrar. Students who are interested in transfer credit must provide the course syllabus and an official transcript documenting the course from the university where the course was taken. The syllabus and transcript can be forwarded to the MSW Program Director or to the Graduate School. The MSW Program Director or the Graduate School will begin the formal transfer process using the Graduate Academic Petition system at Post-Baccalaureate Policies Post-Baccalaureate Credit Post-baccalaureate credit refers to credit for courses taken at UNC Charlotte after completing the baccalaureate degree but before being accepted into a graduate degree program. Students who take courses as a post-baccalaureate student can request that up to 6 (six) graduate course credits be applied to the MSW degree. Course credit will only be granted toward the MSW degree if the post-baccalaureate course is directly related to the MSW student s current educational goals in the MSW program as determined by the student s academic advisor and MSW Program Director. If approved by the advisor and MSW Program Director, the student would follow the policy for transfer credit (see above). Admission to MSW Courses for Non-Degree Students Individuals who wish to take graduate courses in social work without being admitted to the social work program must first be accepted by the UNC Charlotte Graduate School as a post-baccalaureate student. Information on how to apply can be found in the Graduate Catalog here: graduate-school.pdf The student must meet other criteria required by the Graduate School and the School of Social Work for admission to social work courses. The School of Social Work s ability to accept post-baccalaureate students will also depend on course enrollments. Degree-seeking students have priority in taking social work courses. It is important to note that taking graduate social work courses as a post-baccalaureate student does not guarantee admission to the MSW program, even if you do well in the course(s). For students who are accepted into the MSW program after taking post-baccalaureate courses at UNC Charlotte, the School of Social Work will accept up to six (6) hours of credit toward the MSW degree if they meet the following conditions: The student received academic credit for the course (e.g., no audited courses) and earned a grade of A or B. The course was taken within 6 years of the student s graduation date. 12

13 The course was not used to satisfy requirements for another degree or certificate program. The Admissions Director or MSW Program Director should make every effort inform prospective postbaccalaureate prospective students of the program s policy. Curriculum Programs The MSW Degree may be pursued on a Full-Time (two years), Extended Study (three years), or Advanced Standing (one calendar year) basis. The curriculum plans for the Full Time, Extended Study, and Advanced Standing options are listed below. Full-Time Curriculum (2 years) Year One Fall (15 credits) SOWK 6121 Social Work Practice: Theories and Skills (3) SOWK 6131 Social Work Research (3) SOWK 6141 Foundations of Social Work (3) SOWK 6151 Social Work, Social Justice, and Diversity (3) SOWK 6441 Practicum I (3) Spring (15 credits) SOWK 6212 Advanced Social Work Practice with Individuals (3) SOWK 6232 Practice and Program Evaluation (3) SOWK 6242 Advocacy and Policy Change (3) SOWK 6252 Mental Health Assessment (3) SOWK 6442 Practicum II (3) Year Two Fall (16 credits) SOWK 7222 Advanced Social Work Practice with Communities and Organizations I (3) SOWK 7125 Advanced Practice with Groups and Families (3) SOWK 7443 Practicum III (4) Elective (3)* Elective (3)* Spring (16 credits) SOWK 7223 Advanced Social Work Practice with Communities and Organizations II (3) SOWK 7444 Practicum IV (4) SOWK 7651 Synthesis and Reflection (3) Elective (3)* Elective (3)* Total Credits = 62 *All electives must be approved by a student s academic advisor to ensure courses promote the development of advanced practice competencies. Two of the four electives must be taken within the School of Social Work. 13

14 Extended Study Program (3 years) Year One Fall (6 Credits) SOWK 6131 Social Work Research (3) SOWK 6141 Foundations of Social Work (3) Spring (6 Credits) SOWK 6242 Advocacy and Policy Change (3) SOWK 6232 Practice and Program Evaluation (3) Summer (3 Credits) Elective (3)* Year Two Fall (9 Credits) SOWK 6121 Social Work Practice: Theory and Skills (3) SOWK 6151 Social Work, Social Justice, & Diversity (3) SOWK 6441 Practicum I (3) Spring (9 Credits) SOWK 6212 Advanced Social Work Practice with Individuals (3) SOWK 6252 Mental Health Assessment (3) SOWK 6442 Practicum II (3) Summer (3 Credits) Elective (3)* Year Three Fall (13 Credits) SOWK 7125 Advanced Interpersonal Practice with Groups and Families (3) SOWK 7222 Advanced Social Work Practice with Communities and Organizations I (3) SOWK 7443 Practicum III (4) Elective (3)* Spring (13 Credits) SOWK 7223 Advanced Social Work Practice with Communities and Organizations II (3) SOWK 7651 Reflection and Synthesis (3) SOWK 7444 Practicum IV (4) Elective (3)* Total Credits = 62 *All electives must be approved by a student s academic advisor to ensure courses promote the development of advanced practice competencies. Two of the four electives must be taken within the School of Social Work. Advanced Standing Program One Calendar Year The Advanced Standing option in social work is designed to enable a small number of highly qualified students to earn the Masters in Social Work degree in one calendar year. The program begins in May and requires Full Time study for 10 weeks (Summer Sessions I & II). Advanced Standing students complete 12 hours of graduate level work designed to bridge the gap between their BSW curriculum and the second year of the MSW curriculum. In the Fall and Spring semesters, the curriculum is the same as the Full Time Program except SOWK 6242 Advocacy and 14

