MSW
Student Handbook
Department of Social Work
ASU Box 32155
532 Leon Levine Hall
Boone, NC 28608
Telephone (828) 262-2299
Fax (828) 262-8066
socialwork.appstate.edu
The Appalachian State University MSW Student Handbook is intended for information purposes only and does
not constitute a contract between the University and the student. While this handbook presents policies and
programs as accurately as possible at the time of publication, the department reserves the right to revise any
section or part without notice or obligation. Changes in degree requirements do not affect students already
enrolled in a degree program, although adaptations may be needed. Degree requirements can be found in the
Graduate Bulletin and Program of Study for the student's year of admission to the university. Changes in
departmental and academic policies become effective for all students on the date approved for implementation;
therefore, all Social Work students are subject to those policies as posted herein. Last revised on August 15,
2023.
Table of Contents
Welcome! 5
General Information 7
Social Work as a Profession 7
NASW Code of Ethics 7
Council on Social Work Education 9
Beaver College of Health Sciences 9
The Department of Social Work 9
Distance Education/App State Online Programs 10
MSW Program Mission, Goals, and Competencies 10
Mission 10
Goals 10
Inclusive Excellence 11
Competencies 11
MSW Curriculum 12
Foundation Curriculum for Generalist Practice 12
Concentration Curriculum for Specialized Practice 13
Selecting a Concentration 13
Individuals and Families Concentration 13
Community and Organizational Practice Concentration 14
Crossover Curriculum 14
Graduate Electives 15
Field Education 15
Required Criminal Background Checks 16
Department of Social Work Policies 17
MSW Program Policies 17
Admission 17
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Admission into the ASU School of Graduate Studies 17
Admission to the 2-year MSW Program 17
Admission to the Advanced Standing Program 18
Application Package 18
Orientation 19
Academic Policies 19
Academic Standards for Retention in the MSW Program 19
Academic Performance Concerns 21
Transferring Credits to ASU 23
Duplicate Courses or Content 23
Life Experience 23
Grievance Procedures 24
Interpersonal Student Concerns 26
Rights and Responsibilities 28
Program Responsibilities 28
Student Rights and Responsibilities in Addition to the MSW Program’s Academic
Standards for Retention 29
Student Input to the MSW Program 32
Additional MSW Program Information 33
Social Work Student Groups 33
The Graduate Student Social Work Association 33
The Graduate Student Association Senate of Appalachian State University 33
North Carolina School Social Workers Association 33
National Association of Social Workers 33
Phi Alpha – National Social Work Honor Society 33
Opportunities for Alumni 34
Financial Support Through Assistantships and Scholarships 34
Graduate Research Assistantships 34
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North Carolina Tuition Scholarships 34
Departmental and College Scholarships 34
Additional Scholarships and Financial Support 35
Insurance Coverage Required for Internships, Practicums, Field Experiences, and
Some Service Learning Courses 35
Specialized Programs and Field Opportunities 35
Screening, Brief Treatment, and Referral to Treatment (SBIRT) 35
North Carolina Child Welfare Education Collaborative 36
School Social Work Licensure 37
North Carolina Social Work Licensure 37
Clinical Social Work Licensure 37
Student Services 38
Health Services 38
Disability Services 38
Intercultural Student Affairs 39
Counseling and Psychological Services Center 39
Early Intervention Team 40
The Office of Access and Equity: Equal Opportunity 40
Additional Student Services 40
Appendix A: MSW Foundation Competencies and Behaviors 41
Appendix B: MSW Concentration Competencies and Behaviors 42
Individuals and Families Concentration Competencies and Behaviors 42
Community and Organizational Practice Concentration Competencies and Behaviors
42
Appendix C: Academic Performance Review Procedures 46
Appendix D: MSW academic standards feedback form 50
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Welcome!
Welcome to the Master of Social Work (MSW) Program from the faculty and staff of the
Department of Social Work at Appalachian State University (ASU). We are delighted that you
have selected social work for your graduate degree and are looking forward to having you with
us.
We hope that you will find the graduate social work degree both intellectually and personally
rewarding. The faculty is always available to assist you in many different ways to support your
growth as a masters-educated social work professional. We will enjoy the opportunity to get to
know you inside and outside of the classroom. Please do not hesitate to contact us as needed as
you progress through the curriculum.
Again, welcome!
The Faculty and Staff of the Department of Social Work:
Dr. Ben Alexander-Eitzman
Ms. Kyndal Auten
Dr. Robert Broce
Dr. Emily Dakin, Departmental Honors Program Director
Ms. Lee Ann Dalton
Dr. Peter Fawson
Dr. Leah Hamilton
Ms. Kristin Harmon
Dr. Michael Howell
Dr. Marie Huff, Dean, Beaver College of Health Sciences
Dr. Denise Levy, Associate Dean, Beaver College of Health Sciences
Dr. Tynecca Lynch
Ms. Amy Lyons, Administrative Support Specialist
Dr. Deborah Phillips, MSW Program Director, Phi Alpha Advisor, SASW Advisor
Mr. Daniel Platt
Dr. Sunny Sinha
Ms. Danyelle Smith
Dr. Heather Thorp, Field Director
Dr. Jenny Tonsing
Ms. Annette Ward
Ms. Kayla Warren, Program Specialist
Ms. Kayt Warren
Dr. Kelly Williams, GSSWA Advisor
Dr. Rachel Wright, BSW Program Director
Part-time adjunct instructors are also considered Department of Social Work faculty.
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Acknowledgements:
MSW Program policies and standards adopted in this handbook are based on the program policies
developed and presented by Patty Gibbs-Wahlberg, East Tennessee State University, at the 2009 Annual
Program Meeting of the Council on Social Work Education.
Field education policy adopted in this handbook is based on policies developed by the Louisiana State
University’s field program.
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General Information
Appalachian State University’s (ASU) Department of Social Work has two degree programs, the
Bachelor of Social Work (BSW) program and the Master of Social Work (MSW) program. Both
are accredited by the Council on Social Work Education (CSWE). This is an indication that our
programs have been carefully evaluated and meet all of the standards required for full approval.
Periodic reviews of our programs occur in order to ensure the quality of our curriculum,
resources, and outcomes. The MSW Program’s first cohort began in 2006, and the program was
officially accredited by the CSWE in October 2009. Thus, the first cohort graduated from our
newly accredited program. The MSW Program has consistently been reaffirmed since then and
was reaffirmed again in June 2020 through June 2028. As a graduate of our MSW program,
your degree will be recognized locally, nationally, and globally by all health and human service
organizations.
Social Work as a Profession
As a student in the Department of Social Work at ASU, you will learn about the distinguished
history of the social work profession. ASU’s program is designed to help you develop your own
professional self as you learn in the classroom and in the field.
According to the National Association of Social Workers (NASW):
● Social workers are highly trained and experienced professionals. Only those who
have earned social work degrees at the bachelor’s, master’s or doctoral levels–and
completed a minimum number of hours in supervised fieldwork–are professional
social workers.
● Social workers help individuals, families, and groups restore or enhance their
capacity for social functioning, and work to create societal conditions that support
communities in need.
● The practice of social work requires knowledge of human development and behavior,
of social, economic and cultural institutions, and of the interaction of all these
factors.
● Social workers help people overcome some of life’s most difficult challenges:
poverty, discrimination, abuse, addiction, physical illness, divorce, loss,
unemployment, educational problems, disability, and mental illness. They help
prevent crises and counsel individuals, families, and communities to cope more
effectively with the stresses of everyday life.
● Professional social workers are found in every facet of community life–in schools,
hospitals, mental health clinics, senior centers, elected office, private practices,
prisons, military, corporations, and in numerous public and private agencies that
serve individuals and families in need. Many also serve as social and community
service directors.
NASW Code of Ethics
A defining characteristic of the social work profession is its identification with an explicit
mission statement, a clearly articulated ethical foundation, and an associated value system.
MSW students are expected to adhere to the NASW Code of Ethics. According to NASW,
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The primary mission of the social work profession is to enhance human well-being and
help meet the basic human needs of all people, with particular attention to the needs and
empowerment of people who are vulnerable, oppressed, and living in poverty. A historic
and defining feature of social work is the profession’s focus on individual wellbeing in a
social context and the wellbeing of society. Fundamental to social work is attention to
the environmental forces that create, contribute to, and address problems in living.
From this mission, NASW presents six core values and associated ethical principles. These core
values and ethical principles are:
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need and to address
social problems.
Social workers elevate service to others above self-interest. Social workers draw on their
knowledge, values, and skills to help people in need and to address social problems.
Social workers are encouraged to volunteer some portion of their professional skills with
no expectation of significant financial return (pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and
oppressed individuals and groups of people. Social workers’ social change efforts are
focused primarily on issues of poverty, unemployment, discrimination, and other forms
of social injustice. These activities seek to promote sensitivity to and knowledge about
oppression and cultural and ethnic diversity. Social workers strive to ensure access to
needed information, services, and resources; equality of opportunity; and meaningful
participation in decision making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual
differences and cultural and ethnic diversity. Social workers promote clients’ socially
responsible self-determination. Social workers seek to enhance clients’ capacity and
opportunity to change and to address their own needs. Social workers are cognizant of
their dual responsibility to clients and to the broader society. They seek to resolve
conflicts between clients’ interests and the broader society’s interests in a socially
responsible manner consistent with the values, ethical principles, and ethical standards of
the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human
relationships.
Social workers understand that relationships between and among people are an important
vehicle for change. Social workers engage people as partners in the helping process.
Social workers seek to strengthen relationships among people in a purposeful effort to
promote, restore, maintain, and enhance the wellbeing of individuals, families, social
groups, organizations, and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
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Social workers are continually aware of the profession’s mission, values, ethical
principles, and ethical standards and practice in a manner consistent with them. Social
workers should take measures to care for themselves professionally and personally.
Social workers act honestly and responsibly and promote ethical practices on the part of
the organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop
and enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and
to apply them in practice. Social workers should aspire to contribute to the knowledge
base of the profession.
Appalachian’s MSW Program identifies with these core values, endeavors to uphold these
ethical principles, and works to assist you as you incorporate these values into your professional
practice. Please see the NASW website for full text of the NASW Code of Ethics.
Council on Social Work Education
The MSW Program at ASU has been designed in accordance with the standards set by the
accrediting body for social work programs within the United States, CSWE. CSWE has
carefully and thoughtfully developed Educational Policies and Accreditation Standards (EPAS)
which are designed to guide MSW programs in ensuring that their graduates have internalized
the core values and become competent professional social workers. These educational standards
can be found in their entirety on the CSWE website with additional information found in the
Competencies section below.
Beaver College of Health Sciences
The MSW Program at ASU is part of the Beaver College of Health Sciences. Formed in 2010,
the mission of the College is to elevate health and quality of life in our region and beyond by
preparing future leaders through transformative education, collaborative research and community
engagement.
Departments in the College include Communication Sciences and Disorders, Health and
Exercise Sciences, Nutrition and Health Care Management, Nursing, Recreation Management
and Physical Education, and Social Work.
The Department of Social Work
Housed within the Beaver College of Health Sciences, the Department of Social Work at
Appalachian State University is guided by an overarching framework of social and economic
justice. The mission of the Department of Social Work is to educate professional social workers
who actively work towards a sustainable and just society, focusing on the well-being and
empowerment of the vulnerable and oppressed. We partner with Appalachian and global
communities to advance social, economic, and environmental justice for all people. The
undergraduate (BSW) and graduate (MSW) programs are designed to assist students to develop
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competencies for ethical and culturally-competent generalist social work practice within the
distinct Appalachian culture of the region and across national and international contexts.
App State Online Programs
The MSW Program offers an Online Advanced Standing Program. The Online MSW Program’s
admissions requirements, mission, goals, competencies, and curriculum align with the campus
program so that App State Online students receive the same thorough social work education.
The major difference between the Online and on campus Advanced Standing Programs is that
classes for the Online Program are offered on Tuesday and Thursday nights, whereas the campus
classes are delivered in Boone. The Online classes are taught in an approximately 50% split of
synchronous and asynchronous modalites.
