2013-2014 MSW Program
Student Handbook: New
Curriculum (for full-time or extended
study students who began the program in 2013)
Department of Social Work
The University of
North Carolina
at Charlotte
1
Department of Social Work Full-Time Administrators & Faculty
Department Chair
Dr. Mark Ezell Ph.D., Professor
Administrators
Dr. Bob Herman-Smith, Ph.D., Assistant Professor, MSW Program Coordinator
Ms. Amy Barsanti, MSW, Coordinator of Admissions & Student Services
Ms. Susan Marchetti, MSW, LCSW, Field Coordinator
Dr. Jeffrey K. Shears, Ph.D., Associate Professor, BSW Program Coordinator
Faculty
Dr. A. Suzanne Boyd, Ph.D., ACSW, Associate Professor
Dr. John R. Doherty, Ph.D., MSW, LCSW, Lecturer
Dr. James R. Dudley, Ph.D., LCSW, Professor Emeritus
Dr. Shanti Kulkarni, Ph.D., Associate Professor
Dr. E. Othelia Lee, Ph.D., MSW, Associate Professor
Ms. Terri Matthews, MSW, Lecturer
Dr. Susan McCarter, Ph.D., MSW, Assistant Professor
Ms. Sonyia Richardson MSW, LCSW, Lecturer
Dr. Diana Rowan, Ph.D., MSW, LCSW, Assistant Professor
Dr. M. Lori Thomas, Ph.D., MSW, Assistant Professor
Department Address and Contact Information
The University of North Carolina at Charlotte
College of Health and Human Services
Department of Social Work
9201 University City Boulevard
Charlotte, North Carolina 28223-0001
Phone: 704-687-7938; FAX: 704-687-2343
Website: http://socialwork.uncc.edu/degree-programs/master-social-work-msw
Steps for accessing information through moodle: (1) Go to
https://moodle.uncc.edu; (2) Sign in; (3) Look on the left side of screen, the “My
Courses” box; (4) Expand the “Training” folder; and (5) Click on “UNCC MSW
Program”
Policies in this handbook are applicable to all graduate students in the Department 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
2
Table of Contents
Introduction…………………………………………………………………………….
5
Mission of the Social Work Department……………………………………………….
5
The MSW Degree………………………………………………………………………. 5-6
Phi Alpha ……………………………………………………………………………….
6
The Program ……………………………………………………………………………
6
Interpersonal Practice Concentration…………………………………………………...
6-7
Educational Objectives…………………………………………………………………
7
Practice Competencies Foundation-Level…………………………………….. 7-10
Advanced Practice Competencies Concentration-Level ……………………… 10-12
Writing in the MSW Program…………………………………………………………..
12
Advising………………………………………………………………………………..
12
Waiver Policy…………………………………………………………………………..
13
Curriculum Plans……………………………………………………………………….
14
Two Year (Full-Time) Curriculum Plan………………………………………. 14-15
Three Year (Extended Study) Curriculum Plan……………………………….. 15-16
Advanced Standing Curriculum Plan………………………………………….. 16-17
Course Descriptions…………………………………………………………………… 17-19
Elective Courses……………………………………………………………………......
19
Field Practicum………………………………………………………………………... 19-20
The Practicum Planning Process………………………………………………………. 20-21
The Practicum Student Learning Agreement………………………………………….. 21-22
Evaluation of Students in Field Practicum……………………………………………..
22
North Carolina Child Welfare Education Collaborative……………………………….
23
University Degree Requirements……………………………………………………….
23
3
Transfer of Credits………………………………………………………………………
24
Procedure for Transfer of Credit ……………………………………………………….. 24
Minimum Hours and Quality……………………………………………………………
24
Comprehensive Examination……………………………………………………………
25
Time Limit………………………………………………………………………………
25
Grading Policies and Grade Point Averages……………………………………………25-26
Graduate Course Work………………………………………………………………….
26
Admission to Candidacy……………………………………………………………….
26
Application for the Degree…………………………………………………………….
27
Requirements for Continued Enrollment………………………………………………..
27
Requirements for Readmission…………………………………………………………
27
Student Participation in Academic Governance………………………………………..
27
Graduate and Professional Student Government………………………………………..
27
Graduate Social Work Association……………………………………………………..227-28
Student Conduct…………………………………………………………………………
28
Standards for Social Work Education…………………………………………………. 28-29
Criteria for Evaluating Academic Performance……………………………….. 29-30
Basic Abilities………………………………………………………………….
30
Communication Skills…………………………………………………
30
Interpersonal Skills…………………………………………………….
30
Cognitive Skills………………………………………………………..
30
Physical Skills…………………………………………………………
30
Stress Management…………………………………………………….
31
Emotional and Mental Capacities………………………………………
31
4
Professional Performance Skills………………………………………………..
31
Professional Commitment……………………………………………..
31
Professional Behavior…………………………………………………..
31
Self Awareness…………………………………………………………31-32
Ethical Obligations……………………………………………………. 31-32
Scholastic Performance…………………………………………………………
32
Graduate Students………………………………………………………
33
Sources of Evidence……………………………………………………………
33
Accommodations for Disabilities……………………………………………….33-34
Policies and Procedures for Review of Academic Performance………………..
34
Performance that May Result in Review and/or Dismissal…………………….
34
Three Levels of Review…………………………………………………………
34
Level One…………………………………………………………………
34
Level Two………………………………………………………………..
35
Level Three………………………………………………………………
36
Academic Grievances…………………………………………………………..
37
Procedures for Handling Academic Grievances………………………………. 37-38
Non-Academic Grievances Standards for Social Work Education…………….
38
NASW Code of Ethics…………………………………………………………………..
38
Elective Form………………….………………………………………………………… 39
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Introduction
The University of North Carolina at Charlotte was established in 1965 by the North Carolina
General Assembly that transformed Charlotte College, established in 1946, into a campus of
The University of North Carolina. The Graduate School was established in 1985 with the
appointment of the first Dean of the Graduate School, although graduate degree programs
had been offered since 1969. Today more than 500 members of the Graduate Faculty and
more than 2,600 graduate students participate in a broad array of graduate programs at the
master's and doctoral levels and in graduate certificate programs.