15 Policy Change is substituted for one of the electives in the Full Time program in Spring semester. The Advanced Standing curriculum outline is below. Summer (12 credits) SOWK 6212 Advanced Social Work Practice with Individuals (3) SOWK 6232 Practice and Program Evaluation (3) SOWK 6252 Mental Health Assessment (3) SOWK 6343 Advanced Social Work Practicum and Seminar (3) Fall (16 credits) SOWK 7222 Advanced Social Work Practice with Communities and Organizations I (3) SOWK 7125 Advanced Practice with Groups and Families (3) SOWK 7443 Practicum III (4) Elective (3)* Elective (3)* Spring (16 credits) SOWK 6242 Advocacy and Policy Change (3) SOWK 7223 Advanced Social Work Practice with Communities and Organizations II (3) SOWK 7444 Practicum IV (4) SOWK 7651 Synthesis and Reflection (3) Elective (3)* Total Credits = 44 *All electives must be approved by a student s academic advisor to ensure courses promote the development of advanced practice competencies. One of the three electives must be taken within the School of Social Work. Social Work Course Descriptions SOWK Social Work Practice: Theories and Skills. (3) Introduces the theories of human behavior and models of social work intervention necessary to engage all levels of client systems. Also introduces the skills necessary to identify, analyze, and implement evidence-based interventions to achieve client goals. (Fall) SOWK Social Work Research. (3) Introduction of social science research methods and their relevance to social work. Other content relates to the application of critical thinking and how to engage in research-informed practice and practice-informed research. (Fall) SOWK Foundations of Social Work. (3) Introduction to professional development as a social worker, with attention to social work history, ethics, professional identity, and critical thinking. Other topics include: selfreflection, the importance of career-long learning, and practitioner comportment. (Fall) SOWK Social Work, Social Justice, and Diversity. (3) Examines individual, systemic, and ideological factors related to diversity and social justice. Theories and perspectives that contribute to understanding oppression and privilege are emphasized. Implications for social work practice, research, and policy are examined. Strategies to counter discrimination and oppression are identified. Requires considerable critical analysis and self-reflection on the part of participants. (Fall) SOWK Advanced Social Work Practice with Individuals. (3) Prerequisite: SOWK 6121 (Advanced Standing students are exempt from this prerequisite). Expands social work students knowledge, values, and skills with regard to advanced micro practice with individuals, especially members of vulnerable groups. (Spring for Full- Time and Extended Study, Summer for Advanced Standing) SOWK Practice and Program Evaluation. (3) Prerequisite: SOWK 6131 (Advanced Standing students are exempt from this prerequisite). Demonstrates how to engage in research-informed practice and practice-informed 15

16 research. Managing client data and critically analyzing, monitoring, and evaluating interventions are covered indepth. (Spring for Full-Time and Extended Study, Summer for Advanced Standing) SOWK Advocacy and Policy Practice. (3) The role of advocacy in the social work profession, tools for bringing about policy change, and use of advocacy to promote social justice, especially for vulnerable populations. (Spring) SOWK Mental Health Assessment. (3) Prerequisite: SOWK 6121 (Advanced Standing students are exempt from this prerequisite). An overview of social work theories related to mental/behavioral health assessment with special emphasis on and critique of the APA Diagnostic and Statistical Manual of Mental Disorders (DSM). (Spring for Full-Time and Extended Study, Summer for Advanced Standing) SOWK Advanced Social Work Practicum and Seminar. (3) Prerequisite: Admission to the Advanced Standing program. Designed for Advanced Standing students, this field internship course has an integrated twofold purpose. First, it solidifies students preparation in foundation social work practice methods and skills with individuals, families, small groups, and organizations and communities. Students demonstrate their understanding of foundation theories and concepts by applying practice methods and skills across systems and with diverse clients. They also demonstrate the ability to accurately assess client systems, formulate and carry out plans of intervention, and evaluate the effectiveness of practice. Second, students develop an emerging understanding of interpersonal practice with individuals, families, and small groups and how foundation practice theories and methods can prepare them for utilizing interpersonal practice methods within a selected field of practice emphasis. (Summer) SOWK Social Work Practicum I. (3) A foundation field practicum that prepares students to apply generalist social work knowledge, skills, values, and ethical principles gained in the classroom to actual practice at a social agency. Students work in an approved field site under the supervision of a UNC Charlotte field instructor and attend a monthly seminar. (Fall) SOWK Social Work Practicum II. (3) Prerequisite: SOWK A foundation field practicum that prepares students to apply generalist social work knowledge, skills, values, and ethical principles gained in the classroom to actual practice at a social agency. Students work in an approved field site under the supervision of a UNC Charlotte field instructor and attend a monthly seminar (Spring) SOWK The Social Context of Mental Health. (3) Cross-listed as SOCY 6635, PSYC 8636, and PPOL Prerequisite: Admission to graduate program or permission of instructor. Draws upon contributions from the field of psychiatry, psychology, social work, and anthropology. The focus is on mental health and illness it is social context, with an emphasis on the relationship between social structure and mental health/disorder. Social factors are examined which shape psychiatric diagnosis, the effects of socio-demographic variables on mental health, and the role of social support and stress for different groups. Also examines the organization, delivery, and evaluation of mental health services, and mental healthcare policy. (Every other year) SOWK School Social Work. (3) Exploration of school social work practices from a theoretical as well as practical point of view. Also focuses on the roles of school social workers and the type of issues they confront. (Spring) SOWK Child Welfare. (3) Prerequisite: Permission of instructor. Examination of the history, purpose, and goals of child welfare services in North Carolina and in the United States. Course information is provided from the context of the child- and family-centered model that guides child welfare services. (Summer) SOWK Social Welfare and Philanthropy. (3) Introduction to philanthropy which allows students, through a community-based project, to experience two predominant aspects of philanthropy grant making and fundraising with an emphasis on supporting the well-being of vulnerable populations. (On demand) SOWK Social Development in Malawi. (3) Students actively participate in several pre-departure class lectures and work sessions. They travel to Malawi for 11 days and engage in service-learning activities aligned with social development in rural Malawi. Experiential projects are designed and implemented by students using funds 16