MSW Program Mission, Goals, and Competencies
The MSW Program at ASU is placed within the larger context of the Department of Social
Work, the Beaver College of Health Sciences, Appalachian State University, and the unique
geographical, cultural, and political region of North Carolina’s High Country. Within this
context, the MSW Program has developed its mission, goals, and competencies.
The MSW Program’s mission, goals, and competencies are based on CSWE’s EPAS and are
designed to assist students in becoming competent generalist practitioners with individuals,
families, groups, organizations and communities through completion of the foundation
curriculum. In addition, MSW students develop advanced knowledge and skills through
completion of the concentration curriculum by selecting either the Individuals and Families
Concentration or the Community and Organizational Practice Concentration. MSW students
also develop a requisite underpinning in the non-selected concentration through a unique feature
of ASU’s MSW Program known as the “crossover design.”
Mission
The MSW Program’s mission is to prepare advanced professional social workers who possess a
strong generalist foundation. Our students benefit from our unique crossover design that enables
them to select one concentration area, Individuals and Families (I&F) or Community and
Organizational (C&O) Practice, while integrating courses from the complementary practice area.
Our students partner with Appalachian and global communities and engage in interprofessional
collaboration to advance the health and well-being of individuals, families, groups, and
communities. Our graduates are leaders in addressing the complexities of social problems,
challenging systems of oppression and advancing social, economic, and environmental justice.
Goals
Based on the mission, the MSW Program has the following seven goals:
1. Provide graduate students with social work education that is grounded in the profession’s
history, purposes, and philosophy, and based on a body of knowledge, values, skills, and
cognitive and affective processes;
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2. Provide graduate students with an integrated professional social work foundation
curriculum that is based in the liberal arts, and an advanced curriculum that is built from
the professional foundation;
3. Prepare graduates who can function with a high degree of autonomy and effectiveness
within diverse social work settings;
4. Prepare graduates who contribute to the quality of services in their organizations and
communities with an emphasis on the service region;
5. Prepare graduates to fill leadership roles in the agencies and communities they serve with
emphasis on the service region;
6. Prepare graduates with the knowledge, values, skills, cognitive and affective processes,
and methods of innovative advanced social work practice with individuals and families
with an emphasis on the service region;
7. Prepare graduates with the knowledge, values, skills, cognitive and affective processes,
and methods of innovative advanced social work practice with communities and
organizations, with an emphasis on the service region.
Inclusive Excellence
The Department of Social Work is committed to promoting a more inclusive and equitable
society, beginning with respectfully engaging diversity and difference within our learning
environments. Our goal is to prepare social workers who are intentional and reflective in
promoting diversity, equity, and inclusion in their work.
This effort is grounded in our Department’s mission to educate professional social workers who
will promote the well-being of the vulnerable and oppressed, and will advance social, economic,
and environmental justice for all people. Social workers aim to reduce marginalization based on,
but not limited to, age, (dis)ability, race, ethnicity, gender, sexual orientation, socioeconomic
status, nationality, and religion. Our Department’s efforts are also grounded in the National
Association of Social Workers’ values of social justice and dignity and worth of the person, and
its cultural awareness and social diversity standard. Finally, we see our work in this area as an
embodiment of ASU’s Inclusive Excellence Initiative, and the Beaver College of Health
Sciences’ core values of diversity, equity, and community.
Our work is ongoing and we are all learners. We encourage an ongoing dialogue among
students, faculty, and staff about this commitment. Your participation and feedback in the
process is valued.
Competencies
The ASU MSW Program utilizes CSWE’s 2022 competencies.* The competencies are listed
below and the behaviors for foundation and concentration curriculums are found in Appendix A
and Appendix B.
Graduates will:
1. Demonstrate Ethical and Professional Behavior
2. Advance Human Rights and Social, Racial, Economic, and Environmental Justice
3. Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice
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4. Engage in Practice-Informed Research and Research-Informed Practice
5. Engage in Policy Practice
6. Engage with Individuals, Families, Groups, Organizations, and Communities
7. Assess Individuals, Families, Groups, Organizations, and Communities
8. Intervene with Individuals, Families, Groups, Organizations, and Communities
9. Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities
*Please note that the Field Program will officially adopt the 2022 Competencies in 2024-25.
MSW Curriculum
The MSW curriculum is designed as a progressive model. In order to prepare students for
generalist practice, ASU’s social work program has developed a curriculum design which builds
on the liberal arts education of the undergraduate degree. The MSW curriculum itself can be
thought of as having four levels, each building on earlier levels and reinforcing, integrating, and
enhancing knowledge, values and skills across levels. These levels include a) Foundation
Coursework for Generalist Practice; b) Advanced Concentration Coursework; c) Crossover and
Elective Coursework; and d) Field Education undergirding the previous three levels.
The MSW degree at ASU consists of 60 credit hours. Students admitted to the Advanced
Standing Program complete 33 credit hours and up to 6 additional hours if deemed necessary by
the social work faculty after review of each student’s readiness through the transitional seminar
course. Advanced Standard Program refers to all program delivery format options, including
online and face to face.
For a list of all required courses for MSW degree, see the programs of study website. Students
can find short bulletin descriptions for MSW courses listed in the Department of Social Work
section of the Graduate Bulletin located on the ASU Registrar's website. Finally, full-time and
part-time course schedules are located on the MSW website.
Foundation Curriculum for Generalist Practice
Students who enter the regular full-time or part-time program will complete courses that focus
on social welfare, human behavior, research, policy, and social work practice. This foundation
curriculum also includes an extensive field education component. Through both the foundation
level courses and the concurrent field placement, students are able to experience and master a set
of competencies for generalist practice (see Appendix A) established by CSWE and reinforced
through the foundation curriculum. The full-time and part-time course schedules are located on
the MSW website and students take the following courses in the foundation curriculum:
● SW 5005: Foundations of Social Work Practice
● SW 5010: Human Behavior and the Social Environment I
● SW 5020: Practice with Individuals and Families
● SW 5030: Foundations of Social Work Research
● SW 5040: Social Work Field Practicum and Seminar I
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● SW 5200: Social Welfare Policy Analysis and Practice
● SW 5210: Human Behavior and the Social Environment II
● SW 5220: Practice with Groups and Communities
● SW 5230: Evaluation of Professional Social Work Practice
● SW 5240: Social Work Field Practicum and Seminar II
Course descriptions for all of the foundation courses can be found in the Graduate Bulletin.
Concentration Curriculum for Specialized Practice
Upon successful completion of the foundation curriculum, including the field education
requirements, students begin the concentration coursework. ASU offers two concentrations, one
in Individuals and Families and one in Community and Organizational Practice. Through the
concentration level courses, crossover courses, graduate electives, and concurrent concentration
field placement, students are able to experience and master a set of advanced competencies and
behaviors for specialized practice (see Appendix B) specified by CSWE and articulated through
the overall design of the curriculum and the concentration curriculum. The full-time and
part-time course schedules are located on the MSW website and courses are detailed in the
following sections based on the specific concentration.
Selecting a Concentration
Advanced Standing students select a concentration at the point of admission and make final
decisions regarding their concentration in consultation with the MSW Director and Field
Director in March prior to beginning courses. Foundation students select a concentration at the
point of admission and make final decisions regarding their concentration in consultation with
the MSW Director and Field Director in December of their first year in the program (full-time)
or in January of their second year in the program (part-time). The MSW Program provides
information about each of the concentrations, and students are encouraged to consult with the
MSW Program Director with any questions. Note that the concentration field placement is
aligned with the selected concentration and related competencies.
Individuals and Families Concentration
The Individuals and Families Concentration is designed for those students who intend to go into
advanced direct and clinical practice upon graduation. This concentration prepares students for
agency-based practice with diverse children, adolescents, adults, and families. Coursework in
this concentration integrates social work values and ethics, and focuses on the development of
the professional relationship, theoretical perspectives, advanced clinical assessment,
evidence-based practice and intervention. Students take the following courses in the Individuals
and Families Concentration:
● SW 5700: Advanced Social Work Assessment
● SW 5710: Advanced Social Work Practice with Families
● SW 5720: Individuals and Families Field Practicum and Seminar I
● SW 5730: Advanced Social Work Practice with Children and Adolescents
● SW 5740: Advanced Social Work Practice with Adults
● SW 5750: Individuals and Families Field Practicum and Seminar II
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● Two crossover courses
● Two graduate electives
Course descriptions for all of the foundation courses can be found in the Graduate Bulletin.
Advanced field education for the Individuals and Families Concentration is offered in a wide
range of settings, such as child and family agencies, schools, hospitals, employee assistance
programs, veterans settings, mental health and substance abuse clinics, correctional facilities,
older adult and child welfare settings, homeless shelters and multi-service community centers.
These settings provide opportunities for in-depth learning about diverse populations in an urban
or rural setting, further development of clinical assessment skills within the agency context and
practicing specific intervention models such as crisis intervention and various brief and
long-term treatment modalities.
Community and Organizational Practice Concentration
The Community and Organizational Practice Concentration prepares students for advanced
direct practice in the range of settings that focus on social problems and social change at the
community, organizational, and societal levels. The emphasis is on developing and
implementing services, social programs, and social policies based within the social work value
system while providing leadership within communities and organizations. Coursework in this
concentration focuses on community organizing and development, social planning, political and
social action, government and nonprofit agency administration, and resource development.
Students take the following courses in the Community and Organizational Practice
Concentration:
● SW 5810: Advanced Community Social Work Practice
● SW 5825: Leadership in Health and Human Service Organizations
● SW 5830: Community and Organizational Practice Field Practicum and Seminar I
● SW 5845: Advanced Advocacy Practice
● SW 5855: Program Development and Evaluation for Health and Human Services
● SW 5860: Community and Organizational Practice Field Practicum and Seminar II
● Two crossover courses
● Two graduate electives
Course descriptions for all of the foundation courses can be found in the Graduate Bulletin.
Advanced field education for Community and Organizational Practice takes places in settings
such as non-profit and grassroots organizations, non-governmental and community-based
organizations, community planning and development organizations, legislative offices, advocacy
agencies, and other public and private human service agencies. These settings provide
opportunities for students to develop skills related to program development and administration,
community assessment, development and organizing, legislative advocacy, employee assistance,
and grassroots leadership development.
Crossover Curriculum
Students in both concentrations also take courses from the complementary, non-selected
concentration, termed “crossover” courses. The departmental philosophy holds that
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understanding of both micro and macro level practice, beyond the foundation level, is necessary
for effective advanced practice in either area.
Graduate Electives
The MSW Program of Study includes completion of two graduate electives that can be selected
from any department or program at ASU. Courses numbered below 5000 may not count toward
the minimum hours required for a graduate degree or certificate program of study. Most MSW
students complete these graduate electives while completing courses in their designated
concentration and their designated “cross-over” courses from the opposite concentration.
For these graduate electives, there are several options:
1. Some MSW students may decide to complete all four courses from the complementary
concentration. If they elect this option, two of those courses will “count” as their
“crossover” courses and two will “count” as their graduate electives;
2. Some MSW students may decide to complete two graduate social work elective courses.
Social Work electives include the following:
● SW 5270: School Social Work
● SW 5245: Social Work Practice in Health Care
● SW 5546: Social Work Practice and Substance Abuse
● SW 5541: The Working Poor in the United States: Problems and Solutions
● SW 5545: Death, Dying, and Living
● Study abroad courses in social work, and SW 5530-5549
● Special Topics courses in social work, also
3. Some MSW students decide to complete two graduate electives from other ASU
departments or programs that will complement their MSW coursework. A list of
frequently selected graduate electives from outside departments is provided on the MSW
website.