The College of Health and Human Services offers professionally recognized and accessible
undergraduate and graduate programs that are nationally and globally relevant, and
responsive to changing health care and human service needs in the state and region. The
College achieves excellence through informed and effective teaching in its degree programs,
community partnerships, and professional activities and research to advance science and
practice in the health and human service professions.
The Department of Social Work is one of five departments that comprise the College of
Health and Human Services. The Department offers the Bachelor of Social Work degree and
the Master of Social Work degree.
This MSW Student Handbook provides information about the Social Work Department and
the MSW degree. It should be used as a supplement to the current UNC Charlotte Graduate
Catalogue, which may be accessed through the UNC Charlotte website
(http://catalog.uncc.edu/graduate-catalogs). You should use this Handbook as a reference and
guide throughout the time that you are a student at UNC Charlotte.
Mission of the Social Work Department
The mission of the Social Work Department at the University of North Carolina at Charlotte
is:
The mission of the UNC Charlotte Department of Social Work is to prepare
competent social workers and promote community well-being and social justice
through teaching, scholarship, and service with special attention to vulnerable
populations.
This mission will be pursued with special attention to the region’s most vulnerable
populations and with a commitment to, and vision of, a just and caring society, free of
prejudice and oppression.
The MSW Degree
The Master of Social Work (MSW) degree program at UNC Charlotte prepares students to
become competent advanced social work practitioners with individuals, families, groups,
communities, and organizations, in public, voluntary, and proprietary human service settings.
The program also prepares students to address many of the social and individual-level
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strengths and problems/needs of people, particularly the region’s most vulnerable
populations.
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. Licensure/certification is managed by
the North Carolina Certification Board for Social Work. The Board may be contacted via the
web at http://www.ncswboard.org or phone at (800) 550-7009, or fax at 336-625-4246
Graduates of the Program may also qualify for licensure as a school social worker in the state
of North Carolina, a certification required for all who wish to practice in this field. The
School Social Work certification is awarded by the North Carolina Department of Public
Instruction. Certification as a school social worker is a complex process involving a number
of steps and requirements. Students interested in this certification should begin planning with
their advisor as early in the program as possible, but certainly no later than the second
semester.
Phi Alpha
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 2005. 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.
The Program
The MSW program requires 62 hours of course work (44 hours for the Advanced Standing
program) beyond the bachelor’s degree from a regionally accredited institution. The full-time
program takes two years to complete, the extended program takes three years to complete,
and the Advanced Standing program takes one full year to complete. The UNC Charlotte
MSW Program is fully accredited by the Council on Social Work Education.
Interpersonal Practice Concentration
The MSW Program at UNC Charlotte offers an advanced generalist concentration
in Advanced Interpersonal Practice that focuses on individuals, families, groups,
organizations, and communities. The Concentration embraces the profession’s
commitment to social justice as well as the Department’s special attention to the region’s
most vulnerable populations. Graduates of the program will be advanced practitioners of
social work who engage client systems of all sizes in a manner consistent with social
work values and ethics. Students specialize by selecting a vulnerable population, micro
or macro practice.
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The following key themes undergird the advanced knowledge and practice behaviors
associated with the successful engagement, assessment, intervention, and evaluation of
client systems:
•
•
•
•
•
•
•
Context – Recognizes the inseparability of individual struggles and social
issues;
Multi-level Practice – Takes action on multiple levels of social work
practice;
Evidence-based – Engages in research-informed practice and practiceinformed research;
Strengths – Understands and employs the strengths of vulnerable populations
but also insures their capacity and power to engage societal opportunities;
Cultural Sensitivity & Humility – Conducts social work practice with
cultural sensitivity and humility;
Local & Global – Practices social work in communities everywhere; and
Critically Reflective – Encourages the continuous development of critically
reflective practitioners.
Educational Objectives:
Practice Competencies: Foundation-Level
1) 2.1.1—Identify as a professional social worker and conduct oneself accordingly.
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
2) 2.1.2—Apply social work ethical principles to guide professional practice.
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
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3) 2.1.3—Apply critical thinking to inform and communicate professional judgments
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
4) 2.1.4—Engage diversity and difference in practice
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
5) 2.1.5—Advance human rights and social and economic justice
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) 2.1.6—Engage in research-informed practice and practice-informed research
a. Use practice experience to inform scientific inquiry
b. Use research evidence to inform practice
7) 2.1.7—Apply knowledge of human behavior and the social environment
a. Utilize conceptual frameworks to guide the processes of assessment,
intervention, and evaluation
b. Critique and apply knowledge to understand person and environment
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8) 2.1.8—Engage in policy practice to advance social and economic well-being and to
deliver effective social work services
a. Analyze, formulate, and advocate for policies that advance social well-being
b. Collaborate with colleagues and clients for effective policy action
9) 2.1.9—Respond to contexts that shape practice
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
10) 2.1.10(a)-Engagement with individuals, families, groups, organizations, and
communities
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
11) 2.1.10(b)—Assessment with individuals, families, groups, organizations, and
communities
a. Collect, organize, and interpret client data
b. Assess client strengths and limitations
c. Develop mutually agreed-on intervention goals and objectives
d. Select appropriate intervention strategies
12) 2.1.10(c)—Intervention with individuals, families, groups, organizations, and
communities
a. Initiate actions to achieve organizational goals
b. Implement prevention interventions that enhance client capacities
c. Help clients resolve problems
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d. Negotiate, mediate, and advocate for clients
e. Facilitate transitions and endings
13) 2.1.10(d)—Evaluation with individuals, families, groups, organizations, and
communities
a. Social workers critically analyze, monitor, and evaluate interventions
Advanced Practice Competencies: Concentration-Level
1) 2.1.1—Identify as a professional social worker and conduct oneself accordingly.