17 they raise. Sustainability and anti-oppressive approaches to social development are highlighted. (Fall, Spring, Summer) SOWK Special Topics in Social Work. (3) A topics course that is only available for graduate credit. May be repeated for credit with change of topic. (Fall, Spring, or Summer) SOWK Advanced Social Work Practice with Groups and Families. (3) Expands knowledge, values, and skills with regard to advanced micro practice with groups and families especially vulnerable populations. (Fall) SOWK Advanced Social Work Practice with Organizations and Communities I. (3) Builds on the foundational theories and skills introduced in Social Work Practice with specific attention to communities and organizations as primary client systems. Introduces theories that inform and guide practice in communities and organizations. Builds advanced skills in engaging and assessing communities and organizations. (Fall) SOWK Advanced Social Work Practice with Organizations and Communities II. (3) Prerequisite: SOWK Builds advanced practice skills in the design, development, implementation, and evaluation of interventions at the community and organizational levels. Also builds skills in leadership and ethical decisionmaking. Emphasizes the use of critical thinking and self-awareness concerning leadership and ethical challenges in community and organizational contexts. (Spring) SOWK Social Work Practicum III. (4) Prerequisite: SOWK 6442 (Advanced Standing students are exempt from this prerequisite). Students work in an approved social service agency developing specialized social work skills in their area of focus. Students are expected to demonstrate advanced social work practice skills that indicate an integration of theories, research, and policies in relation to their area of specialization within interpersonal practice. (Fall) SOWK Social Work Practicum IV. (4) Prerequisite: SOWK Corequisites: SOWK 7223 and SOWK Continuation of SOWK Fieldwork of 24 hours per week. (Spring) SOWK Reflection and Synthesis. (3) Prerequisites: SOWK 7222 and SOWK Corequisites: SOWK 7223 and SOWK Provides MSW students with an opportunity to practice personal reflection, synthesize their learning from the MSW program, and demonstrate competency. (Spring) SOWK Seminar in Advanced Practice: Supervision and Staff Training. (3) Prerequisites: SOWK 6121, SOWK 6131, SOWK 6141, SOWK 6151, or admission to Advanced Standing program. Students may choose to satisfy their social work elective requirement with this course. This seminar is for students who anticipate working in traditional social welfare organizations in the public or private sectors. The focus is on knowledge and skills that a social worker needs to succeed in practice in large organizations. Included is content on supervision, staff training and development, and the role of the professional in large organizations. (Spring) Graduate Elective Courses Electives are included in the curriculum to increase advanced practice competencies towards serving and/or advocating for a vulnerable population(s). Full-Time and Extended Study students in the MSW program take four electives before graduation. Two of the electives must be taken in the School of Social Work. The remaining two can be taken either in the School of Social Work or another department. Advanced Standing students take three electives. One elective must be taken in the School of Social Work, while students have the option of taking the other two courses in the School of Social Work or outside of the School. Students work with their advisors to register for electives that help them meet your individual career objectives. Students can enroll in elective courses in the School of Social Work or other UNC Charlotte departments during Summer Session if they choose. Students can enroll in graduate level elective courses in other regionally accredited institutions as well (face-to-face or online). If you do this, remember: You must complete an Elective Choice Form (see p. 30) and get the course approved by your advisor BEFORE you take the course. If you don t, you risk receiving no credit for the course. 17

18 The course must be offered for GRADUATE credit as defined by the institution where it is earned. The course must meet your individual professional objectives. If you take a course outside UNC Charlotte, you are responsible for getting credit transferred to UNC Charlotte toward your MSW. Details about transferring courses are available in the Graduate Catalog at A maximum of six (6) credits can be transferred into UNC Charlotte for a graduate degree. See the sections on Transfer of Credit and Post-Baccalaureate credit in the Introduction section above for more information. Courses taken outside UNC Charlotte for credit toward the MSW will count as courses taken outside UNC Charlotte s School of Social Work, even if the course was taken in another institutions social work department. You still must take two electives in UNC Charlotte s School of Social Work. Field Practicum Practicum Description The field practicum component of the MSW program is an educational experience that occurs in coordination with the university, a Field Education Director, a faculty liaison, an agency, and a field instructor. The Field Education Director is responsible for coordinating the entire field education aspect of the curriculum, including certifying agencies as field education sites, approving agency staff to serve as field instructors, and matching students with agencies for foundation and specialization year placements. The field instructor is the agency employee who provides day-to-day supervision for a student assigned to his or her agency. This person is an employee of the agency, but a volunteer in the School of Social Work. The faculty liaison is a faculty member at UNC Charlotte who is responsible for coordinating, monitoring, and evaluating the experience of the student in the field placement agency. The field instructor recommends a grade, but it is the faculty liaison that has the responsibility and authority to assign a grade for the field placement and the seminar class. Field placement agencies are selected from a variety of agencies and practice settings that serve diverse groups and have the potential for adding to the students learning experiences around practice in diverse setting. These field placement agencies are approved by the UNC Charlotte Social Work Program. Field Instructors, selected by the program, guide the student through learning experiences, coordinating field experiences with the concurrent classroom coursework. Students are in a field placement every semester of the Full Time and Advanced Standing programs and in years two and three of the extended program. The field practicum is an essential curriculum component in the foundation and concentration curricula of the MSW program. During this concurrent educational segment, students will have the opportunity to integrate and apply social work knowledge, skills, and values discussed in the classroom to actual practice situations. In addition, students have the opportunity to share activities and learning that occur in the placement setting in their classes. Students will have at least one hour of individual supervision each week with an MSW level supervisor in the placement agency. The first field practicum for Full-Time and Extended Study students (Summer for Advanced Standing) provides students with a generalist practice foundation. Students are in an approved placement agency for two (2) days a week for a minimum of four hundred sixty (460) hours for the academic year. Each practicum course is a three-hour credit course that focuses on the application of foundation knowledge, values, and skills to the practice setting. The foundation field experience seeks to provide the student with a broad range of generalist practice situations such as: interviewing, case-planning, shadowing professional staff, developing reports, attending policy meetings, conducting research, and participating in professional supervision. The second field practicum for Full-Time and Extended Study students provides students with the opportunity to specialize in work with a vulnerable population. Students are in an approved placement agency for three (3) days a week for a minimum of six hundred (600) hours for the academic year. Students are given a total of four (4) graduate hours for successful completion of the Fall placement and four (4) credit hours for the Spring placement. Each course focuses on developing advanced practice skills with a particular emphasis on services to individuals, families and small groups. The advanced placement experience seeks to provide the student with opportunities to 18