Field Education
In addition to the classroom work, students have the opportunity to put knowledge, values skills,
cognitive and affective processes, and theories into practice as part of their concurrent field
education. Field education in the MSW Program includes both a field seminar course that meets
twice per month and the field placement. Students complete field education as part of their
foundation and concentration curricula. For the foundation field placement, students complete
at least 480 hours of supervised generalist practice in a field agency. For the concentration
placement, they also complete at least 480 hours of supervised advanced practice in a different
field agency. This results in a total of at least 960 hours in field over the course of the MSW
program. The Department may make a temporary reduction in hours for any given semester
based on changes in policy and/or the academic calendar due to unforeseen circumstances. For
successful completion of the degree, students must show mastery of the competencies of the
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foundation curriculum and of their selected concentration. For more detailed information, see
the MSW Field Manual, available on the MSW Field Education website.
Required Criminal Background Checks
Criminal background checks (CBCs) are required by the Beaver College of Health Sciences
(BCHS). The BCHS policy can be found here. Students must complete a CBC annually, prior to
each field placement. Students are responsible for paying the minimal fee (usually $10-20).
BCHS typically uses Certiphi as a CBC provider. Our departmental Program Specialist will
submit your name to BCHS and send an email to you to let you know that Certiphi will be
contacting you. Students entering the field will receive an email from Certiphi at
email to complete their Criminal Background Check prior to starting field placement. If
you have not received an email from Certiphi within two weeks of the email notification from
the departmental Program Specialist, please check your spam first, then notify the Field Director.
If you have received the email from Certiphi, complete your CBC within two weeks of receiving
the email. If you are unable to do so, please let the Field Director know. Based on the CBC
results, students may be required to meet with the Field Director and/or the BSW Program
Director in order to be permitted to move forward in the placement process. Some agencies also
require CBCs, and they may or may not agree to accept the CBC that was required by BCHS.
Most agencies that require these tests also absorb the cost of the tests. However, some agencies
will conduct the tests but require you to cover the cost. It is the student’s responsibility to follow
up and pay for the required CBCs. Registration for the field placement will not occur until
the CBC is completed and concerns are addressed or resolved. Please see the BSW Student
Handbook for additional information.
Depending on the nature of the CBC findings, possible courses of action include, but are not
limited to:
a) Gather more information, which may include contact with the student, faculty members,
agency, or others;
b) Conduct a meeting to resolve issues;
c) Develop a written performance contract;
d) Postpone or deny the student’s entry into service learning or field placement;
e) Conduct an Academic Performance Review (APR) (See Appendix C);
f) Suspend or dismiss the student without an APR.
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Department of Social Work Policies
The Department has developed departmental policies regarding safety, confidentiality,
professional development, technology, social media, snow/inclement weather, and mandatory
reporting obligations.
MSW Program Policies
Admission
Because the MSW Program is considered to be a professional degree program, explicit
requirements have been set for admission.
Admission into the ASU School of Graduate Studies
ASU’s Cratis D. Williams School of Graduate Studies requires applicants to have a
baccalaureate degree from an accredited college or university. Additionally, applicants must
have achieved a 3.0 overall grade point average in their last earned degree and be able to present
official scores from the appropriate admission test (the GRE for the MSW Program) OR
achieved a 2.5 overall grade point average in the last earned degree and official scores at the
25th percentile level from the appropriate admission test (GRE). In addition, applicants must
complete the graduate application and pay the fee required by the Graduate School.
Admission to the 2-year MSW Program
In addition to the criteria above established by the Graduate School and the Beaver College of
Health Sciences (CHS), the MSW Program has developed specific criteria for admission that are
consistent with the program’s mission and goals of producing social workers who can contribute
to the well-being of others and the growth and success of the profession through skills in
advanced direct practice, leadership and supervisory skills, community development and
advocacy, and innovative program planning and administration. In addition to the ASU Graduate
School’s application form and fee, the required application materials are listed below and
detailed on the MSW Program's admissions website.
inimum admissions requirements include:
● A baccalaureate degree from an accredited college or university
● A minimum 3.0 overall GPA in the last earned degree OR a 2.5 overall GPA in the last
earned degree and official GRE scores at or above the 25
th
percentile level (i.e., scores
between 25% and 100% in both the verbal and quantitative sections). Note: This is a
minimum requirement for initial application review and does not guarantee acceptance.
The MSW Program requires official GRE scores unless the applicant qualifies for and is
granted an entrance exam waiver (see GRE waiver criteria in the following section
labeled Application Package).
● A complete Application Package (see all components listed in the following section)
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● An undergraduate liberal arts background
Admission to the Advanced Standing Program
Advanced Standing is awarded only to graduates holding degrees from baccalaureate social
work programs accredited by CSWE, recognized through its International Social Work Degree
Recognition and Evaluation Services*, or covered under a memorandum of understanding with
international social work accreditors.
* This and all future references to degrees from social work programs accredited by CSWE,
include degrees from CSWE-accredited programs or recognized through CSWE’s International
Social Work Degree Recognition and Evaluation Service, or covered under a memorandum of
understanding with international social work accreditors.
In addition to the requirements for Admission to the MSW Program, applicants interested in the
Advanced Standing MSW Program must have a BSW degree from a CSWE-accredited program
that has been completed within seven years prior to the first day of classes in the year of entry,
and must have a grade point average of 3.2 or greater in their undergraduate social work courses.
In addition, these students must successfully complete the advanced standing transitional
seminar (SW 5001) prior to entering ASU’s MSW concentration curriculum.
Successful completion of the SW 5001 Advanced Standing Transitional Seminar includes
earning a grade of B or better. Students who successfully complete SW 5001 immediately begin
their concentration curriculum coursework based on their selection of a concentration at
admission. Students may be required to complete up to six hours of additional coursework if
deemed necessary by the social work faculty at the completion of SW 5001.
Application Package
Program admission is competitive, and applications are evaluated based on the entire application
package. A strong applicant is one who has at least a 3.2 overall GPA, GRE scores in the top
25
th
percentile, evidence of a commitment to social work values, evidence of readiness to
complete a professional graduate program, and a background of paid and volunteer work in
human service agencies. Applicants apply through the Cratis D. Williams School of Graduate
Studies. All application components must be received by the deadline in order for applications
to be reviewed, and these components are:
1. Official Transcripts. Applicants must submit official transcripts from all
universities or colleges attended (other than ASU) directly to the Graduate School.
2. Application Form and Fee. Applicants must fully complete the Cratis D.
Williams Graduate School’s Application Form and pay the required fee.
3. Official GRE scores and GRE waiver criteria. Applicants must submit
official GRE scores from within the last 5 years to the Graduate School unless they qualify for
and are granted an entrance exam waiver. The GRE waiver criteria are listed below:
● Regular MSW Program: A cumulative undergraduate GPA of 3.2 or higher in the
last earned degree or a completed graduate degree in another discipline
● Advanced Standing MSW Program: A GPA of 3.2 or higher in social work major
courses
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While the MSW Program may discuss qualifications and offer a preliminary assessment
of eligibility for a waiver, the Graduate School performs the formal evaluation and final
approval. The Graduate School review will not take place until the applicant has submitted an
application, paid the fee, and all required materials for the application, except the test scores,
have been received. Please plan to take the exam at least 4-6 weeks prior to the application
deadline to allow time for scoring and mailing of official scores.
4. Letters of Reference. Applicants must submit three professional letters of
reference, preferably with at least one academic and one human service experience (paid or
volunteer). Those who write letters of reference must know the applicant as a current or
former student, or have supervised the applicant in either a paid or volunteer job. Family
members may not be recommenders, and character references or references from well-known
people are not desirable if they do not know you as an employee or student.
5. Personal Statement. The Personal Statement is reviewed to evaluate suitability
for the MSW Program and the social work profession, writing skills, and English proficiency.
The required format is 12-point font, double-spaced, one-inch margins, and 3-4 pages maximum.
Applicants are asked to discuss the development of their interest in and commitment to a career
in social work, including the particular aspects of social work that most interest them. They also
describe the personal and professional experiences they have had that influenced their choice to
pursue the profession of social work. Then, they discuss their commitment to social justice and
diversity, both personally and professionally, and how they see these issues relating to their
future practice in social work. Finally, they explain what makes Appalachian State University
MSW Program stand apart from other programs, and how it will help them to achieve their
personal and professional goals.
Applicants interested in the Advanced Standing Program should indicate this by
including a statement of readiness for entry into the Advanced Standing Program within their
personal statement. The statement of readiness should include information about how their
BSW studies and field experience prepared them for the Advanced Standing Program.
6. Resume. The resume is reviewed, in part, to determine the extent of the applicant’s
human service experience. In the absence of human service experience, it is reviewed for other
indicators of effective interpersonal communication. Applicants should note reasons for any
gaps in the resume.
Orientation
All incoming MSW Students are required to attend the MSW Program Orientation. The
Orientation will provide information related to Appalachian State University, the MSW Program,
curriculum and requirements, policies and procedures, and the profession of social work.
Orientation for Advanced Standing MSW students is typically held on the first day of the
Advanced Standing Transitional Seminar. Orientation for students in the Regular Program is
typically held during the week before classes start. Incoming students are informed of the MSW
Program Orientation as well as other requirements via a Welcome Letter at the point of
enrollment.
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Academic Policies
Academic Standards for Retention in the MSW Program
In order to meet our responsibilities to provide quality professional education and to ensure that
our MSW graduates are able to function in a broad variety of professional situations, the
Department of Social Work has set forth standards for students in the MSW Program. Social
work students must maintain the academic standards for retention set forth by ASU, the
Graduate School, and the Department of Social Work.
MSW students are expected to abide by ASU’s Code of Student Conduct and Academic Integrity
Code , the National Association of Social Workers’ Code of Ethics, and demonstrate increasing
competence in the MSW Program’s Competencies, and the following standards: 1) Scholastic
Performance; 2) Professional Identity and Self Awareness; 3) Ethical Behavior; 4) Interpersonal
Relationships; and 5) Commitment to Diversity, Social Justice, and Human Rights. Failure to
meet the standards may result in dismissal from the program. The standards are delineated
below. The bulleted expectations provided under each standard are illustrative not exhaustive.
1. Scholastic Performance Standards.
● Maintain a minimum overall GPA of 3.0 or higher;
● Earn no more than two final grades of C in the program of study (Note that this expectation
is more rigorous than the Graduate School’s standards, which state that no student may
include more than 3 C-level grades in a program of study);
● According to the Graduate School’s standards, students may repeat only one course in which
the final grade is below a C (C- or F). Students may repeat a particular course only one
time.
● Earn a Satisfactory in all foundation and applicable concentration field courses (SW 5040,
SW 5240, SW 5720, SW 5750, SW 5830, and SW 5860); and
● Complete all course prerequisites outlined in the appropriate courses of study. (Students may
not enroll in social work courses while they have Incompletes in any prerequisites.
● NOTE: Students are dismissed from the MSW Program if they earn more than two final
grades of a C or below. If students earn an Unsatisfactory in a field course (SW 5040, SW
5240, SW 5720, SW 5750, SW 5830, and SW 5860) they may be dismissed from the MSW
program (please see the MSW Field Manual policy, ‘Resolving Field Education Concerns’
for further information).
2. Professional Identity and Self-Awareness Standards.
● Function within the structure of the University and Department including following
established policies and processes; meeting deadlines; providing documentation and
applications as requested; completing required in-class and out-of-class assignments; being
prepared for class/Field; attending class/Field; arriving to class/Field on time and remaining
in class/Field; and communicating respectfully and appropriately with faculty, staff,
supervisors, field instruction personnel, fellow students and others; and
● Demonstrate progressive identification with the profession through behavior, communication
(verbal, nonverbal, and written), personal reflection, and self-correction.
3. Ethical Behavior Standards.
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● Demonstrate honesty and accountability and communicate directly within the University,
Department, community, and field placement.
4. Interpersonal Relationships Standards.
● Interact with others, including peers, faculty, administrators, clients, agency personnel, and
community members with integrity, cooperation, and respect, and in a non-disruptive
manner; and
● Demonstrate interpersonal skills that facilitate forming and sustaining effective helping
relationships.
5. Commitment to Diversity, Social Justice, and Human Rights
Standards.
● Contribute to a community culture within the Department and the Field placement, which
supports and encourages open dialogue, increases understanding and awareness, and inspires
action;
● Demonstrate respect for all people; and
● Promote social justice and human rights in language and behavior in consideration of
individual, family, organization, and/or community context.