a. Performs collaborative work with other professionals that promotes the welfare of vulnerable popul
b. Uses critical reflection, followed by action, that promotes professional self-development
2) 2.1.2—Apply social work ethical principles to guide professional practice.
a. Applies ethical decision-making skills on multiple levels of practice, with
special attention to social justice for vulnerable populations
3) 2.1.3—Apply critical thinking to inform and communicate professional judgments
a. Selects models of assessment, prevention, intervention, and evaluation that
best meet the needs of vulnerable populations
b. Communicates effectively verbally and in writing with diverse populations,
stakeholders, and service systems
4) 2.1.4—Engage diversity and difference in practice
a. Recognizes and respects strengths and differences among client and
professional systems
b. Conducts social work practice with cultural sensitivity
5) 2.1.5—Advance human rights and social and economic justice
a. Recognizes the local and global context of individual struggles and social
problems
b. Supports advocacy efforts by the region’s vulnerable populations to advance
social and economic justice
6) 2.1.6—Engage in research-informed practice and practice-informed research
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a. Assesses the strength and source of evidence to implement either evidencebased practice or the most valid, reliable, or authentic findings
b. Uses practice experience to contribute to social work knowledge
7) 2.1.7—Apply knowledge of human behavior and the social environment
a. Critiques and differentially applies theory to guide social work practice at
multiple levels
8) 2.1.8—Engage in policy practice to advance social and economic well-being and to
deliver effective social work services
a. Collaborates with colleagues, clients, and other professionals to assess and
improve organizational and public policies regarding vulnerable, oppressed,
and excluded clients
9) 2.1.9—Respond to contexts that shape practice
a. Understands and employs the strengths of vulnerable populations and insure
their capacity to engage societal opportunities
10) 2.1.10(a)-Engagement with individuals, families, groups, organizations, and
communities
a. Engages diverse groups and vulnerable populations at multiple levels of social
work practice
11) 2.1.10(b)—Assessment with individuals, families, groups, organizations, and
communities
a. Uses continuous assessment and feedback to select and, as appropriate,
modify intervention strategies
12) 2.1.10(c)—Intervention with individuals, families, groups, organizations, and
communities
a. Uses evidence-informed models of change to respond to a range of presenting
concerns identified in the assessment
13) 2.1.10(d)—Evaluation with individuals, families, groups, organizations, and
communities
a. Utilizes appropriate research strategies to examine interventions at all levels
of social work practice
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b. Evaluates multiple-level systems for practice, program, and policy
effectiveness
c. Disseminates evaluation findings in order to guide future interventions
Writing in the MSW Program
Social work is a profession of both oral and written communication. A large amount of
writing is required of students in the MSW program, most classes having assignments of one
major and several minor papers. The faculty has agreed that all paper assignments will
require that the student use the style of the American Psychological Association. It is
recommended that students purchase the Publication Manual of the American Psychological
Association, 6th edition (2010).
For students who want to become more effective writers, UNC Charlotte has an excellent
Writing Resources center. The center is 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; on-line
writing consultants for distance education students; classroom presentations; and library and
internet research.
Advising
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. Students are strongly advised to arrange to meet with their assigned advisor each
semester, especially foundation year students, to support their progress in the Program.
2. Advisors must approve the student’s choice of electives (see MSW Elective Form in the
appendix) by their signature on the advising selection sheet, following a discussion with
the student on appropriate elective options.
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 Level III. Advisors inform
their student 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.
Advising students regarding withdrawals, leaves of absence, medical leaves, and
terminations are coordinated by the Director of Admissions and Student Services in
cooperation with the student’s advisor and in consultation with the MSW Program
Coordinator.
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Waiver Policy
In order that they not have to repeat content they have already mastered (redundancy), MSW
students may request that certain required courses be waived. The course waiver policy was
adopted by the department Spring 2001. Selected courses in the first (foundation) year of the
MSW Program can be waived if all of the following conditions are met:
A. Only courses offered in accredited BSW programs will be considered for waiver.
Both BSW students and students in other degree programs are eligible to have
courses waived.
B. Only the following courses in the first (foundation) year will be considered for
waiver: Social Work Practice (SOWK 6121), Social Work Research I (SOWK 6131),
Foundations of Social Work (SOWK 6141); and Social Work, Social Justice, &
Diversity (SOWK 6151)
C. The student must have received a grade of “A” in the course for it to be eligible for
waiver.
D. The student must have taken the course within five years of the semester in which the
required course is offered in order for the course to be eligible for waiver.
E. When a course is waived, the student must select a graduate level elective of equal
credit hours to be taken in its place. This course must be approved by the student’s
advisor.
The procedure to apply for a course to be waived is:
1. The student submits a request for course waiver on the University’s “Special Request
Form”, available in the Department of Social Work and in the College of Health and
Human Services Office of Student Services, to the Chairperson of the Social Work
Department Curriculum Committee, attaching a copy of the syllabus of the course taken.
2. The student’s advisor signs the request and the Curriculum Committee Chairperson refers
the request to the appropriate sub-committee (HBSE, Policy, or Research), and this
subcommittee makes a recommendation as to whether or not the course will be waived.
3. If the subcommittee recommends a waiver, the recommendation and all supporting
documents will be returned to the Curriculum Committee Chair. The Chair will notify all
Curriculum Committee members of the recommendation and members will have five
days to review the material and express any objections they may have. If no concerns are
raised by any committee member within five working days, the waiver will be officially
approved. If concerns are raised by any committee member about the recommendation, a
meeting will be convened by the Chair of the Curriculum Committee to discuss the
concerns and to either affirm the recommendation or to send it back to the subcommittee
for further review.
4. The waiver decision will be forwarded to the student’s advisor, who will notify the
student. If the waiver is approved the advisor and student will meet to arrange for an
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appropriate elective to be taken in place of the waived course. A record of the course
waiver and approved substitute will be placed in the student’s file.
Curriculum Plans
The MSW Degree may be pursued on a full-time (two years), extended (three years), or
Advanced Standing (one calendar year) basis. The curriculum plans for the full-time,
extended, and Advanced Standing options are listed beginning on the next page.