19 demonstrate the ability to prepare advanced assessments, provide a range of intervention services, and critically evaluate his or her practice. Advanced Standing students will be in their field placement agency for ten (10) weeks during Summer Sessions I & II (16 hours per week), totaling a minimum of one hundred sixty (160) hours for the summer. Advanced Standing students are in the same placement agency for three (3) days a week in the Fall and Spring semesters for a minimum of one hundred sixty (600) hours for the academic year. Students must pass each practicum course in order to continue to the next semester practicum course. In addition, students must pass the field practicum each semester in order to continue in the field placement agency. Students in the practicum setting, as in the classroom, must adhere to the UNC Charlotte School of Social Work Professional Standards located in the Student and Field Handbooks, the UNC Charlotte Student Academic Integrity Code and Codes of Student Responsibility, and the National Association of Social Workers Code of Ethics. Failure to do so may lead to dismissal from the program. Please see the MSW Field Manual for more information about the Practicum Planning Process, Student Learning Agreement, and Student Evaluation. North Carolina Child Welfare Education Collaborative The North Carolina Child Welfare Education Collaborative includes specialized, in-depth training in child welfare best practices and theory. The program was established in 1999 to improve public child welfare services in North Carolina and is administered by the Jordan Institute for Families at UNC Chapel Hill. The Collaborative is a joint effort of the NC Division of Social Services, the NC Association of County Directors of Social Services, the National Association of Social Workers NC Chapter, and the following thirteen (13) social work programs in North Carolina. These schools offer a curriculum that not only meets the state's pre-service competency requirements. Appalachian State University (BSW) East Carolina University (BSW & MSW) Fayetteville State University (MSW) North Carolina State University (BSW) North Carolina Central University (BSW & MSW) The Joint MSW Collaborative Scholar Program (MSW) at NC A&T SU, and the University of North Carolina at Greensboro Methodist University (BSW) The University of North Carolina at Chapel Hill (MSW) The University of North Carolina at Charlotte (BSW & MSW) The University of North Carolina at Greensboro (BSW) The University of North Carolina at Pembroke (BSW) The University of North Carolina at Wilmington (BSW) Western Carolina University (BSW & MSW) The Collaborative seeks to increase the number of professionally educated social workers in public child welfare in North Carolina. The annual turnover rate for NC county child welfare workers is 44%, and only 30% of current NC child welfare staff has social work degrees. The University of North Carolina at Charlotte School of Social Work began participating in the Collaborative during Fall 2002 as a waiver school. A waiver school is one which offers a specialized classroom and field instruction curriculum in public child welfare to BSW and MSW students to prepare for practice in public child welfare. During the academic year of , UNC Charlotte became a Collaborative Scholar Program and will continue this status during the academic year. Upper Division BSW Social Work Majors and MSW students are eligible to apply to the Collaborative as a waiver or a scholar student. The School of Social Work at the University of North Carolina at Charlotte requires that each Child Welfare Scholar or Child Welfare Waiver student enroll and complete the UNC Charlotte Child Welfare Class, receive a final grade of A or B, and meet DSS compliance requirements for practicum placement in order to continue in the Child Welfare Collaborative Program. The final requirement is that the student 19

20 must have a field practicum in a School of Social Services child welfare unit for a full academic year and receive a grade of A or B for the course. Practice skills, knowledge and values related to Child Welfare are infused in the curriculum and all Child Welfare students must complete the Transfer of Learning Activities as a component of their field work and review it with their field instructor. A copy is kept on file in the Child Welfare student file at UNC Charlotte. Upon successful completion of the Child Welfare course and Field Placement, along with the other required classes for their degree, waiver and scholar students receive a certificate indicating they have successfully met the Preservice Training competencies. Waiver students may be hired at a NC County DSS with six (6) months of experience. Waiver students are not obligated to work in a county DSS upon graduation. After getting their degree, scholars provide six months of employment at a North Carolina Department of Social Services for each semester of financial support received from the Collaborative. A minimum employment commitment of one year, in direct practice or supervision of direct practice, is required. Students completing the program receive a Scholar Completion Certificate. For a better understanding of how the program works, take a look at "The Path of a Child Welfare Scholar" If they do not work at DSS for the time specified by their awards, students must repay any funding received with interest. For additional information about the North Carolina Child Welfare Education Collaborative at UNC Charlotte, please contact Mark Ezell, PhD., Professor, BSW Program Director and UNC Charlotte Child Welfare Collaborative Liaison at or [email protected] Grades, Candidacy, and Graduation Minimum Hours and Quality All Full-Time and Extended Study students are expected to satisfactorily complete a minimum of 62 semester hours (Advanced Standing Program = 44 semester hours) of approved courses, with an overall GPA of at least 3.0. Grades in all courses attempted will remain on the transcript and will be included in the calculation of the student s GPA as it is reported on the transcript. Grading Policies and Grade Point Averages Complete information regarding grading policies, grades, credits, and obtaining transcripts is provided in the "Academic Regulations and Degree Requirements" section of the Graduate School Catalog. Students are responsible for familiarizing themselves with that information in addition to the following information pertaining specifically to graduate students. Grades are interpreted as follows: Letter Meaning Grade Points A Commendable 4 B Satisfactory 3 C Marginal 2 U Unsatisfactory 0 I IP W P Incomplete In Progress Withdrawal Pass 20

21 NC AU NR No Credit Audit No Recognition Given Certain graduate courses, such as research seminars, tutorials, theses or dissertations, may be designated for Pass/No Credit or Pass/Unsatisfactory grading upon recommendation of the offering department and approval of the Graduate Council. The grade of P in such a course shall be considered as evidence of satisfactory performance. A grade of N (No Credit) will not affect eligibility for continued enrollment nor will it apply toward requirements for the degree. The grade point average for a graduate student is based only on those courses in his/her approved program of study taken at UNC Charlotte. It is determined by multiplying the number of grade points for each grade (A=4, B=3, C=2, U=0) by the number of semester hours credit received in that course, adding all accumulated grade points together, and then dividing by the total number of semester hours the student has attempted except those for which the student received a grade of I, IP, W, P, N, AU, or NR. When a course not listed as "May be repeated for credit" is repeated, no additional credit hours attempted accrue and the hours earned and grade points of the previous grade are replaced by those of the current grade. Graduate students must have a 3.0 GPA in all courses in order to graduate. I (Incomplete). The grade of I is assigned at the discretion of the instructor when a student who is otherwise passing has not, due to circumstances beyond his/her control, completed all the work in the course. The missing work must be completed and the final grade reported within one calendar year from the date on which the I grade was recorded. The instructor assigning the I may specify a shorter time than one year for completion of the work and the assignment of a final grade. If the I is not removed during the specified time, a grade of U is automatically assigned. Time extensions for the completion of an I grade beyond one year cannot be approved except by special request to the Graduate School under extraordinary circumstances. The grade of I cannot be removed by enrolling again in the same course. (Note: An I grade should not be assigned for a student who has never attended a class or who has quit attending a class or is failing.) Academic Progress An accumulation of three (3) C s will result in termination of the student s enrollment in the MSW program. ANY grade of U (Unsatisfactory) will result in automatic dismissal from the Graduate School. Students can request that the MSW Program Director file an appeal on their behalf. The appeal must include a plan for remedying the student s academic problems. The decision on whether to accept or deny an appeal rests with the Graduate School, not the School of Social Work. A graduate student whose enrollment has been terminated because of grades is ineligible to attend any semester or the summer session in any UNC Charlotte department unless properly readmitted. MSW students are considered to be in academic difficulty if their GPA drops below 3.0. Students will be encouraged to withdraw from the program in order to avoid mandatory dismissal if their grade point average falls below 2.5. Failure to maintain a grade of C or higher in field placement in any semester will result in an automatic review. A Level II review (see the section on Level Reviews) may be called if a student earns a C or below in any required social work course. An overall GPA of 3.0 is required for graduation. Time Limit Candidates must complete all requirements for a master's degree, including accepted transferred credit, within six years of the end of the first semester in which they registered in the Graduate School. Courses that exceed this time limit must be revalidated or retaken, whichever the graduate program decides necessary, if they are to be included in the degree program. Admission to Candidacy Upon completion of a minimum of 18 hours and at least four weeks prior to the beginning of the semester in which the student expects to complete all requisites for the degree, the student should file for admission to candidacy. For 21