Academic Performance Concerns
Students in the MSW program are first and foremost Appalachian State University students.
Therefore, they must adhere to the academic standards and performance standards set forth by
the University for all students. According to the Appalachian State University Code of Student
Conduct and Academic Integrity Code, “When students enter the University, they assume
obligations of performance and behavior relevant to the University’s mission, processes, and
functions. These expectations of students in an academic community are higher than those
expected of other citizens.” Violations of the performance standards set forth by the university,
including violations of the Academic Integrity Code, will be referred to the Office of Student
Conduct. Please note that alleged threat or harassment complaints must be handled according to
university procedures. Further, students who fail to maintain the University’s scholastic
requirements are subject to academic probation or dismissal as indicated in the Appalachian
State University Graduate Bulletin: Academic Requirements and Regulations. Additional
review may also be undertaken by the Department of Social Work, following the policies and
procedures outlined in this handbook.
Because the MSW program is a professional program, MSW students must also adhere to the
specific Academic Performance Standards set forth by the Department of Social Work. The
MSW Program’s Academic Performance Standards and expectations of essential behaviors for
each standard were developed to ensure clarity of expectations for behavior and achievement and
to ensure that students from our program are well-suited for the professional demands, roles, and
responsibilities of professional social workers, acknowledging that the development of
competency in every area is progressive, beginning with a basic level of commitment,
knowledge, understanding and skill and moving towards an appropriate degree of professional
competency in all areas by graduation. Therefore, academic performance expectations will
follow this developmental sequence, with increasing competency expected over time.
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Student academic performance is monitored throughout the MSW Program. When concerns are
noted in any of the areas outlined in the Academic Performance Standards for Retention, the
Department will utilize the policies and procedures outlined in the following paragraphs.
The severity of the concern will influence the level of intervention and steps followed. It is
important to note that if a Field placement or service learning agency requests a student be
removed, the social work department will honor the request.
When an academic, behavioral, or professional concern is identified the following steps are
strongly recommended.
1. The faculty member and student should attempt to resolve concerns as soon as possible
through open discussion of the issues. Possible solutions will be identified, implemented,
and documented. Documentation may include e-mail summaries of meetings and/or the
academic standards feedback form (see Appendix D). The MSW Program Director
and/or Department Chair may serve as resources to assist the student and the faculty
member in resolving concerns.
2. If a satisfactory solution is not reached and/or if another issue arises following the
meeting with the faculty member and student, the MSW Program Director should be
contacted. The MSW Program Director may consult with the Department Chair. The
faculty member and MSW Program Director may use a variety of documented methods
including joint and individual meetings to assist in resolving the problems; efforts to
resolve the problems will be documented. Documentation may include e-mail summaries
of meetings and/or the academic standards feedback form (see Appendix D).
3. If agreeable solutions are not found, the problem is not remedied, or a new problem
occurs following consultation with the MSW Program Director, the MSW Program
Director will notify the Department Chair. Possible actions may include but are not
limited to the following items. The Department Chair will determine a course of action
and may consult with appropriate University and Department personnel.
a. Gather more information which may include contact with the student, faculty
members, agency, or others;
b. Conduct a meeting to resolve issues;
c. Develop a written performance contract;
d. Remove the student from the service learning/Field agency;
e. Conduct an Academic Performance Review (APR) (see Appendix C);
f. Suspend/dismiss the student without an APR.
NOTE: Any active criminal charge or criminal conviction or active or substantiated violation of
the Student Code of Conduct and Academic Integrity Code must be reported to the MSW
Program Director or Department Chair. If students have previously earned professional licenses
or certifications, they must also notify the MSW Program Director or Department Chair of any
current or past complaints, disciplinary actions, sanctions, and/or suspensions related to those
credentials. Failure to meet these reporting requirements may result in an Academic Performance
Review and/or dismissal from the MSW Program.
Violence or threat of harm to any human being, cheating, or two documented instances of
plagiarism may result in immediate dismissal from the MSW Program. Engaging in conduct that
results in dismissal from the Field may also result in immediate dismissal from the MSW
23
program or an APR. Any other actions required by law and/or University policy will also be
taken.
Although every effort is made to identify and positively address student concerns as early as
possible, the Department may conduct an APR, or take other appropriate action, at any time to
address concerns, even if the relevant issues arise late in the student’s final semester. Concerns
related to student academic performance, behavior, or professionalism can delay awarding the
MSW degree or lead to dismissal from the program.
Transferring Credits to ASU
ASU’s Graduate School has established a policy for transferring graduate credits from other
institutions. The MSW Program abides by the policy that follows and which is listed in the
Graduate Bulletin.
A candidate may, with permission of the program director, request approval from the Graduate
School to transfer graduate course work to Appalachian from an accredited graduate school. This
coursework must be at the same or higher level than the student’s program at Appalachian; must
be acceptable in a graduate degree program at the credit-granting institution; and must meet other
requirements specified by the Graduate School.
Permission to use transfer hours on a program of study must be granted by both the student's
program and the Graduate School. Transfer credit should be reported to the Graduate School as
soon as possible but will not be posted to the student's official Appalachian transcript until
official transcripts are received.
Students should arrange for official transcripts to be sent directly to the graduate records staff in
the Graduate School as soon as grades are posted.
Graduate work included in an earned degree from another institution cannot be included on a
program of study. Transfer credits may be accepted based on a 7-year time limit from the date
the degree was conferred. The maximum number of hours of transfer allowed is 9 hours. The
grades earned must be at least “B” (3.0/4.0). A "B-" is not acceptable. Courses with grades of
“P” meaning “Passing” or “Pass/Fail” option and grades of “S” meaning “Satisfactory” are not
acceptable for transfer.
Duplicate Courses or Content
ASU’s MSW Program will assist students in examining the curriculum content completed during
their undergraduate careers in order to avoid repeating content. The MSW Program’s Advanced
Standing full-time and part-time MSW programs are available to students who have a BSW from
a CSWE-accredited program within the past 7 years. Advanced standing MSW students are
admitted directly into the second year or concentration curriculum after successful completion of
the transitional seminar.
In addition, newly-admitted full-time and part-time MSW students may petition to have the
MSW Program Director substitute coursework for the SW 5005 course at admission. The
Graduate School and MSW Program Director typically will allow this substitution if students
have taken courses equivalent to both SW 2010 and SW 2615 (two of ASU’s BSW foundation
social work courses) during their undergraduate careers. If the Graduate School and MSW
Program Director allow this substitution, the students still must take 3 graduate credits in place
24
of SW 5005. However, this allows students to seek an additional elective and avoid repeating
some content.
Life Experience
Curriculum credit cannot be given for life experience or work experience. CSWE currently does
not allow military experience to count for curriculum credit. Neither courses nor credit hours can
be waived.
Grievance Procedures
Students who are dissatisfied with decisions regarding course concerns, final course grades,
termination from graduate assistantships or from the MSW Program, and Academic Performance
Reviews are expected to follow University-wide and Departmental grievance procedures as
outlined below. Students must follow the procedure specific to their grievance. Please also
consult the MSW Field Manual for grievance procedures related to Field decisions.
Procedures for Course Concerns. Students may have concerns in a course that are not
related to a final grade but may be related to grades on assignments in a course or other aspects
of the course. When these concerns arise, students are encouraged to first address their concerns
with the faculty member, in accordance with both University procedures and the MSW
Program’s Academic Standards for Retention. If the concerns are not addressed by the faculty
member to the student’s satisfaction, then the student may address these concerns with the
Department Chair.
On rare occasions, students may have significant concerns with addressing their faculty member
directly. On these rare occasions, the students may take their concerns directly to the Department
Chair. They should not only outline their concerns with the course, but also their reasons for not
approaching their faculty member as a first course of action. The Department Chair will
determine whether to refer students back to the faculty member or to move forward in addressing
their concerns at that point as appropriate in the Chair’s judgment. When a concern involves the
Department Chair, students should first try to address the concern with the Department Chair in a
similar manner. If the concern is not resolved successfully, then the student should contact the
Dean's Office for assistance. Students may also contact the Office of Access and Equity: Equal
Opportunity or the University Ombudsperson and will be assisted by these offices as appropriate.
Grievance of Course Grades. Please note that there are specific criteria taken into
consideration when appealing a final grade. The following summary of information on grade
appeals is taken from the Faculty Handbook (Section 6.12.3):
Any student considering a grade appeal should understand that each faculty member has the
right and responsibility to determine grades according to any method chosen by the faculty
member that is professionally acceptable, communicated to everyone in the class, and
applied to all students equally. Prejudiced, arbitrary, or capricious academic evaluation by a
faculty member, however, is a violation of the student’s rights and is a valid ground for a
final grade appeal.
Steps to take in final grade appeal
25
--Any student who contests a course final grade shall first attempt to resolve the matter with
the instructor. The student must explain her or his position to the instructor and attempt to
understand the instructor’s reasons for assigning the grade. The purpose of the meeting is to
reach a mutual understanding of the student’s situation and the instructor’s actions and to
resolve differences in an informal and cooperative manner. If the student fails to reach a
satisfactory solution in consultation with the instructor, the student must present the appeal
in writing, using the Final Grade Appeal Procedure, to the chair of the department in which
the contested grade was awarded.
--The student must file the written appeal with the department chair within 14 calendar days
after consulting with the instructor. The statement must be specific and concise and limit
itself to citations of evidence pertaining to valid grounds for the appeal. Through conferring
with the student and the instructor, the chair will seek resolution by agreement. The student
must provide the chair with a course syllabus and all available tangible materials related to
the grade (e.g., exam and term papers) as well a list of any items used in the evaluation for
which the student cannot provide documentation (e.g., unreturned exams, grades on class
participation, attendance records).
--If there is failure to reach an agreement through consultation with the chair, the student
may file the written appeal with the Grade Appeals Committee through the Office of the
Dean of the college or school in which the grade was awarded. The student must file this
written appeal within 30 calendar days after the beginning of classes in the next semester
after the contested grade was awarded. When possible, the form must be signed and dated by
both the instructor and the department chair as well as the student. In accordance with the
instructions on the form, the student must present with it the documentary evidence
furnished to the department chair and any other evidence relevant to the case.
--The dean or her or his designee serves as convener of the Grade Appeals Committee of the
college or school. Each full committee consists of the convener (who presides over
hearings), the chair of the department in which the contested grade was assigned, three
faculty, one undergraduate student, and one graduate student, all from the college or school
which the committee serves. The department chair sits in a non-voting capacity, and the
convener votes only in the case of a tie. The three faculty members, one alternate faculty
member, and two students are appointed by the dean from among volunteers for the
assignment. A quorum for each committee shall consist of no fewer than one student and
two faculty members, along with the convener.
--The Grade Appeals Committee has authority to screen out frivolous or unsubstantiated
appeals. The convener will explain any such finding in writing to the student, the faculty
member, and the department chair.
--If the committee grants a full hearing, the student will appear before it to present all
evidence relevant to her or his case. The convener will also invite the instructor to appear
and present any evidence in support of her or his grade decision. The committee may ask
questions of either or both and will hold its deliberations in executive session after hearing
the case. The dean, the department chair, the faculty member and the student will receive
prompt written notification of the committee’s findings. The committee’s decision is
binding. If the committee supports the student’s appeal, the instructor will be required to
re-evaluate the student according to a specific method. The method of reevaluation will
depend on the circumstances of the appeal. Re-evaluation will not be used in a punitive
manner toward the student. The student has 14 calendar days to inform the instructor,
26
department chair, and convener in writing whether she or he consents to the proposed
method of re-evaluation (which must be completed within the semester of the finding).
Should the student not consent to the proposed method of re-evaluation, the instructor, chair,
and committee will mutually agree on a method of recalculating the appealed grade. In
either case, the resulting grade is final and may not be appealed.