Two-Year (Full-Time) Curriculum Plan
Year One (Foundation-Level Curriculum)
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: Application of foundation knowledge, values, and skills to
practice setting (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: Application of foundation knowledge, values, and skills to practice
setting (3)
Year Two (Concentration-Level Curriculum)
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: Application of advanced knowledge, values, and skills to
practice setting (4)
Two electives (6)
Spring (16 credits)
SOWK 7223 Advanced Social Work Practice with Communities and Organizations II (3)
SOWK 7444 Practicum IV: Application of advanced knowledge, values, and skills to
practice setting (4)
SOWK 7651 Synthesis and Reflection (3)
Two electives (6)
Total Credits = 62
15
*All electives must be approved by a student’s academic advisor to ensure courses
promote the development of advanced practice competencies. Two out of the four
electives must be taken within the Department of Social Work.
Three-Year (Extended) Curriculum
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: Application of foundation knowledge, values, and skills to practice
setting. (3)
Spring (9 Credits)
SOWK 6212 Advanced Social Work Practice with Individuals (3)
SOWK 6252 Mental Health Assessment (3)
SOWK 6442 Practicum II: Application of foundation knowledge, values, and skills to practice
setting (3)
Summer (6 Credits)
SOWK 7125 Advanced Interpersonal Practice with Groups and Families (3)
Elective (3)
Year Three
Fall (10 Credits)
SOWK 7222 Advanced Social Work Practice with Communities and Organizations I (3)
SOWK 7443 Practicum III: Application of advanced knowledge, values, and skills to
practice setting (4)
Elective (3)
16
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: Application of advanced knowledge, values, and skills to
practice setting (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 out of the four
electives must be taken within the Department of Social Work.
One-Year (Advanced Standing) Curriculum
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.
To be considered for admission to the Advanced Standing Program a student must have
earned a BSW degree from a program accredited by the Council on Social Work
Education within the past five years, have a GPA of at least 3.5, have achieved an
acceptable score on the Graduate Record Exam, provide at least three exceptional letters
of reference, and demonstrate significant human services experience either as a volunteer
or a paid employee.
The program begins in May and requires full-time study for the entire summer. During
this term Advanced Standing Program students will 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, their curriculum is the same as
the Full-time Program.
Summer (12 credits)
SOWK 6213 Advanced Social Work Practice with Individuals (3 cr.)
SOWK 6233 Advanced Practice & program Evaluation (3 cr.)
SOWK 6253 Advanced Mental Health Assessment (3 cr.)
SOWK 6343 Advanced Social Work Practicum (3 cr.)
Fall (16 credits)
SOWK 7125 Advanced Social Work Practice with Groups and Families (3.)
SOWK 7222 Advanced Social Work Practice with Communities and Organizations I (3
cr.)
SOWK 7443 Practicum III: Application of advanced knowledge, values, and skills to
practice setting (4)
Elective (3)
Elective (3)
Spring (17 credits)
SOWK 6242 Advocacy & Policy Change (3)
17
SOWK 7223 Advanced Social Work Practice with Communities and Organizations II (3)
SOWK 7651 Reflection and Synthesis (3)
SOWK 7444 Practicum IV: Application of advanced knowledge, values, and skills to
practice setting (4)
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. Two out of the four
electives must be taken within the Department of Social Work.
Course Descriptions
SOWK 6121 - Social Work Practice: Theories & Skills (3): This course introduces the
theories of human behavior and models of social work intervention necessary to engage
all levels of client systems. It introduces the skills necessary to identify, analyze, and
implement evidence-based interventions to achieve client goals.
SOWK 6131 - Social Work Research (3): This course introduces students to 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.
SOWK 6141 – Foundations of Social Work (3): Students are introduced to professional
development as a social worker, with attention to social work history, ethics, professional
identity, and critical thinking. Other topics include self-reflection, the importance of
career-long learning, and practitioner comportment.
SOWK 6151 - Social Work, Social Justice, and Diversity (3): This course 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. This course requires
considerable critical analysis and self-reflection on the part of participants.
SOWK 6212 – Advanced Social Work Practice with Individuals (3): This course
expands social work students’ knowledge, values, and skills with regard to advanced
micro practice with individuals, especially members of vulnerable groups.
SOWK 6232 - Practice and Program Evaluation (3): This practice and program
evaluation course demonstrates how to engage in research-informed practice and
practice-informed research. Managing client data and critically analyzing, monitoring,
and evaluating interventions are covered in-depth.
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SOWK 6242 – Advocacy and Policy Practice (3): This course addresses 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.
SOWK 6252 - Mental Health Assessment (3): This course provides an overview of
social work theories related to mental/behavioral health assessment. Social
constructivism frames many of these theories for the purposes of conceptualizing
diagnostic classifications, as well as human strengths and resiliencies. While, social
work practice behaviors are understood within the context of human behaviors and the
social environment, and applied for responsibly engaging and assessing behavioral health
consumers via the APA Diagnostic and Statistical Manual of Mental Disorders (5th
edition).
SOWK 6441 - Social Work Practicum I (3): The foundation field practicum 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.
SOWK 6442 - Social Work Practicum II (3): The foundation field practicum 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.
SOWK 7125 - Advanced Social Work Practice with Groups and Families (3): This
course expands social work students’ knowledge, values, and skills with regard to
advanced micro practice with groups and families especially vulnerable populations
SOWK 7222 - Advanced Social Work Practice with Organizations and
Communities I (3): This course builds on the foundational theories and skills introduced
in Social Work Practice with specific attention to communities and organizations as
primary client systems. It introduces theories that inform and guide practice in
communities and organizations. It builds advanced skills in engaging and assessing
communities and organizations
SOWK 7223 - Advanced Social Work Practice with Organizations and
Communities II (3): This course builds advanced practice skills in the design,
development, implementation, and evaluation of interventions at the community and
organizational levels. It also builds skills in leadership and ethical decision-making. It
emphasizes the use of critical thinking and self-awareness concerning leadership and
ethical challenges in community and organizational contexts.