22 MSW students, admission to candidacy means all required courses attempted so far have been completed satisfactorily. The MSW Program Director will assist students with this process. Students should take action to ensure that transcripts for transfer of credit requests have been completed before admission to candidacy is filed. Application for the Degree Each student should make application for his/her degree on a form obtained from the Graduate School or the Registrar's Office no later than the filing date specified in the University Calendar. The MSW Program Director will notify you of this deadline. The application must be accompanied by the application fee in effect at the time of the application. The application fee covers the cost of the graduation attire. Degrees are awarded at commencement exercises held at the end of the Spring and Fall semesters; however, the diploma and transcript will reflect the term in which all requirements were completed. Post-Graduate Licensure Eligibility Graduates of the MSW Program are eligible to pursue North Carolina State Licensure/Certification at three levels: Licensed Clinical Social Worker, Certified Master Social Worker, and Certified Social Work Manager. Graduates who are interested in providing one-on-one clinical services to individuals, groups, and families often apply to be a Licensed Clinical Social Worker. In North Carolina, a license will only be issues to state residents who have passed a licensing examination and have two years of supervised post-msw experience. Licensure/certification is managed by the North Carolina Certification Board for Social Work. The Board may be contacted via the web at or phone at (800) , or fax at Graduates of the Program may also qualify for licensure as a school social worker in the state of North Carolina. The School Social Work license is awarded by the North Carolina Department of Public Instruction. To be eligible for school social work licensure, students must complete a two-semester field placement in a school setting, take SOWK 7010 School Social Work, and take another course from a list of approved electives. The MSW Program Director has additional information about school social work licensure. Information is also available at Students interested in school social work licensure should begin planning with their advisor and the MSW Field Director as early in the program as possible. Student Participation in Academic Governance Graduate and Professional Student Government The Graduate Social Work Association (GSWA) is a chartered affiliate of the UNC Charlotte Graduate and Professional Student Government (GPSG). The purpose of the association is to provide student support, promote research, and strengthen the graduate school in general. For further information on the GPSG, refer to the Graduate Student Association Handbook that can be found in the office of the Associate Vice Chancellor for Graduate Programs and Dean of the Graduate School, located in 210 Cato Hall. Each year the graduate student body elects a president, vice president, and treasurer. The officers provide leadership in planning social functions, fund raising and charity events, promoting scholarly activities, and administering the association s budget. The GPSG also serves as an advocate for student interests and a conduit to the faculty and administration for student concerns and ideas. Graduate Social Work Association As an affiliate of the Graduate and Professional Student Government, the Graduate Social Work Association qualifies for funds for continuing education and research activities. The Graduate Social Work Association was chartered in Fall 2001 in accordance with the Graduate and Professional Student Government by-laws. The president of the Graduate Social Work Association serves as the representative from the School of Social Work to the GPSG organization. Student activity fees fund the organization s programs and activities, including travel to professional conferences, speakers, and research activities. The GPSG sponsors an annual research fair with monetary awards to excelling students. Elections are held within the School of Social Work each spring for the following year s officers. Students are automatic members of the Graduate Social Work Association; there are no dues. An appointed faculty member from the School of Social Work serves as the advisor to the Graduate Social Work Association. 22

23 Phi Alpha Honor Society Phi Alpha is an academic honor society for BSW and MSW students of excellence. Nu Theta, the UNC Charlotte chapter of Phi Alpha, was founded in Its purpose is to recognize and advance academic excellence and scholarship in social work practice. Membership eligibility is open to MSW students who have completed at least 12 credit hours toward the master s degree; it is based on academic excellence (3.8 or higher GPA), leadership ability, and a high standard of personal behavior and dedication to the social work profession. Student Conduct Overview Students in the School of Social Work are bound by three codes of student and/or professional conduct: The University s regulations regarding student conduct the School of Social Work Standards for Social Work Education (see below), and the National Association of Social Workers (NASW) Code of Ethics at It is the student s responsibility to know current University regulations and those of the Social Work program, as well as to know the NASW Code of Ethics. The University s regulations regarding student conduct, consisting of the Code of Student Responsibility and Code of Student Academic Integrity, are available through the UNC Charlotte website and in the Undergraduate and Graduate Student Handbooks. Outline of Contents 1.0 Introduction to Standards 2.0 Criteria for Evaluating Academic Performance 2.1 Professional commitment 2.2 Professional behavior 2.3 Self-Awareness 2.4 Ethical obligations 2.5 Scholastic Performance 2.6 Sources of Evidence 2.7 Accommodations for Disabilities 3.0 Policies & Procedures for Review of Academic Performance 3.1 Performance That May Result in Review/Dismissal 3.2 Three Levels of Review 4.0 Academic Grievances 4.1 Procedures for Handling Grievances 4.2 Procedures for Handling Non-Academic Grievances 1.0 Introduction These Standards for Social Work Education apply to students enrolled in the School of Social Work at the University of North Carolina at Charlotte. Because of the nature of professional social work practice, the School of Social Work has different expectations of students than do non-professional programs. The standards are linked to students abilities to become effective social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic performance concerns. The ultimate goal of the Standards is to help students have a successful experience in the MSW Social Work Programs. Persons who teach and supervise students, along with program directors, will assess student academic performance and apply their 23