Grievance Procedures Related to Termination of a Graduate Assistantship or
Termination from the MSW Program. The following summary of information on
appeals involving termination from a graduate assistantship or graduate program is taken from
the Graduate Bulletin, Appeals Processes. Appeals involving termination from a graduate
assistantship or termination from the MSW Program begin with the MSW Program Director
and/or Department Chair, per departmental policy. If the situation cannot be resolved at the
program level, students may appeal to the Graduate School by submitting documentation in
writing to the Associate Dean for Graduate Studies. The MSW Program will also be given an
opportunity to provide written documentation about the situation. Finally, appeals denied by the
Graduate School will automatically be sent to the Graduate Council’s Appeals Committee for
review. The Appeals Committee is an ad hoc subcommittee of the Graduate Council consisting
of graduate faculty from three departments other than the student’s home department; the
Committee meets only on demand and does not usually meet with the student or the program.
The Committee’s decision is binding.
Grievance Procedures for Academic Performance Review Decisions. Students
may respond regarding the process of the APR and/or appeal the decision. The student may
provide a written response regarding the review process and/or the Department Chair’s decision
within 10 business days of receipt of the decision; this written response is NOT an appeal.
This written response should be sent to the Department Chair who will keep a copy in the
Department of Social Work. Students who are dissatisfied with an APR decision have the right to
appeal the Department Chair’s decision to the Dean (or Dean’s designee) in writing by email
within 10 business days of receipt of that decision. The Dean’s decision is final.
Interpersonal Student Concerns
When there are concerns between or among students that are professional or behavioral in
nature, and which might affect the safety, health and well-being of students as well as affecting
the learning environment and/or learning experience, then students should be aware of the
following relevant policies:
1. The Department of Social Work’s Academic Standards for Retention, especially standard
2. Professional Identity and Self-Awareness, standard 3. Ethical Behavior Standards, and
4. Interpersonal Relationship Standards. (Please see these standards above.)
2. The NASW Code of Ethics, especially 2. Social Worker’s Ethical Responsibilities to
Colleagues, and under this, 2.01 Respect, and 2.09 Incompetence of Colleagues, and 2.10
Unethical Conduct of Colleagues. (Please see these standards below.)
27
With these policies in mind, the following steps are strongly recommended:
1. First, students should try to resolve concerns between or amongst themselves as soon as
possible, if appropriate. If there are safety concerns, then students can go directly to Step
4. below.
2. If this issue is occurring in a course, please follow the Procedures for Course Concerns,
under the Grievance Procedures section above.
3. If the issue is occurring in the field seminar or field placement then please go to the link
for Resolving Field Education Concerns in the MSW Field Manual found here:
https://socialwork.appstate.edu/graduate-msw/field-education
4. If a satisfactory solution is not reached, or if Steps 1 to 3. were bypassed, then the
student(s) should determine which of the following routes to take:
a. Discuss the concerns with the MSW Program Director and/or the Department
Chair.
b. Consult with the Title IX Office and/or file a report at this link:
https://titleix.appstate.edu/
c. Contact the ASU Police Department at this link: https://police.appstate.edu/
d. Discuss the concerns with the Dean of Students’ Office at this link:
https://deanofstudents.appstate.edu/
e. Discuss the concerns with the University Ombudsman’s Office at this link:
https://ombuds.appstate.edu/
f. Initiate an Academic Performance Review. See instructions and more
information in Appendix C, below.
5. If the concerns are brought to the MSW Program Director and/or the Chair of the
department, all relevant known resources will be offered to the student(s). The Program
Director and/or the Chair will work with the students to attempt to resolve the issue. If it
is necessary for the Program Director or Chair to approach the student(s) who are the
subject of the report, then the reporter(s) should be aware that their concern might not be
anonymous. Depending on the nature of the concerns, if the student(s) want to retain
their anonymity, then the Program Director and/or Chair may be unable to address this
situation. Please note, however, if any student’s safety is at risk, then we cannot
guarantee anonymity.
NASW Code of Ethics
2. Social Workers' Ethical Responsibilities to Colleagues
2.01 Respect
(a) Social workers should treat colleagues with respect and should represent accurately and fairly
the qualifications, views, and obligations of colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues in verbal, written,
and electronic communications with clients or with other professionals. Unwarranted negative
criticism may include demeaning comments that refer to colleagues' level of competence or to
individuals' attributes such as race, ethnicity, national origin, color, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status,
and mental or physical ability.
28
(c) Social workers should cooperate with social work colleagues and with colleagues of other
professions when such cooperation serves the well-being of clients.
2.09 Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work colleague's incompetence should
consult with that colleague when feasible and assist the colleague in taking remedial action.
(b) Social workers who believe that a social work colleague is incompetent and has not taken
adequate steps to address the incompetence should take action through appropriate channels
established by employers, agencies, NASW, licensing and regulatory bodies, and other
professional organizations.
2.10 Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent, expose, and correct the
unethical conduct of colleagues, including unethical conduct using technology.
(b) Social workers should be knowledgeable about established policies and procedures for
handling concerns about colleagues' unethical behavior. Social workers should be familiar with
national, state, and local procedures for handling ethics complaints. These include policies and
procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other
professional organizations.
(c) Social workers who believe that a colleague has acted unethically should seek resolution by
discussing their concerns with the colleague when feasible and when such discussion is likely to
be productive.
(d) When necessary, social workers who believe that a colleague has acted unethically should
take action through appropriate formal channels (such as contacting a state licensing board or
regulatory body, the NASW National Ethics Committee, or other professional ethics
committees).
(e) Social workers should defend and assist colleagues who are unjustly charged with unethical
conduct.
Rights and Responsibilities
Program Responsibilities
Course Syllabus. Every course offered by the Department of Social Work is described in the
faculty member’s syllabus. In addition to listing related university and departmental policies, the
course syllabus will state the course description and objectives, course text and required
materials, content to be covered during the semester, assignments and evaluation methods,
course policies, and specific course requirements.
Academic Advising. The MSW Program Director is typically the academic advisor for all
MSW students. The MSW curriculum is fairly prescribed and the required courses are listed on
the Social Work MSW Program website (see Program Schedules). There is also Information
about Graduate Electives on the program website. MSW Program Director sends out emails to
alert students to new course opportunities as well as other related items. The Program Director
does group advising at scheduled times in the Fall and Spring semesters. The Program Director
29
is also available for one-on-one consultations through email, phone or in-person visits. The
Program Director also has face-to-face meetings with students whose plans deviate from the
norm, such as students who are pursuing their degrees on a part-time basis.
Professional Advising. Advising and consultation are integral to the professional
development of MSW students. The Program Director is also available through in-person visits,
phone calls, and emails for professional advising. Professional advising is also provided by
social work program faculty through informal mentoring relationships and in classes. Faculty
engage in individual meetings with students to address concerns related to professional
development as needed. All students meet with the Field Director before going into field; these
meetings include professional and career advising.
For Foundation students, the first discussion of professionalism occurs the week before the
program begins, during the Orientation. Advanced Standing students must enroll in the
Advanced Standing Transitional Seminar during the last week of summer session prior to entry
into the fall semester courses. The orientation and transitional seminar include content on
dimensions of professional development, including effective written, verbal, and non-verbal
communication; critical thinking; ethics and ethical decision-making; and interprofessional
collaboration. Field courses typically include a guest presentation by a professional Career
Coach from the University’s Career Development Center, who has expertise in working with
social work students. Content typically includes resume development and interviewing skills.
Each spring, we invite a representative from the North Carolina Social Work Certification and
Licensure Board to visit campus to provide a presentation regarding licensure. This is open to all
students.
Faculty Contact Hours. Per University policy, each faculty member must maintain contact
hours to consult with students. A schedule of the hours and preferred contact methods will be
provided in each course syllabus. If faculty contact hours conflict with students’ classes, students
may request a mutually convenient appointment time.
Posting of Grades. As soon as grades are determined at the end each of each semester or
summer term, grades are posted electronically by the Registrar’s Office and are available to
students shortly after posting.
Privacy of Student Educational Records. Each student has a right to see his or her
educational file. Personally-identifiable information contained in student education records will
not be disclosed by the Department of Social Work without prior written consent of the student.
However, Appalachian State University’s policy, developed in accordance with the Family
Educational Rights and Privacy Act of 1974, provides limited information to the general public,
including parents; this information includes the student’s name, local phone number, university
post office box number, email address, academic classification, enrollment status, field of study,
and certain other categories of information. If a student wishes that all such information remains
confidential, they must contact the Registrar’s office to make that request. Information beyond
that specified above will not be released to parents unless students provide written permission or
if the parent can present evidence that the student is dependent on the parent for support.
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Student Rights and Responsibilities in Addition to the MSW
Program’s Academic Standards for Retention
Code of Ethics
and Confidentiality. MSW students are expected to adhere to the NASW
Code of Ethics as well as the following confidentiality statement:
A salient issue for social work students is respecting the confidentiality of clients, client
records, and activities that occur in the field and in the classroom. These can include
interactions with agency staff, other students, professors, and the student’s field
instructor. It is expected that students adhere to the Code of Ethics regarding professional
and ethical conduct. Students are to respect client and agency confidentiality in their
course assignments by refraining from the use of client names or identifying information.
While maintaining confidentiality is important, it is expected that students will be able to
discuss issues and activities of concern regarding field and should seek the guidance of
their seminar instructor and other professors in doing so appropriately.
University Information on Student Responsibilities. Additional, University-wide
student responsibilities are outlined below. Pursuant to these policies, the Department of Social
Work has determined that any student whose conduct is unsatisfactory as defined in the Student
Code of Conduct will be subject to appropriate disciplinary action. In the absence of exceptional
circumstances, a student found guilty and who has exhausted all appeals may be dismissed from
the program.
Student responsibilities at Appalachian State University are delineated in the Appalachian State
University Policy Manual. These include policies related to academics, safety, harassment and
discrimination, drugs and alcohol, weapons, health, and many other areas. Please see the policy
manual for a complete listing of policies related to students.
Non-Discrimination, Harassment, and Retaliation. Students have the right to an
educational experience free from discrimination, harassment, and retaliation. According to the
discrimination, harassment, and retaliation policy, Appalachian State University “prohibits all
forms of discrimination and harassment based on protected class status as well as all forms of
retaliation against any individual because of their participation in the reporting, investigation, or
adjudication of alleged violations of this policy.”
Reports and concerns regarding protected categories (including age, color, disability, genetic
information, national origin, political affiliation, race, religion, or veteran status) and other forms
of harassment (such as bullying or intimidation), discrimination, workplace violence, or
retaliation should be directed to the Office of the Dean of Students (Phone: 828-262-8284).
Staff in this office will redirect your concern if it is not the appropriate office to address it.
For concerns regarding all forms of discrimination and harassment based on sex, gender, gender
expression, gender identity, and sexual orientation, including instances involving sexual assault,
dating and domestic violence, or stalking, refer to the handbook section regarding the Office of
Access and Equity: Equal Opportunity.
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Equal Opportunity. According to the Equal Employment Opportunity policy,
Appalachian State University is committed to providing equal opportunity in education
and employment to all applicants, students, and employees. The university does not
discriminate in access to its educational programs and activities, or with respect to hiring
or the terms and conditions of employment, on the basis of race, color, national origin,
religion, sex, gender identity and expression, political affiliation, age, disability, veteran
status, genetic information or sexual orientation. The university actively promotes
diversity among students and employees.
Academic Integrity and Student Conduct. The following information relates to
academic integrity and student conduct.
Academic Integrity: Appalachian State University has developed an Academic Integrity Code to
promote “an atmosphere of trust, respect, fairness, honesty, and responsibility.” During
admission, Social Work students, as well as all other students at ASU, agree to abide by the code:
“Students will not lie, cheat, or steal to gain academic advantage. Students will oppose every
instance of academic dishonesty.” Violations of the Code will be taken seriously. Policies and
procedures, as outlined in the Academic Integrity Code, will be followed by the Department of
Social Work, including the specification that alleged violations will be reported to the Office of
Student Conduct.
Student Conduct: The purpose of the Student Conduct Code for Appalachian State University is
provided below:
As an academic community, the University has an interest in the safety, welfare, and
education of the members of this community and in fostering an environment consistent
with the educational mission, purpose, and processes of the University. When students
voluntarily enter the University, they assume obligations of performance and behavior
relevant to the University’s mission, processes, and functions. These expectations of
students in an academic community are higher than those expected of other citizens.