SOWK 7443 - Social Work Practicum III (3): 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.
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SOWK 7444 - Social Work Practicum IV (3): 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.
SOWK 7651 - Reflection and Synthesis (3): SOWK 7651 is designed to provide MSW
students with an opportunity to practice personal reflection, synthesize their learning
from the MSW program, and demonstrate competency.
Elective Courses
Students are required to complete four (twelve credit hours) graduate-level elective courses.
Electives must be approved by the student’s advisor, as evidenced by the student completing
the MSW Elective Form (available in the Department) and gaining the faculty advisor’s
signature on the form prior to course registration. At least two electives must be taken within
the Department of Social Work, while students have the option of taking the remaining two
courses either within or outside of the department. Electives are designed to increase
advanced practice competencies towards serving and/or advocating for a vulnerable
population(s). The Social Work Department offers different elective topics each year,
depending on the expertise of the faculty and student interests. As such, the department
cannot guarantee which electives will be offered.
Field Practicum
The field practicum component of the MSW program is an educational experience that
occurs in coordination with the university, a Coordinator of Field Education, a faculty liaison,
an agency, and a field instructor. The Coordinator of Field Education 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 Social
Work Department. 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 actually 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 program and in
years two and three of the extended program.
20
The field practicum is an essential curriculum component in the foundation and specialization
years 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 field practicum in the foundation year (summer for Advanced Standing) provides
students with an opportunity to develop practice behavior competencies at the foundationlevel. Students are in an approved placement agency for two (2) days a week for a minimum
of four hundred and 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 year field placement (fall and spring for Advanced Standing) provides students
with an opportunity to develop advanced practice behavior competencies at the
concentration-level. As such, students will specialize in serving and/or advocating for a
vulnerable population(s) within the Interpersonal Practice concentration. Students are in an
approved placement agency for three 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 another four (4) credit hours for the spring placement.
The advanced placement experience seeks to provide the student with opportunities to
develop advanced practice behavior competencies.
Advanced Standing students will be in their field placement agency for ten (10) weeks in the
summer (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 days a
week in the fall and spring semester for a minimum of six hundred (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 Department of Social Work Professional Standards located in
the Student and Field Handbooks, the UNC Charlotte Student Academic Integrity Code and
the 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.
The Practicum Planning Process
The UNC Charlotte MSW program has identified field placement opportunities in over 100
agencies in Mecklenburg County and the surrounding region. The following procedures to
secure a foundation placement are as follows:
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1.
A field application is mailed to the first year graduate students after receipt of the
acceptance letter from the student. The field application must be completed by
the deadline established by the Coordinator of Field Education and returned to the
Office of Field Education. A current resume, all required forms and proof of
required immunizations should be returned with the field application.
2.
Student participates in a face-to-face interview with the Coordinator of Field
Education to discuss the field placement process and field placement options.
Virtual appointments may be arranged through Skype for students relocating to
the area.
3.
The Coordinator of Field Education submits the application and resume to a
potential agency and notifies the student in writing to follow-up with the contact
and schedule an interview to be considered for placement.
4.
Student will interview with field instructor and/or appropriate agency personnel
to discuss learning opportunities in the field placement agency and will complete
the Field Agreement if accepted at the Agency..
5.
The Coordinator of Field Education notifies the student in writing of any
additional requirements for placement at the Agency.
6.
Student attends a mandatory field orientation meeting which will occur prior to
the first day of field placement. Student will receive notification from the
Coordinator of Field Education regarding time and location. The purpose of the
field orientation is to: clarify roles, assignments, including the field learning
agreement, and review policies on such matters as sexual harassment prevention
and safety issues in the field placement.
7.
New field instructors also attend a mandatory field instructor training at UNCC
which is held several times prior to the new academic year or may participate in a
Webinar New Field Instructor Training.
These procedures and other requirements of the field placement are in the UNC Charlotte
MSW Student Field Placement Manual.
The Practicum Student Learning Agreement
Students will prepare in conjunction with their field instructor and faculty liaison, a learning
agreement. This agreement will be used to focus agency activities toward the educational
needs of the student. For the foundation placements, students will be expected to:
•
•
•
Develop an understanding of the agency goals, objectives, structure, funding and
history in the provision of social services in the community.
Demonstrate social work professional roles and responsibilities in the field agency.
Understand and effectively use appropriate social work models in accordance with
placement setting.
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•
•
•
•
•
•
•
•
Demonstrate the use of professional helping skills with clients, customers, and
consumers during intake and engagement, data collecting and assessment, contracting
and monitoring, and termination and evaluation.
Understand policies at various levels and how these affect services to clients,
customers and consumers.
Adhere to NASW Code of Ethics and agency professional practices.
Participate in a social or organizational change activity that affects the clients,
customers, and consumers served by the agency.
Demonstrated appropriate use of professional supervision.
Utilize research to effectively inform and evaluate interventions used in practice.
Identify issues of diversity, oppression, social injustice, and discrimination toward the
population served by their agency.
Critically reflect on their biases and engage in active self-awareness.
The foundation field experience enhances student identification of their own learning style,
use of self, appropriate use of supervision, and movement toward specialization in the second
year placement. The second year placement will provide students with the opportunities to
build on the generalist social work skills developed during their foundation year. Focused
within an interpersonal concentration, students are expected to demonstrate advanced social
work practice competencies towards serving and/or advocating for a vulnerable
population(s). A separate learning agreement is developed for the second year placements.
Evaluation of Students in Field Practicum
The learning agreement and the Field Placement Evaluation Form are the formal mechanisms
used to evaluate student performance in the field placement. The learning agreement
specifies the educational activities and expected outcomes for the student. This agreement is
between the student, agency and university and is continuously monitored by all parties. The
Field Placement Evaluation Form is completed at the end of each semester. This information
is shared with all involved parties.