24 professional judgment to determine if standards are being met during a student's educational career. Professional judgment is the capacity to assess a situation by applying the values and knowledge of the social work profession, combined with a professional's own experience and practice wisdom. It also represents the application of knowledge, values, and skills to making decisions in a helping process. All social work students will be provided with and are expected to read the Standards for Social Work Education and the National Association of Social Workers (NASW) Code of Ethics. 2.0 Evaluating Professional and Academic Performance in the MSW Program 2.1 Professional Commitment Exhibits a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics. Demonstrates commitment to the essential values of social work that includes the respect for the dignity and the worth of every individual and his/her right to a just share of society's resources (social justice). 2.2 Professional Behavior Exhibits behaviors that are in compliance with program policies, institutional policies, professional ethical standards, and societal laws in the classroom, University community, field, and community at-large. Appearance, dress, and general demeanor reflect a professional manner. Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work, respecting others, being punctual and dependable, prioritizing responsibilities, attending class regularly, observing deadlines, completing assignments on time, keeping appointments or making appropriate arrangements, and accepting supervision and criticism in a positive manner. Works effectively with others, regardless of level of authority. Advocates for him/herself in an appropriate and responsible manner and uses proper channels for conflict resolution. Shows a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional development. 2.3 Self-Awareness Exhibits knowledge of how one's values, attitudes, beliefs, emotions and past experiences affect thinking, behavior and relationships. Accurately assesses one's own strengths, limitations, and suitability for professional practice. Shows awareness of self and how one is perceived by others. Reflects on one's own limitations as they relate to professional capacities. Is willing to examine and change behavior when it interferes in working with clients and other professionals. 2.4 Ethical Obligations Demonstrates adherence to the ethical expectations and obligations of professional practice. Ethical behaviors include: Adherence to the NASW Code of Ethics and the Code of Ethics for Social Work Licensure in North Carolina. No charges and/or convictions of an offense that is contrary to professional practice. Systematic evaluation of clients and their situations in an unbiased, factual way. Suspension of personal biases during interactions with others. Comprehension of another individual's way of life and values. Empathic communication and support of the client as a basis for a productive professional relationship. Appreciation of the value of diversity. Effective and nonjudgmental relation to and work with others who are different from oneself. Appropriate service to all persons in need of assistance, regardless of the person's age, class, race, religious beliefs, gender, disability, sexual orientation, and/or value system. No imposition of personal, religious, sexual, and/or cultural values on clients. Demonstration of respect for the rights of others. Commitment to client's freedom of choice and selfdetermination. Maintenance of confidentiality as it relates to human service, classroom activities, and field placement. Demonstration of honesty and integrity by being truthful about background, experiences, and qualifications; doing one's own work; giving credit for the ideas of others; and providing proper citation of source materials. 24

25 Demonstration of clear, appropriate, and culturally sensitive boundaries. Does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with clients, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways; or participate in dual relationships where conflicts of interests may exist. 2.5 Scholastic Performance See the section labeled Academic Progress above regarding Graduate School requirements for course grades. In addition to Graduate School requirements, failure to maintain a passing grade in field placement in any semester will result in an automatic Level III review (see section 3.2). A Level II review may be called if a student earns a C or below or in any required social work course. A grade of U will result in termination from any graduate program at UNC Charlotte. An overall GPA of 3.0 is required for graduation in the graduate program. 2.6 Sources of Evidence Evidence of meeting academic performance criteria in the School of Social Work may include but is not limited to any of the following: Feedback or reference letters from faculty, work supervisors, or supervisors of volunteer human service activity or other field experiences. Feedback from agency-based field instructors. Observations of classroom, volunteer, or field behaviors. Performance in oral and written assignments, examinations, social work skills lab, or other appropriate coursework. Student personal statements or self-assessments Interviews with faculty or other professionals. Taped interview situations (audio or video.) Feedback from students, staff, university (UNC Charlotte or other colleges and universities), helping professionals, or community. Feedback from faculty in other social work programs that student may have attended. Signed confidentiality statements, scholastic honesty statements, contract to adhere to the NASW Code of Ethics or the Standards, other contracts between the University and the student. 2.7 Accommodations for Disabilities No otherwise qualified student shall, on the basis of disability, be subjected to discrimination or excluded from participation in the School of Social Work. A student with a disability may be protected by the Americans with Disabilities Act (ADA) and be eligible for a reasonable accommodation to provide equal opportunity to meet academic criteria for professional behavior and scholastic performance. Any otherwise qualified student with a protected disability who requests a reasonable accommodation must notify the UNC Charlotte Office of Disability Services and provide documentation as needed. The Office of Disability Services will work with the faculty member(s) on how to accommodate the student. If you have questions about disability-related policy, the Office of Disability website can be found at Their office is located at Fretwell 230. The phone number is (voice/tdd). 3.0 Policies and Procedures for Review of Academic Performance Three levels of review can occur at the School of Social Work in reviewing student's academic performance. The level of review depends upon the potential severity of the concern. Information disclosed during student meetings with faculty, program coordinators, or school administrators will not be kept confidential if the information raises concerns about professional performance. Faculty and/or program coordinators will share pertinent information with each other for the professional purpose of identifying student issues and enhancing problem solving about the concerns. They will follow University procedures related to student performance issues. 3.1 Performance that may Result in Review and/or Possible Dismissal Student reviews can occur under any of the following circumstances: Failure to meet or maintain academic requirements as stated under Scholastic Performance 25