Sharing Assignment and/or Exam Information or Instructors’ Materials: While it is acceptable to
share study notes with other students, it is not acceptable to share exam questions, assignment
answers, or materials provided by instructors, unless instructors grant permission for these
materials to be shared with other students or to other sources (for example, posting materials on
study sites like Quizlet.)
Use of Web-Based (or other) Sources that Facilitate Academic Dishonesty: While it is acceptable
to consult resources for support (for example, Write Social Work or the University Writing
Center or university tutoring services), the use of any resources (such as “essay mills” or “ghost
writers” or “bot-writing” online sources) that produce material which the student presents as his
or her own work would be considered cheating.
When in doubt about whether it is appropriate to share materials or whether a potential form of
assistance is acceptable, students should consult with their instructors.
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University Policy on Alcohol and Drugs. Appalachian State University’s policy on
alcohol and drugs views the illegal or abusive use of alcohol and/or drugs as contrary to the high
standards of professional and personal conduct and incompatible with personal health and the
pursuit of academic excellence. Illegal or abusive use of alcohol and drugs can adversely affect
the academic community and educational environment. Therefore, the Student Code of Conduct
contains specific policies and regulations regarding the use of alcohol and drugs.
University Policy on Course Withdrawals. Appalachian State University establishes
guidelines for students requesting a withdrawal during an academic semester after the published
add/drop date. If approved, both regular and retroactive withdrawals convert grades from the
assigned grade to a “W” for withdrawal. Courses with a “W” do not penalize students in regard
to MSW program policies. Procedures for applying for withdrawals are outlined in the policies.
Students who are experiencing serious health and/or mental health concerns are encouraged to
talk with their course instructors and the Social Work Academic Advisor about their
circumstances.
Student Input to the MSW Program
Students have several mechanisms for providing input to the MSW Program and the Department
of Social Work.
One BSW or MSW student will be selected to serve on any faculty search committees. This
student will review applications, participate in interviews, and provide input regarding the
interview itinerary and the candidates’ fit with the program needs. Ideally, there will be a rotation
of a BSW and an MSW student with each search. All students will have the opportunity to
provide feedback to the search committee about finalists. Voting rights will be determined by
University policy.
One MSW student will be selected each semester to attend faculty meetings. Although this
student will not have voting rights, they will be invited to participate in discussions and to
provide input regarding the program.
One MSW student will also be selected each year to serve on the MSW curriculum committee.
This representative will have voting rights. This student is expected to provide information to the
entire MSW student body and to solicit feedback regarding the program.
One student will be selected to serve as the NASW-NC representative. In addition to
representing the ASU MSW program, this student will be responsible for communicating
information about NASW-NC to MSW students. At the end of their terms, the BSW and MSW
NASW-NC student representatives will make a recommendation to the Program Director
regarding who their replacement might be.
All students may be requested to provide feedback on the MSW program when they complete
the foundation curriculum and when they exit the program. Anonymous surveys may request
detailed information regarding the curriculum, their assessment of their competence as generalist
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and advanced social workers, and the overall program. These surveys are in addition to the
feedback requested at the end of every semester in course evaluations and to separate,
anonymous surveys of their Field placements and of the Field program. Finally, after students
have graduated from the program, an alumni survey may be distributed to solicit additional
feedback.
Additional MSW Program Information
Social Work Student Groups
The Graduate Student Social Work Association
The Graduate Student Social Work Association (GSSWA) offers MSW students opportunities for
community building through social events and volunteer opportunities. The club also provides
opportunities for professional development by hosting special interest speakers and events within
the department. In addition to these main functions, the GSSWA assists in planning the MSW
hooding ceremony. All MSW students within the social work department are welcome to join
the club if they would like to take part in planning events, and all MSW students are encouraged
to participate in the activities hosted by the GSSWA.
The Graduate Student Association Senate of Appalachian
State University
The Graduate Student Government Association (GSGA) of Appalachian State University is an
elected body through which graduate students express their concern for the welfare of the
graduate students at the University, develop and disseminate ideas for the improvement of
graduate education, and contribute to the formation of relevant University policy. GSAS is the
representative, deliberative, and administrative organization of the graduate student body of
Appalachian State University and is a duly constituted collegiate organization within the
Graduate School. The Department of Social Work typically has at least one GSAS representative.
North Carolina School Social Workers Association
The role of a School Social Worker is to provide services to students, families, faculties and
communities to allow students to attain maximum benefits from their school experiences. As the
population in the state grows, the need for student support services increases. The North
Carolina School Social Workers Association (NCSSWA) was created in 1972 in order to promote
the professional development of school social workers, to increase networking among school
social workers, and to advocate for legislation and policies to enhance the welfare of children.
NCSSWA is accessible through Facebook.
National Association of Social Workers
As graduate students in an accredited social work program, students are eligible to become
members of the National Association of Social Workers (NASW), and thereby student members
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of the North Carolina Chapter of NASW. When students join NASW, they will begin receiving
the journal, Social Work, and may enjoy other membership benefits and responsibilities. Student
members pay a reduced membership fee.
Phi Alpha – National Social Work Honor Society
The Department of Social Work has established a Chapter of Phi Alpha, the National Social
Work honor society. The purpose of the society is to provide a closer bond among students of
social work and promote humanitarian goals and ideas. MSW students are eligible for
membership when they have been admitted as graduate social work students, completed at least
9 hours of required social work courses or at least 37.5% of the total hours/credits required for
the graduate degree, whichever is achieved later, and have a GPA that is within the top 35% of
their class. The national organization has policies that apply to membership in Phi Alpha when
an inducted member has founded allegations of academic dishonesty or personal misconduct.
The ASU chapter will report founded allegations to the national organization.
Opportunities for Alumni
As the Department of Social Work continues to develop and expand, a cadre of former students
is now employed as social work professionals in North Carolina and throughout the country. As
alumni, there are opportunities to contribute to and support the Social Work Program through
recruitment of potential students, service as field supervisors, employment as part-time and
adjunct faculty members, and involvement in special professional activities. Alumni also
provide feedback to the Program as it strives to remain professionally current and alert to policy
and practice issues which must inevitably impact on the educational process.
Financial Support Through Assistantships and Scholarships
Graduate Research Assistantships
Full-time MSW students on the Boone campus whose most recent overall grade point average is
at least 3.0 may apply for a graduate assistantship in the Department of Social Work. Selected
students must maintain at least a 3.0 grade point average. Because full-time MSW students take
an overload of 15 hours per semester, assistantships must be part-time. These part-time research
assistantships are for up to 10 hours per week under the direction of a faculty member at a rate of
$15.00 per hour (approximately $2250 per semester). Students may indicate their interest in an
assistantship when they apply to the MSW Program. Assistantships are for one cycle of
fall/spring and/or for one summer session. Continuing students may reapply by expressing their
interest to the MSW Program Director.
North Carolina Tuition Scholarships
Full-time MSW students from out-of-state who hold Graduate Research Assistantships may
apply for a NC Tuition Scholarship. This award covers the difference between in-state and
out-of-state tuition and is highly competitive. Students must have a most recent grade point
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average of 3.4 and must maintain at least a 3.4 grade point average. Students may indicate their
interest in this and other scholarships when they apply to the MSW Program.
Departmental and College Scholarships
Several scholarships are available to MSW students through the ASU Department of Social
Work and the Beaver College of Health Sciences. Availability is based on funding, and students
may apply through the Beaver College of Health Sciences webpage, and/or as part of their
application to the MSW Program.
Additional Scholarships and Financial Support
Additional scholarships and financial support, including the Provost’s Fellowship, are available
through the School of Graduate Studies. Students may indicate their interest in these when they
apply to the MSW Program.
Insurance Coverage Required for Internships, Practicums,
Field Experiences, and Some Service Learning Courses
Appalachian State University requires professional and general liability coverage for all students
enrolled in an internship, field experience, practicum, clinical, and student teaching. Therefore,
the University has assisted by locating a policy that can be purchased by University students for
this purpose. The premium for this coverage is charged to each student's account upon
enrollment. Additional information can be found at https://internships.appstate.edu/insurance.
You can find additional information about tuition and fees on the Student Accounts website:
https://studentaccounts.appstate.edu/tuition-fees.
Specialized Programs and Field Opportunities
Screening, Brief Treatment, and Referral to Treatment
(SBIRT)
The Department of Social Work provides training to students, field instructors and community
members in the universal screening tool, SBIRT. In addition, the Nursing and Public Health
Departments in the Beaver College of Health Sciences and the Psychology Department in the
College of Arts and Sciences also participate, affording students the opportunity to be involved
in interprofessional learning. ASU students receive substance use disorder content from module
one in the BSW curriculum in SW 4000, and first-year foundation students receive the content in
SW 5020. Advanced Standing students that are not from ASU that are interested in participating
in SBIRT will need to contact Program Specialist, Kayla Warren, [email protected], for
access to module one material.
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Students may then choose to complete modules two and three and receive a certificate of
completion from the Beaver College of Health Sciences. Module two consists of asynchronous
online work and a two hour synchronous role play workshop which occurs in August and
January. Module three consists of practicing SBIRT at your field placement site, our
interprofessional clinic or other approved site, receiving feedback from your supervisor or other
SBIRT-trained employee and completing assignments on AsULearn. Upon successful
completion of all three modules, MSW students will receive an electronic copy of their
certificate and will be presented with a hard copy of their certificate at the MSW Hooding
Ceremony.
North Carolina Child Welfare Education Collaborative
Emphasizing public child welfare practice, the North Carolina Child Welfare Education
Collaborative provides educational opportunities to BSW and MSW students who are interested
in careers in child welfare. As North Carolina grows in both population and diversity, the
changing social landscape highlights an increasing need for professionally-trained child welfare
workers to help our children. Recruiting students who are new to child welfare as well as
seasoned professionals who want to move forward in their careers, the Collaborative aims to
ensure safe, permanent and nurturing families for North Carolina's most vulnerable citizens.
The NC Child Welfare Education Collaborative is the overall initiative working to strengthen
public child welfare services by increasing the number and diversity of well-trained and
highly-committed BSWs and MSWs in local departments of social services (DSS). Emphasizing
public child welfare practice, the Collaborative provides educational opportunities to students
who are interested in careers in child welfare.
MSW students who wish to complete a field placement in a County Department of Social
Services Child Welfare unit must complete two courses:
● SW 5002: Competencies for Child Welfare, offered in the summer. This course
may count for one of the student’s graduate electives.
● SW 5730: Advanced Social Work Practice with Children and Adolescents, prior to
or concurrent with field placement during their concentration curriculum.
Students typically are notified about the Collaborative through meetings with the MSW Program
Director during advising and announcements in class and via student email lists from the
Program Specialist. Applications to the Collaborative are open March 1st through June 1st for
placements beginning in a fall semester and must be completed and approved before the student
begins their placement.
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Following submission of the field application for a DSS Child Welfare placement, students will
be asked to meet with a member of the Field Faculty to review the application, discuss short and
long-term interests and specifics for the placement. If approved to proceed in the
Collaborative, the Field Faculty member will assist in locating the placement site. Students
will need to complete all components of the Collaborative, including meeting all ASU
requirements and Faculty approval to receive the certificate of completion and pre-service
training credits.
All students completing the Collaborative program will be pre-certified to work in DSS,
increasing their marketability and improving services to families and children. Students are not
required to work in a state DSS following graduation.
School Social Work Licensure
The MSW student who desires to receive North Carolina School Social Work licensure to work
as a school social worker should complete the school social work elective (SW 5270) and
complete a field placement in a public school system. Students who have taken SW 5270 while
earning their undergraduate degree do not need to repeat the course. Students are highly
encouraged to take the school social work course before or concurrent with entering their field
placements. In addition, a graduate level Special Education course (SPE 5595: Individual
Difference or SPE 5045: Advanced Topics in Diversity) will be required for licensure completion
and can be counted as an elective towards the required credit hours for graduation. Students will
need to contact Program Specialist, Kayla Warren, to set course permits for either SPE 5595 or
SPE 5045.