The student’s progress will be evaluated weekly during supervision conferences in the field
placement agency. These conferences, along with visits from the faculty liaison will also be
integrated into the assessment of student progress. Evaluation of students is an ongoing and
dynamic process. The student grade will be assigned by the faculty liaison at the end of each
semester. Students will be encouraged to provide feedback to the field instructor through the
completion of the Student Evaluation of Field Agency Form and Student Narrative
Evaluation of the Field Practicum Form.
These evaluative tools, presented to the Field Instructor and the Coordinator of Field
Education provides students an opportunity to assess the learning environment in the agency.
This information is used by the Field Education Office to address issues in the field
placement agency, identify specialized training needs, and assess future field placement
agencies.
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North Carolina Child Welfare Education Collaborative
The North Carolina Child Welfare Education Collaborative was established in 1999 to
improve public child welfare services in North Carolina. 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 a number of programs across North
Carolina.
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 Department of Social Work is a full participant in
the Collaborative.
MSW students are eligible to apply to the Collaborative as a “waiver” student. If funding is
available a student may apply to be considered as a “scholar” student and will be selected
through an interview process. Advanced Standing MSW students would be eligible if they
had been either a Scholar or Waiver student as an undergraduate.
The NC Pre-service Training competencies adopted by the NC Division of Social Services
are integrated into a specialized curriculum consisting of SOWK 7010 which must be
completed with a grade of “B” or better prior to placement at DSS and a Field Placement
experience for one academic year at a NC County DSS working with Child and Protective
Services. Upon successful completion of the Child Welfare course and Field Placement,
“waiver” or “scholar” students receive a certificate indicating they have successfully
completed the Pre-service Training competencies and may be hired at a NC county DSS with
one year of social work experience. “Waiver” students are not obligated to work in a county
DSS upon graduation, but if a student participates as a Scholar student, there is an obligation
to seek employment at a DSS in Child Welfare throughout North Carolina.
Please contact Mrs. Sue Marchetti, Coordinator of Field Education for further information
(smarche3@uncc.edu; 704-687-7932).
University Degree Requirements
The following is an abbreviated description of UNC Charlotte Graduate School policies.
Complete policies and procedures related to degree requirements, transfer credits, grading,
and so forth, 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:
http://catalog.uncc.edu/graduate-catalogs. It is the student’s responsibility to be familiar with
the content of this document.
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Transfer of Credits
Transfer Requirements: UNC Charlotte’s Graduate School requires that any credits
towards a graduate degree must have been taken within six years prior to the awarding of
the degree; transferred courses therefore should be no more than six years old at the time
of graduation. UNC Charlotte accepts no more than six semester hours of transferred
credit toward a master’s degree. Transfer credit is not awarded for post-baccalaureate
students. As a rule, elective courses may not be transferred; however under extenuating
circumstances and with prior approval from a faculty advisor and the MSW Program
Coordinator, students may take and transfer courses at other institutions pre-approved for
elective credit. For further details, see the current UNC Charlotte Graduate Catalogue for
the procedure for transfer of credit. Each student's individual program of study must be
approved by his/her faculty advisor within the Social Work Department.
Procedure for Transfer of Credit
Transferred courses into any masters program at UNC Charlotte require a completed
“Application for Transfer of Credit into a Graduate Degree Program” with the syllabus
and official transcript of the course grade attached. The form is at the Graduate School
receptionist desk and on the Graduate School website. The Social Work Department must
approve any transfer course by committee review. Students who have taken a course and
would like to have those credits transferred into the program should submit the completed
form with all materials attached. This includes any coursework taken in any department
on the UNC Charlotte campus. Transfer requests should be directed to Gay Jordan,
Admissions Coordinator. Note that only 6 hours of transfer credit is permitted by UNC
Charlotte.
Students planning to take courses at another CSWE accredited MSW program are
advised to have the course approved prior to enrollment; this insures that credit will be
awarded toward the UNC Charlotte MSW degree. Students planning to take courses for
elective credit must have courses pre-approved. The student should submit a completed
“Application for Transfer of Credit into a Graduate Degree Program” form with the
course syllabus attached to their faculty advisor for department approval. Upon
completion of the course, the student submits the transcript with the course grade so that
credit transfer can be completed by the Graduate School.
Minimum Hours and Quality
A full-time and extended program student is expected to satisfactorily complete a minimum
of 62 semester hours (Advanced Standing Program = 44 semester hours) of approved
courses, depending upon his/her individual program, with an overall GPA of 3.0 or better in
courses on the degree plan of study. Grades in all courses attempted, whether or not on the
plan of study, will remain on the transcript and will be included in the calculation of the
student’s GPA as it is reported on the transcript. No more than six hours evaluated as C may
be counted toward the minimum hours required for the master's degree.
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Comprehensive Examination
After admission to candidacy, each student must successfully complete a comprehensive
examination. Students must be enrolled during the semester in which they take the
comprehensive examination. The presentation outline and presentation in SOWK 7651,
Reflection & Synthesis, serves as the equivalent of the comprehensive examination for the
MSW degree.
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.
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
Incomplete
IP
In Progress
W
Withdrawal
P
Pass
NC
No Credit
AU
Audit
NR
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
26
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 the courses on their degree plan of study in
order to graduate. However, the grades for 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.
Grade of 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 grade 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
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 and is failing.)
Graduate Course Work
An accumulation of three (3) C’s or lower grades will result in termination of the student’s
enrollment in the MSW program. 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
level III review. A level II review 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 in the graduate
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 on a form supplied by the Graduate School.
This application is a check sheet approved by the student’s adviser, department chair, and
college dean listing all course work to be offered for the degree (including transferred credit
and courses in progress).
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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. For MSW students, May graduation requires that the application form
be completed by October 1. The application must be accompanied by the filing fee in effect
at the time of the application. 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.
Requirements for Continued Enrollment
A student enrolled in any graduate program must maintain satisfactory progress toward the
degree. He/she is expected to achieve a commendable or satisfactory grade (A or B) in all
course work attempted for graduate credit. An accumulation of three marginal (C) grades will
result in termination of the student's enrollment in the graduate program. If a student makes a
grade of U on any course, enrollment will be terminated. A graduate student whose
enrollment has been terminated because of grades is ineligible to attend any semester or the
summer session unless properly readmitted. Student review and termination is guided by the
Department’s Professional Standards included in this handbook. A student reinstated in a
graduate program will be expected to complete the degree program with satisfactory or
commendable performance. Should the student receive a grade of C or U after being
reinstated in the program, his/her enrollment in the graduate program will be terminated.