26 Scholastic dishonesty, including cheating, lying, plagiarism, collusion, falsifying academic records, or any act designed to give unfair academic advantage to the student. For complete University policy and procedures, see the UNC Charlotte Graduate Catalogue ( 11-student-conduct.pdf Please note the Code of Student Responsibility as well as policies related to the illegal use of drugs or alcohol, sexual harassment, and fighting words harassment. Behavior judged to be in violation of the current NASW Code of Ethics Any threat or attempt to harm oneself or someone else Commission of a criminal act that is contrary to professional practice, occurring during the course of study or occurring prior to admission to the School of Social Work and becoming known after admission. Consistent pattern of unprofessional behavior Failure to meet any of the Standards for Social Work Education: School of Social Work Criteria for Evaluation of Academic Performance 3.2 The Three Levels of Review Level I - A Level I review involves a faculty member and a student. When a faculty member has concerns about a student enrolled in the social work program meeting any of the academic criteria, whether related to professional behavior or scholastic performance, that faculty member will: Discuss those concerns directly with the student and seek to work with the student to resolve the difficulties. Apprise the student s advisor and the MSW Program Director (or Field Education Director if field related) of the concerns in order to identify potential patterns and issues related to the student Document dates and content of meetings with students (This is the responsibility of the faculty member initiating the concern.) Agency-based field instructors discuss concerns directly with the student and with the faculty liaison. It is the responsibility of the faculty liaison to apprise the Field Education Director. Faculty who initiate the Level I review must document the concern in writing. The Level I review does not go in the student s record. It is given to the School of Social Work Director, who keeps the information confidential unless Level II or III reviews are needed. If Level II or Level III reviews are required with the student while they are in the program, the School of Social Work Director may choose to share the content of the Level I review with other faculty who are part of the review. Note: The Field Education Director may coordinate administrative adjustments in the student s placement such as changing field instructors due to agency issues or field sites due to tasks assignments. Substantial concerns about student field performance are moved to a Level II review. In many instances, meetings between faculty and students resolve the concerns and do not necessarily lead to further reviews, pursuant to this section. Level II - A Level II review is designed to assist students in dealing with identified concerns that have an impact on their performance. A Level II review involves the faculty member, student, MSW Program Director, and student advisor. The faculty and MSW Program Director will meet with the student; the student s advisor will attend at the student s request. If field related, the Field Education Director, the faculty liaison, and the field instructor also attend the meeting with the student. A Level II review is appropriate: When the student is not meeting or following program or University standards, policies, and procedures, or When concerns have not been resolved following a Level I review. In the information gathering process, the MSW Program Director will: Determine the nature of the concern and gather sufficient information to develop a plan to address that concern, if one is needed. Ask the student, in writing, to modify his or her behavior and/or seek appropriate help. 26

27 If the concerning behavior occurs in field, the MSW Program Director and the Field Education Director assess the nature of these concerns with appropriate faculty, maintain documentation, and decide if it is necessary to conduct a more comprehensive review pursuant to the Level III review procedures. If a problem arises in field, the agency-based field instructor, faculty liaison, and Field Education Director will compile and share information about the student at the meeting. In that case, the Field Education Director is responsible for applying the policies of field education and recommending a course of action. Level III - A Level III review involves the faculty member, student, MSW Program Director, student advisor, and faculty who had direct experience with the student in classroom or field. There are three reasons that a Level III review is called: When problematic patterns are identified with students, or When the issues are serious enough to require formal consultation with the student, or When concerns have not been resolved in prior reviews; when issues relate to a student not meeting the criteria for academic performance or professional or ethical behaviors as outlined in Section 2, Criteria for Evaluating Academic Performance, or when the student is being considered for recommendation for termination from the Graduate School or discontinuance from the Program. In most instances, a Level III review is sufficient to deal with student performance and is the last decision-making step in the review process at the School of Social Work level. When a Level III review is called, the MSW Program Director and the student advisor will convene a meeting with the appropriate faculty and the student to gather information, determine the nature of the problem (if one is confirmed to exist), and identify alternatives for its remediation. Appropriate faculty to be involved in a review will include but are not limited to those who have direct knowledge and experience with the student. The student will be notified in writing of the concerns and meeting date, with sufficient time to prepare for and attend the meeting. After the review meeting has occurred, the MSW Program Director will consult with the Director of the School of Social Work to discuss the problem situation and make recommendations regarding the student. Based on the review, conference with the MSW Program Director, and an objective assessment of the information provided, the Director of the School of Social Work shall inform the student of the decision. The following are the potential outcomes of a Level III review: Continue the student in the program with no conditions. In these situations, the concern has been addressed and no further action by the student or program required. Establish formal conditions for the student s continuance in the program. In these situations, specific conditions must be met in order for School of Social Work to endorse the student s continued enrollment in the program. Action may include establishing goals, a plan, a timeline, and appropriate monitoring; providing mentoring and support; placing the student on probation and monitoring the student during the probationary period; referring the student to counseling and/or advising services; allowing the student to follow a reduced course load or delay entry to the field practicum; or advising the student to withdraw from the program and reapply at a later time. Consult and/or refer to the Dean of Students. In some instances, depending on the nature of the problem, the University s Office of the Dean of Students may be consulted. If a referral is made to that Office after consultation, the student will be notified in writing about the nature of the concern and the fact that the referral is taking place. Situations which may result in referral to the Office of the Dean of Students include, but are not limited to, scholastic dishonesty, hazing, racial or sexual harassment, illegal drug use, alcohol abuse, trafficking in illegal drugs, illegal possession of drugs, or use of firearms or other weapons on University property, damage or destruction off University property, and conduct that endangers the health or safety of any University student, employee, or campus visitor. Counsel the student to change majors/degree programs and/or recommend termination to the Graduate School. Following a Level III review, it is the responsibility of the School of Social Work Director to communicate the decision to the student. Students must be notified of the decision in writing within fourteen (14) University business days of the review. Such decision will include reasoning for the decision and instructions on how to appeal the decision, if applicable. 27