Following completion of these requirements and subsequent awarding of the MSW, graduates
who wish to be licensed as a school social worker must send an email request to the Program
Specialist asking for licensure application information. The Department of Social Work, along
with the Reich College of Education, has been approved by the North Carolina Department of
Public Instruction (NC DPI) to be a recommending body for social work school licensure. Once
an application has been submitted to NC DPI, they will contact the Reich College of Education
to recommend the eligible graduate for licensure. After the application has been submitted, the
process is managed by NC DPI.
In some cases, individuals who may or may not have completed all the requirements may wish to
seek school social work licensure at some point in their future. For additional and current
information related to school social work licensure, please contact Kayla Warren, Program
Specialist, at [email protected] or office phone (828) 262-8210.
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North Carolina Social Work Licensure
Clinical Social Work Licensure
MSW graduates are eligible to apply immediately for licensure as a Licensed Clinical Social
Work Associate (LCSWA). After passing the Association of Social Work Boards’ (ASWB)
clinical examination and obtaining two years of supervised clinical experience, graduates may
apply for their full licensure as a Licensed Clinical Social Worker in North Carolina through the
North Carolina Social Work Certification and Licensure Board. Some states have reciprocity
with North Carolina, and some states may have different requirements regarding years of
experience. Graduates should apply in the state where they wish to practice.
Student Services
Appalachian State University has a strong commitment to providing services for students
enrolled in the university. An overview of student services and resources can be accessed on the
website for ASU's Campus Life, including a range of Wellness, Health, and Safety resources.
Health Services
Medical services are provided to qualified students by the Mary S. Shook Student Health
Services at its location on the second floor of the Miles Annas Student Support Services Building
on Howard Street. These include an outpatient clinic, an after-hours clinic, and a pharmacy.
Contacts with the Health Service are confidential. Records are maintained separately from the
University records for the use of Health Service personnel and may be released only with written
permission by the student.
The Health Service does not issue medical excuses for class absences due to illness or injury.
Students who withdraw from the University for health reasons should do this through the Health
Service and must receive a medical clearance before being re-admitted. This clearance must
present evidence that the condition, which necessitated withdrawal, has improved and that there
is reasonable expectation of the student’s ability to participate in University life.
Immunization: North Carolina law requires anyone entering college to present a complete
immunization record to show their compliance with all required immunizations.
Proof of Medical Insurance: University of North Carolina System policy requires that all
degree-seeking, on-campus graduate students who are enrolled in 9 or more hours and are
eligible to pay the ASU Student Health Fee must provide proof of medical insurance.
Disability Services
The Office of Disability Resources (ODR), located in Suite 112 Anne Belk Hall, assists eligible
students and employees who have documented disabilities by determining and coordinating
39
reasonable academic and/or workplace accommodations. Appalachian State University is
committed to providing equal opportunity and participation for otherwise qualified individuals
with disabilities in accordance with the Americans with Disabilities Act (ADA), Section 504 of
the Rehabilitation Act (Section 504) and state law. In adherence to the ADA and Section 504,
ASU will not discriminate against qualified individuals with disabilities and will provide
reasonable modifications to policies and programs to ensure that people with disabilities have
equal opportunity to participate and enjoy its services, programs or activities.
Individuals seeking accommodations are responsible for providing ODR with current,
comprehensive documentation to support the request for reasonable accommodations. ODR is
responsible for determining eligibility based on current in-depth documentation, meeting with
the individual, and creating an individual Accommodation Plan which reflects reasonable
accommodations. The University is responsible for providing the reasonable accommodations
stated on the Accommodation Plan. Reasonable accommodations may include (not all
inclusive): alternate formats, testing accommodations, assistive technology, and program
accessibility.
Due to the confidential nature of such documentation, individuals are responsible for authorizing
disclosure of their complete or partial Accommodation Plan to their instructors or supervisors
and explaining the impact of the requested accommodation(s) within the University classroom,
program, place of employment, or campus-wide activities. Students should understand that
instructors will only honor accommodations when the official ODR process has been followed,
ODR has granted accommodations, and instructors have received the proper official notification
of relevant accommodations through the automated notification system. ODR recommends that
students make their instructors aware of their accommodations, using the official procedure, as
early as possible, but by the end of the Drop/Add period.
Intercultural Student Affairs
Intercultural Student Affairs is located in the Plemmons Student Union. It contributes to ASU
by providing marginalized and underrepresented students with mentoring, advocacy,
community and identity affirmation; as well as by offering multiple and varied learning
opportunities for all Appalachian students to develop an appreciation for diversity and
different perspectives, enhance self-awareness, increase multicultural knowledge and
strengthen intercultural competency. Intercultural Student Affairs operates three
student-led outreach centers: the LGBT Center, Multicultural Center, and Women's
Center.
Counseling and Psychological Services Center
The Counseling and Psychological Services Center, located in the Miles Annas Student Services
Building, provides an array of services for students who are currently enrolled in classes
including emergency services; walk-in services; assessments; individual, group, and family
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counseling; programs for those with eating concerns; prevention and outreach programs;
assistance with psychological withdrawals; self-help programs; and referrals to campus and
community programs.
Early Intervention Team
The Early Intervention Team (EIT) is a multidisciplinary initiative that can respond to concerns
(academic, safety, physical or mental health, and well-being) about students made by faculty
members, instructors, or other students. According to the EIT its main function is to
meet with students who are showing signs of difficulty with university life and who have
been referred by faculty or staff. Students may make referrals through a faculty member.
The meetings with referred students are non-disciplinary and are intended to offer support
and connect students with resources that can assist them to become healthier and more
productive members of the community.
Additional information, including guidelines for referring students, is available on the EIT
website.
EIT is not an appropriate referral for situations where there is concern that a student is at risk for
immediate harmful behavior towards self or others. As EIT notes, “For emergency situations,
please contact either the Counseling Center or the University Police. If you, or other community
members, feel threatened, please contact the University Police immediately.”
The Office of Access and Equity: Equal Opportunity
The Office of Access and Equity: Equal Opportunity, located in 123 I. G. Greer Hall,
supports the University’s mission of scholarship through the promotion of equity, access,
and civil rights throughout the campus community, fostering an environment free of
discrimination and harassment on the basis of sex, gender, sexual orientation, gender
identity, and gender expression, including sex-based misconduct and relationship
violence.
Students may report instances of discrimination and harassment to this office.
Additional Student Services
Additional services are available the Belk Library, the Career Development Center, the Student
Learning Center, and the Student Legal Clinic.
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Appendix A: MSW Foundation Competencies and
Behaviors
1. Demonstrate ethical and professional behavior.
a. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant
laws and regulations, models for ethical decision-making, ethical conduct of research,
and additional codes of ethics as appropriate to context;
b. Use reflection and self-regulation to manage personal values and maintain
professionalism in practice situations;
c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and
electronic communication;
d. Use technology ethically and appropriately to facilitate practice outcomes; and
e. Use supervision and consultation to guide professional judgment and behavior.
2. Engage diversity and difference in practice.
a. Apply and communicate understanding of the importance of diversity and difference in
shaping life experiences in practice at the micro, mezzo, and macro levels;
b. Present themselves as learners and engage clients and constituencies as experts of their
own experiences; and
c. Apply self-awareness and self-regulation to manage the influence of personal biases and
values in working with diverse clients and constituencies.
3. Advance human rights and social, economic, and environmental justice.
a. Apply understanding of social, economic, and environmental justice to advocate for
human rights at the individual and systems levels; and
b. Engage in practices that advance social, economic, and environmental justice.
4. Engage in practice-informed research and research-informed practice.
a. Use practice experience and theory to inform scientific inquiry and research;
b. Apply critical thinking to engage in analysis of quantitative and qualitative research
methods and research findings; and
c. Use and translate research evidence to inform and improve practice, policy, and service
delivery.
5. Engage in policy practice.
a. Identify social policy at the local, state, and federal level that impacts well-being, service
delivery, and access to social services;
b. Assess how social welfare and economic policies impact the delivery of and access to
social services; and
c. Apply critical thinking to analyze, formulate, and advocate for policies that advance
human rights and social, economic, and environmental justice.
6. Engage with individuals, families, groups, organizations, and communities.
a. Apply knowledge of human behavior and the social environment, person-in-environment,
and other multidisciplinary theoretical frameworks to engage with clients and
constituencies; and
b. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and
constituencies.
7. Assess individuals, families, groups, organizations, and communities.
a. Collect and organize data, and apply critical thinking to interpret information from clients
and constituencies;
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b. Apply knowledge of human behavior and the social environment, person-in-environment,
and other multidisciplinary theoretical frameworks in the analysis of assessment data
from clients and constituencies;
c. Develop mutually agreed-on intervention goals and objectives based on the critical
assessment of strengths, needs, and challenges within clients and constituencies;
d. Select appropriate intervention strategies based on the assessment, research knowledge,
and values and preferences of clients and constituencies.
8. Intervene with individuals, families, groups, organizations, and communities.
a. Critically choose and implement interventions to achieve practice goals and enhance
capacities of clients and constituencies;
b. Apply knowledge of human behavior and the social environment, person-in-environment,
and other multidisciplinary theoretical frameworks in interventions with clients and
constituencies;
c. Use inter-professional collaboration as appropriate to achieve beneficial practice
outcomes;
d. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies;
and
e. Facilitate effective transitions and endings that advance mutually-agreed-on goals.
9. Evaluate practice with individuals, families, groups, organizations, and communities.
a. Select and use appropriate methods for evaluation of outcomes;
b. Apply knowledge of human behavior and the social environment, person-in-environment,
and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
c. Critically analyze, monitor, and evaluate intervention and program processes and
outcomes; and
d. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and
macro levels.
Appendix B: MSW Concentration Competencies and
Behaviors
Individuals and Families Concentration Competencies and
Behaviors
1. Demonstrate ethical and professional behavior.
a. Identify ethical issues. Determine and implement the most appropriate
response(s).
b. Conduct oneself professionally in accordance with relevant codes of ethics, laws,
policies, and professional standards.
c. Establish and maintain clear professional boundaries.
2. Engage diversity and difference in practice.
a. Employ key theoretical frameworks to explore diverse perspectives and life
experiences.
b. Demonstrate reverence for cultural differences and humility in learning about
identities different from one’s own.
c. Engage in continual self-reflection to recognize and challenge implicit and
explicit biases, and vocally advocate for others to do the same.
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3. Advance human rights and social, economic, and environmental justice.
a. Actively seek information on issues of social, economic, and environmental
justice to inform advanced practice.
b. Engage in advocacy practices to advance social, economic, and environmental
justice at the individual and systems levels.
4. Engage in practice-informed research and research-informed practice.
a. Use practice experience to inform research, resource development, or
intervention.
b. Utilize multiple sources of knowledge, e.g., empirical/research evidence, practice
wisdom, client input, and/or contextual factors, when making practice decisions
with individuals, families, and groups.
5. Engage in policy practice.
a. Demonstrate understanding of how policy manifests itself in the lives of clients.
b. Integrate existing and emerging knowledge of relevant local, state, and federal
policies in working with individuals, families, and groups.
c. Advocate for community, policy, and social change with and in support of
individuals, families, and groups.
6. Engage with individuals, families, groups, organizations, and communities.
a. Engage with diverse clients and others in a professional, respectful, and empathic
manner, taking into account their level of development in cultural context.
b. Use effective interpersonal, communication, and interviewing skills to develop
collaborative working relationships with individuals, families, and groups.
c. Demonstrate the ability to reflect on one’s role in facilitating or inhibiting
engagement and to implement a plan to improve these skills.
7. Assess individuals, families, groups, organizations, and communities.
a. Conduct ongoing and comprehensive assessment using appropriate assessment
methods and assessment tools as a basis for effective intervention.
b. Understand diagnoses in the context of comprehensive bio-psycho-social-spiritual
assessment and examine implications for clients.