Requirements for Readmission
Students in good standing seeking reinstatement for a term that is twelve months or more
after the term he/she last attended also must apply for readmission to the Graduate School.
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 the fall semester of 2001 in accordance
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with the Graduate and Professional Student Government by-laws. The president of the
Graduate Social Work Association serves as the representative from the Social Work
Department 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 department 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 Department of Social Work serves as the advisor to
the Graduate Social Work Association.
Student Conduct
Students in the Department of Social Work are bound by three codes of student and/or
professional conduct: The University’s regulations regarding student conduct
(http://legal.uncc.edu/policies/ps-104.pdf), the Department of Social Work Standards for
Social Work Education (see below), and the National Association of Social Workers
(NASW) Code of Ethics (http://www.socialworkers.org/pubs/code/code.asp). The Standards
for Social Work Education in particular are viewed as a support to both students and faculty
in professional development. Students should pay special attention to Section 2, “Criteria for
Evaluating Academic Performance,” for clarity on professional conduct expectations. A
student may be dismissed from the program for violation of these codes even if he or she has
demonstrated satisfactory scholastic performance. Students should also note their rights and
responsibilities in Section 3, “Policies and Procedures for Review of Academic Performance”
and Section 4, “Academic and Non-Academic Grievances”.
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.
Standards for Social Work Education
Adapted from “Criteria for Evaluating Academic Performance, Policies and Procedures for
Review of Academic Performance and Academic Grievances” School of Social Work,
University of Texas at Austin. (with permission of Charlene Urwin, MSW, PhD).
Outline of Contents
1.0 Introduction to Standards
2.0 Criteria for Evaluating Academic Performance
2.1 Basic Abilities
2.1.1 Communication skills
2.1.2 Interpersonal skills
2.1.3 Cognitive skills
2.1.4 Physical skills
2.2 Emotional and Mental Abilities
2.2.1 Stress Management
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2.2.2. Emotional and mental capacities
2.3 Professional Performance Skills
2.3.1 Professional commitment
2.3.2 Professional behavior
2.3.3 Self Awareness
2.3.4 Ethical obligations
2.4 Scholastic Performance
2.4.1 Undergraduate Students
2.4.2 Graduate Students
2.5 Sources of Evidence
2.6 Accommodations for Disabilities
3.0 Policies & Procedures for Review of Academic Performance
3.1 Performance That May Result in Review And/Or Dismissal
3.2 Three Levels of Review
4.0 Academic Grievances
4.1 Procedures for Handling Grievances
4.1.1 Undergraduate students
4.2 Non-Academic Grievances Standards for Social Work Education
Criteria for Evaluating Academic Performance, Policies and Procedures
for Review of Academic Performance, and Academic Grievances
1.0 Introduction
This document sets out Standards for Social Work Education that apply to students enrolled
in the Department of Social Work 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 BSW and MSW Social Work Programs. Since becoming a
professional is a gradual process, not all criteria are expected to be met at all times. Persons
who teach and supervise students, along with program coordinators, will assess student
academic performance and apply their 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
included in the BSW and MSW Student Handbooks.
2.0 Criteria for Evaluating Academic Performance in BSW and MSW Programs
In order to meet its responsibilities to provide quality professional education and to ensure
that its graduates are able to function in a broad variety of professional situations, the
Department of Social Work evaluates the academic performance of its students in four
general areas: 1) Basic Abilities to Acquire Professional Skills; 2) Mental and Emotional
Abilities; 3) Professional Performance Skills; and 4) Scholastic Performance. Meeting the
30
criteria for scholastic achievement is necessary but not sufficient to ensure continued
enrollment in a program. Both professional behavior and scholastic performance comprise
academic standards.
2.1 Basic Abilities Necessary to Acquire Professional Skills:
2.1.1 Communication Skills
Demonstrates sufficient written and oral skills to comprehend information and communicate
ideas and feelings:
a) Written: Writes clearly, uses correct grammar and spelling. And applies appropriate
writing style, including American Psychological Association (APA) referencing,
appropriate source citation, and documentation. Demonstrates sufficient skills in
written English to understand content presented in the program and to complete
adequately all written assignments, as specified by faculty. Note: students may be
required to attend the Writing Resource Center to enhance written communication
skills.
b) Oral: Communicates effectively and sensitively with other students, faculty, staff,
clients, and professionals. Expresses ideas and feelings clearly and demonstrates a
willingness and an ability to listen to others. Demonstrates sufficient skills in spoken
English to understand content presented in the program, to complete adequately all
oral assignments, and to meet the objectives of field placement experiences, as
specified by faculty.
2.1.2 Interpersonal Skills
Demonstrates the interpersonal skills needed to relate effectively with other students, faculty,
staff, clients, and professionals and to fulfill the ethical obligations of the profession. These
include compassion, empathy, altruism, integrity, and demonstration of respect for and
consideration of others. Takes appropriate responsibility for own actions and considers the
impact of these on others.
2.1.3 Cognitive Skills
Exhibits sufficient knowledge of social work and clarity of thinking to process information
and apply it to appropriate situations in classroom and field. Demonstrates grounding in
relevant social, behavioral, and biological science knowledge and research-including
knowledge and skills in relationship building, data gathering, assessment, intervention, and
evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply
that knowledge to professional practice.
2.1.4 Physical Skills
Exhibits sufficient motor and sensory abilities to attend and participate in class and practicum
placement, with or without accommodations. (See section on Accommodations for
Disabilities for clarification. The Office of Disability Services must be contacted to arrange
for accommodations.)