28 4.0 Academic Grievances Students enrolled in the MSW Program have the right to redress grievances related to academic matters. Students are assured freedom from reprisals for bringing a grievance. 4.1 Procedures for Handling Academic Grievances Graduate students with an academic grievance should follow the College of Health and Human Services (CHHS) Academic Grievance Policy & Procedure outlined in the CHHS Student Handbook. That Policy and Procedure provides as follows: The student shall first meet with the involved faculty/staff member(s) for discussion. If this discussion does not resolve the situation, the student/faculty member(s) may request that the School of Social Work Director become involved. If the grievance still has not been resolved, the student may submit the grievance in writing to the CHHS Associate Dean for Academic Affairs who will obtain input from the involved faculty or staff member(s) and may appoint an ad hoc committee of faculty not involved in the course to investigate the grievance and give written advice to the Associate Dean for Academic Affairs. The grievance document submitted by the student to the Associate Dean for Academic Affairs shall include: o substance of the grievance o what steps have been taken o desired resolution The Associate Dean for Academic Affairs shall communicate in writing her/his recommendation to the involved faculty, student and academic advisor. In cases where progression is not an issue, the timeframe may be more flexible, but in all cases the grievance procedure shall be completed by the end of the next academic semester. Final course grade appeals should be conducted in accordance with the University s Policy and Procedures for Student Appeals of Final Course Grades, available at MSW students who have been terminated from the Graduate School as a result of a Level III review may have grounds to appeal their termination. Such appeals should be conducted in accordance with the termination appeal procedures outlined in the Graduate Catalog. 4.2 Non-Academic Grievances Student-initiated grievances that are not academic in nature should be conducted in accordance with the University s Student Grievance Procedure, available at Other Important University and School of Social Work Policies University Code of Student Responsibility The UNC Charlotte Code of Student Responsibility (the Code) sets forth certain rights and responsibilities in matters of student discipline. The Code defines these responsibilities and guarantees you certain rights that ensure your protection from unjust imposition of disciplinary penalties. You should familiarize yourself with the provisions and procedures of the Code (Introductory statement from the UNC Charlotte brochure about the Code of Student Responsibility). The entire document may be found at Academic Integrity All students are required to read and abide by the Code of Student Academic Integrity. Violations of the Code of Student Academic Integrity, including plagiarism, will result in disciplinary action as provided in the Code. Students are expected to submit their own work, either as individuals or contributors to a group assignment. Definitions and 28

29 examples of plagiarism and other violations are set forth in the Code. The Code is available from the Dean of Students Office or online at: Note: Faculty may ask students to produce identification at examinations and may require students to demonstrate that graded assignments completed outside of class are their own work. Grade Changes When a final course grade other than Incomplete (I) is officially reported by the instructor at the end of an academic term, the grade is recorded by the Office of the Registrar and can be changed only if the grade has been assigned arbitrarily or impermissibly as defined in University Policy 410, Policy and Procedures for Student Appeals of Final Course Grades. Students should follow the procedures outlined in that policy if they believe that the final course grade that has been assigned is incorrect. The policy encourages the student to discuss the grade with the instructor as soon as possible after the grade is received. Students should note, however, that the University is not obliged to respond to a grade appeal unless the student files it with the appropriate department chairperson or interdisciplinary program director within the first four weeks following the last day of the regular semester or the summer term in which the grade was received. When a grade is assigned consistent with University policy, only the instructor has the right to change the grade except as provided in the Incomplete grading policy. When an instructor reports a grade change for a grade other than I, the Change of Grade request must be approved by the School of Social Work Director and the Graduate School. Course Credit Workload The typical 3-credit course requires 3 hours of classroom or direct faculty instruction and 6 hours of out-of-class student work each week for approximately 15 weeks. Out-of-class work may include but is not limited to: required reading, library research, written assignments, studying for quizzes and exams, and class preparation. Special Needs If you have a documented disability and require accommodation in any course, contact Disability Services, Fretwell 230, phone: voice/tdd) the first week of the semester. Information about available services may be found at Accommodations for learning will be arranged by that office and communicated to the Instructor. English as a Second Language If you speak English as a second language, please inform the instructor. Diversity Statement UNC Charlotte strives to create an academic climate in which the dignity of all individuals is respected and maintained. Therefore, we celebrate diversity that includes, but is not limited to ability/disability, age, culture, ethnicity, gender, language, race, religion, sexual orientation, and socio-economic status. Sexual Harassment All students are required to abide by the UNC Charlotte Sexual Harassment Policy ( and the policy on Responsible Use of University Computing and Electronic Communication Resources ( Sexual harassment, as defined in the UNC Charlotte Sexual Harassment Policy, is prohibited, even when carried out through computers or other electronic communications systems, including course-based chat rooms or message boards. Religious Accommodations It is the obligation of students to provide faculty with reasonable notice of the dates of religious observances on which they will be absent by submitting a Request for Religious Accommodation Form to their instructor prior to the census date for enrollment for a given semester The census date for each semester (typically the tenth day of instruction) can be found in UNC Charlotte s Academic Calendar ( NASW Code of Ethics All MSW students are expected to learn and practice ethical standards provided in the National Association of Social Workers Code of Ethics. The Code of Ethics can be found at 29

30 UNC Charlotte Elective Choice Form MSW Program Name of Student: All electives must be approved by the student s faculty advisor prior to enrollment. Four approved electives are required of all Full Time and Extended Study MSW students. (*Advanced Standing students see Notes below.) Two elective courses should be taken in the School of Social Work (SSW) and the other two can be taken in the SSW or another UNC Charlotte department. Students can take up to six credits hours of electives at another regionally accredited university and transfer them in for credit toward the degree, but the courses must be approved by your advisor before enrollment. Your UNC Charlotte tuition will generally not cover the costs of courses taken at other universities. Graduate elective courses for credit must be offered as graduate-level courses. An Elective Choice Form should be completed for each elective course. Course Number and Title (e.g., SOWK 6789 Social Work in the Criminal Justice System): Explain your rationale for selecting this course. Include an explanation of how this course relates to your postgraduation professional goals. Use the back of the form if needed. Please list elective courses you have taken or will take concurrently with the course requested above. Course Number and Title Credits Semester Taken 1 Offered in SSW? Y/N 2 3 Notes: Advanced Standing students take only three electives (one must be in the SSW).* Child Welfare Collaborative students must take the Child Welfare course as an elective. Students interested in certification as a School Social Worker must take the School Social Work course and another course as electives. See the MSW Program Director for more information. The advisor should give this form to the MSW Program Director after both signatures are obtained Student Signature Date Faculty Advisor Signature Date When signed, give this form to the MSW Program Director. The form can be scanned and ed ([email protected]), faxed ( ), or dropped off at the SW reception desk. 30