2.2 Emotional and Mental Abilities Necessary for Performance in the Program and
Professional Practice
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2.2.1 Stress Management
Demonstrates ability to recognize and to deal with current life stressors through the use of
appropriate coping mechanisms. Handles stress effectively by using appropriate self-care and
developing appropriate supportive relationships with colleagues, peers, and others.
2.2.2 Emotional and Mental Capacities
Uses sound judgment. Seeks and effectively uses help for medical or emotional problems that
interfere with scholastic and professional performance. Students are encouraged to utilize the
Counseling Center at UNC Charlotte for treatment and/or referral. Engages in counseling or
seeks out support and help if personal problems, psychosocial distress, substance abuse, or
mental health issues do any of the following:
•
Compromise scholastic and other performance, or
•
Interfere with professional judgment and behavior, or
•
Jeopardize the best interests of those to whom the social work student has a
professional responsibility as outlined in the current Code of Ethics by the National
Association of Social Workers and the North Carolina State Board of Social Worker
Examiners for Social Work Licensure.
2.3 Professional Performance Skills Necessary for Work with Clients and Professional
Practice
2.3.1 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).
2.3.2 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.
2.3.3 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
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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.
2.3.4 Ethical Obligations
Current behavior and classroom performance demonstrate adherence to the ethical
expectations and obligations of professional practice, noted in the NASW Code of Ethics and
the Code of Ethics for Social Work Licensure in North Carolina, Ethical behaviors include:
•
Adherence to the NASW Code of Ethics and the Code of Ethics for Social Work
Licensure in North Carolina.
•
No history of 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 self-determination.
•
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.
•
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.
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2.4 Scholastic Performance
2.4.2 Graduate Students
An accumulation of three marginal grades (C) will result in termination of the student’s
enrollment in the UNC Charlotte graduate school. Please see the Graduate Student Handbook
and the UNC Charlotte Graduate Catalogue for University grading policy. 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 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. An
overall GPA of 3.0 is required for graduation in the graduate program.
2.5 Sources of Evidence for Academic Performance Criteria
Evidence of meeting academic performance criteria in the Department 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.
2.6 Accommodations for Disabilities
No otherwise qualified student shall, on the basis of disability, be subjected to discrimination
or excluded from participation in the Department 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
34
Disability Services will work with the faculty member(s) on how to accommodate the
student.
3.0 Policies and Procedures for Review of Academic Performance
Three levels of review can occur at the Department 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 a Review and/or Possible Dismissal from the Department
of Social Work
Student reviews can occur under any of the following circumstances:
•
Failure to meet or maintain academic requirements as stated under Scholastic
Performance
•
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
Undergraduate Catalogue (http://provost.uncc.edu/Catalogs/2010-2011/) and the
Graduate Catalogue
(http://graduateschool.uncc.edu/images/stories/catalogs/GraduateCatalog1011.pdf)
Please note the Code of Student Responsibility as well as policies related to the
illegal use of drugs or alcohol, sexual orientation, 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 Department of
Social Work and becoming known after admission.
•
Consistent pattern of unprofessional behavior
•
Failure to meet any of the Standards for Social Work Education: Department 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:
35
•
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 Program Coordinator (or Coordinator or Assistant
Coordinator of Field Education if field related) of the concerns in order to identify potential
patterns and issues related to the student
•
The faculty member initiating the concern will document dates and content of meetings with
students.
•
If a problem arises in field, the agency-based field instructor will discuss concerns directly
with the student and with the faculty liaison. It is the responsibility of the faculty liaison to
apprise the Coordinator or Assistant Coordinator of Field Education.
•
The Coordinator of Field Education 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 involves the faculty member, student, Program Coordinator, and student
advisor. Faculty and Program Coordinator will meet with the student; the student’s advisor will
attend at the student’s request. If field related, the Coordinator or Assistant Coordinator of Field
Education, 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 Program Coordinator will:
•
Determine the nature of the concern and gather sufficient information to develop a plan to
address that concern, if one is needed.
•
No further action may be required, or the student may be asked, in writing, to modify his or
her behavior and/or seek appropriate help.
•
This process is designed to assist students in dealing with identified concerns that have an
impact on their performance.
•
If a problem arises in field, the agency-based field instructor, faculty liaison, and Coordinator
or Assistant Coordinator of Field Education will compile and share information about the
student at the meeting. The Coordinator or Assistant Coordinator of Field Education is
responsible for applying the policies of field education and recommending a course of action.
•
The Program Coordinator and the Coordinator (or Assistant Coordinator) of Field Education,
if field related, 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.
36
Level III - A Level III review involves the faculty member, student, Program Coordinator, 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 Department of Social Work level. When a Level III
review is called, the Program Coordinator 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 Program
Coordinator will consult with the Chair of the Department of Social Work to discuss the problem
situation and make recommendations regarding the student. Based on the review, conference with the
Chair, and an objective assessment of the information provided, the Chair 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 Department 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 that 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.
37
•
Counsel the student to change majors/degree programs and/or discontinue the student from
the BSW program or recommend termination to the Graduate School for students in the
MSW Program.
Following a Level III review, it is the responsibility of the Chair 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.
4.0 Academic Grievances
Students enrolled in the Social Work 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
Undergraduate and 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
the Chair to 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
http://www.legal.uncc.edu/policies/GradeAppeal.html.
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 Catalogue.
38
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
http://www.legal.uncc.edu/StudentGrievanceProcedure.html.
National Association of Social Workers
Code of Ethics: Link Below
http://www.naswdc.org/pubs/code/default.asp
39
MSW Program UNCC Charlotte Graduate Elective Choice Form
Name of Student____________________________________________
Chosen Field of Practice______________________________________
Two approved electives are required of all MSW students. (Please see the MSW Electives Policy
in the current MSW Student Handbook). Two approved electives are required of all MSW
students. The electives I have chosen are:
1. Field of Practice Elective Course Title and number_____________________________
Explain your rationale for selecting this course to support your field of practice interest:
2.
General Social Work Elective Course Title and number___________________________
Explain your rationale for selecting this course to support your professional development
Student Signature_________________________________________ Date_________
Faculty Advisor Signature __________________________________ Date ________