8. Intervention with individuals, families, groups, organizations, and communities.
a. Utilize comprehensive ongoing assessment as the basis for determining effective
interventions.
b. Collaborate with the client to develop clear and reasonable goals.
c. Select, apply, and facilitate appropriate interventions across levels (individual,
family, group, organizations, and communities) as needed, in a strategic and
collaborative manner.
9. Evaluate practice with individuals, families, groups, organizations, and communities.
a. Evaluate practice and modify interventions to maximize the well-being of
individuals, families, and groups.
b. Use results from practice evaluation to inform program and policy
recommendations.
44
Community and Organizational Practice Concentration
Competencies and Behaviors
1. Demonstrate ethical and professional behavior.
a. Identify ethical issues. Determine and implement the most appropriate response(s)
within a cultural humility framework.
b. Conduct oneself professionally in accordance with relevant codes of ethics, laws,
policies, and professional standards.
c. Provide leadership in making ethical decisions with diverse stakeholders in
policy, community, and organizational practice arenas.
2. Engage diversity and difference in practice.
a. Employ key theoretical frameworks to integrate diverse perspectives and
intersectionality within policies, organizations, and communities.
b. Take steps to assure culturally inclusive policies, organizations, and communities.
3. Advance human rights and social, economic, and environmental justice.
a. Apply their understanding of social, economic, and environmental justice to
advocate for human rights in policy, community, and organizational practice.
b. Engage in advocacy practice to advance social, economic, and environmental
justice.
4. Engage in practice-informed research and research-informed practice.
a. Use practice experience to inform research, resource development, or
intervention.
b. Utilize the best available evidence when making policy, community, and
organizational practice decisions.
5. Engage in policy practice.
a. Engage and encourage stakeholders within communities and organizations to be
active advocates for social, economic, and environmental justice.
b. Analyze and advocate to create or improve policies at the organizational, local,
state, national, or global levels that further social, economic, and environmental
justice.
6. Engage with individuals, families, groups, organizations, and communities.
a. Apply knowledge of policy, community, and organizational theories and other
multidisciplinary theoretical frameworks to engage with diverse communities and
organizations.
b. Use empathy, self-reflection, interpersonal skills and interprofessional
collaboration with people from diverse economic, political, social, and cultural
backgrounds to facilitate social, economic, and environmental justice and/or
sustainable change.
7. Assess individuals, families, groups, and organizations, and communities.
a. Apply knowledge of community and organizational theories, multidisciplinary
frameworks and policy to assess diverse communities and organizations.
b. Work collaboratively with communities and organizations to identify, collect, and
analyze various sources of information for comprehensive assessment.
8. Intervention with individuals, families, groups, organizations, and communities.
45
a. Identify culturally appropriate, evidence-informed and evidence-based
interventions with communities and organizations.
b. Work with communities and organizations to implement interventions to achieve
goals.
9. Evaluate practice with individuals, families, groups, organizations, and communities.
a. Identify and use knowledge of policy, evaluation methods, and practice
experiences to work with stakeholders to evaluate interventions in communities
and organizations.
b. Use evaluation findings to inform program and policy change.
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Appendix C: Academic Performance Review
Procedures
Initiating an Academic Performance Review
Any faculty member who has a specific and significant concern or pattern of concerns about an
aspect of a student’s performance may request to bring the concern before the Academic
Performance Review (APR) Committee. A student who has a concern about another student
may bring that concern to the MSW Program Director or Department Chair. Concerns must be
presented in writing to the attention of the MSW Program Director or the Department Chair. If
the MSW Program Director initiates an APR based on a concern with a student or there is
another conflict of interest, another faculty member will be designated as chair of the APR
committee by the Department Chair.
Composition of the Academic Performance Review Committee
The APR Committee will consist of a minimum of three faculty members, typically the APR
Chair, the faculty member bringing forward the concerns, and at least one additional faculty
member appointed by the APR Chair. The MSW Program Director will serve as the chair of the
APR Committee unless another chair is needed as outlined in the previous section. In this case,
the Department Chair will select an alternate chair of the APR.
Responsibilities and Roles
The student will be informed of the concerns and of the APR. He or she has the right to
participate in the APR and speak on his or her own behalf. The student may invite witness(es)
and/or an observer to the APR as outlined below. The student also has the right to respond to the
process and/or outcome of the APR as detailed in the grievance procedures.
The APR Chair shall see that all necessary information is compiled and available for the APR
committee’s use in deliberations. The APR chair is also responsible for appointing any additional
APR committee members, convening the committee, informing the student in writing that an
APR has been initiated and the brief reasons for the review, recording and taking notes in the
APR meeting, communicating information to the student before and during the APR, ensuring
that the meeting is focused on the identified concern(s) and academic performance of the student,
and providing a written recommendation of the APR committee to the Department Chair.
The faculty member bringing forward the concerns is viewed as the person most
knowledgeable about the situation under review and is therefore responsible for presenting
pertinent information on the nature of and facts about the problem under review.
The APR Committee Members will review all information, listen and ask questions during the
proceedings, and engage in deliberations to determine the recommendation(s) that will be made
to the Department Chair.
The Department Chair will be present during the fact-finding component of the APR and for the
APR committee’s deliberations to observe and to hear first-hand the presentations and
discussions. The Department Chair may also ask questions and participate in discussions. The
Department Chair shall not be present when the APR committee prepares its recommendation(s).
After receiving the written recommendation(s) from the APR Chair, the Department Chair is
responsible for making a final decision. The Department Chair will then notify the student and
APR Committee in writing of the outcome of the APR. In the event that the Department Chair
cannot serve in an APR, an alternate will be selected.
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Witness(es) may be invited by the student or the APR Chair. They must have significant
knowledge of the problem or of the student’s academic performance. They are not present in the
APR except when called. Witnesses may be questioned by the student and the APR Committee,
but witnesses do not typically ask questions of the APR Committee or of the student. An
attorney cannot serve as a witness. An individual cannot serve as both a witness and an observer.
One Observer may be invited by the student and he or she is present to observe only. An
observer does not provide evidence and does not ask or answer questions. An attorney cannot be
an observer. An individual cannot serve as both an observer and a witness.
Student Privacy and Confidentiality
Consistent with the Family Educational Rights and Privacy Act of 1974 (FERPA), as amended,
documentation of information disclosed during student meetings with faculty, program directors,
or school administrators will be kept confidential. Faculty, program directors and/or service
learning/field placement supervisors may share pertinent information, consistent with FERPA,
for the professional purpose of identifying student issues and enhancing problem solving about
the concerns as they relate to expected Academic Performance Standards. Should the student
invite an observer or witness, the student will be deemed to have provided permission for that
individual to be privy to the information discussed in the APR. The APR documentation will be
kept in the Department of Social Work.
Procedures and Process
The first step in the process is for the APR Chair to schedule the APR. An APR meeting should
be scheduled as soon as possible following the emergence of a concern or complaint, and the
APR Chair shall notify the student, the faculty member bringing forward the concerns, any other
APR committee members, and the Department Chair of the meeting time and place, those who
will attend, as well as the nature of the concern(s) to be considered. The APR Chair will attempt
to accommodate attendees’ schedules.
Attendance at the APR meeting will be governed as follows:
1. The student whose performance will be reviewed is invited to participate in the APR
meeting. However, if the student has been contacted but refuses to or does not attend, the
APR will be conducted in his or her absence. Prior to the meeting date, the student is
responsible for contacting the APR Chair in writing within two business days of the
notice to confirm his or her intent to attend the meeting. The student participates in the
meeting until the point at which the committee begins its deliberations.
2. The student may invite any person other than an attorney to attend the APR meeting as an
observer or witness. It is the student’s responsibility to notify the APR Chair in writing
that an observer or witness will attend at least two business days prior to the scheduled
meeting. The names and relationships of the observers and witnesses will be provided by
the student to the APR Chair.
3. The APR Chair may invite additional administrative personnel from within the
institution, as appropriate.
4. If the size of the group becomes unwieldy or the APR must occur within an immediate
time frame, the APR chair has the authority to limit the number of people who will attend
the APR meeting.
In all cases, the following procedures for the APR will be adhered to:
1. The student shall be advised of the time and place of the review and who will attend.
2. The student shall be advised of the nature of the academic performance concern(s).
3. The student shall be advised of the following rights:
a. The right to present his or her case.
b. The right to be accompanied by an observer, but not an attorney.
48
c. The right to call witnesses in his or her behalf, but not an attorney.
d. The right to question other witnesses.
e. The student shall be advised of the APR process and the method of response and
appeal.
Any requests from the student for modifications or revisions to the Procedures and Process as
outlined must be made in writing at least 3 business days prior to the APR. These must be
considered and decided during the first step. The APR Chair and Department Chair must agree
on decisions regarding procedural changes. Decisions will be conveyed to the student in writing
at least 24 hours prior to the APR being convened.
Once an APR is convened, the second step is to conduct the review. The agenda for the APR
meeting will include the following:
1. Fact finding component. All APR committee members, the student, and the Department
Chair shall participate in this component.
a. The APR meeting will be convened by the APR Chair.
b. The faculty member bringing forward the concerns will present the facts leading
to the APR.
c. The student or others may present additional facts or clarify facts related to the
review.
d. Witnesses, if any, will be questioned.
e. The APR Chair will summarize the discussion.
f. The student or others may offer corrections or additions to the summary.
2. Deliberation. After the student and any witnesses and/or observers are dismissed, the
APR members, including the APR Chair, the faculty member bringing forward the
concerns, the faculty member(s) appointed by the APR Chair, and the Department Chair
shall participate in this portion of the meeting. The APR members may utilize materials
produced for the APR, contents of the APR meeting, and any other relevant information
in their review and discussion.
3. Preparation of Recommendations. The APR committee members jointly develop their
recommendation(s). The Department Chair shall not be present when the
recommendations are developed.
The third step is for the APR Chair to write and submit the recommendation of the APR
Committee to the Department Chair as soon as possible following the APR and deliberations.
When committee recommendations are not unanimous, dissenting opinions will be included in
the recommendations submitted to the Department Chair.
The fourth step is for the Department Chair to review the recommendations and to consult with
other administrators, University officials, or APR Committee members as needed. The
Department Chair will make the final decision and the student and APR Committee will be
notified in writing of this decision within 15 business days of the APR. This period may be
extended in extenuating circumstances. A copy of the e-mail/letter outlining the Department
Chair’s decision will be kept in the Department of Social Work.
The student may respond to the process of the APR and/or appeal the decision. The student may
provide a written response to the review process and/or the Department Chair’s decision within
10 business days of receipt of the decision. This written response should be sent to the
Department Chair who will keep a copy in the Department of Social Work. If the student chooses
to initiate a formal appeal of the APR decision, he or she will follow the process outlined under
the grievance procedures that follow.
Possible Outcomes of a Performance Review
49
The following are some possible outcomes of an APR, applied as appropriate to the severity of
the issue. This list is illustrative and not exhaustive.
● A written performance plan may be established. In such a case, the plan may require the
following:
o Additional coursework,
o Completion of training relevant to the issue,
o Mutually agreed upon counseling, or
o Other activities as warranted.
● A departmental probationary period during which specified criteria must be met.
● Delayed entry into the field practicum based on specified criteria being met.
● Suspension from the MSW program. If the decision is to suspend the student, specific
reasons for the suspension should be identified and specific criteria for reinstatement must be
met.
● Termination from the MSW program.
Grievance Procedures of Academic Performance Review Decisions
Students may respond regarding the process of the APR and/or appeal the decision. The student
may provide a written response regarding the review process and/or the Department Chair’s
decision within 10 business days of receipt of the decision; this written response is NOT an
appeal. This written response should be sent to the Department Chair who will keep a copy in
the Department of Social Work. Students who are dissatisfied with an APR decision have the
right to appeal the Department Chair’s decision to the Dean (or Dean’s designee) in writing by
email within 10 business days of receipt of that decision. The Dean’s decision is final.
50
Appendix D: MSW Academic Standards Feedback
Form
Date: Student name:
Faculty member or agency representative:
The Department of Social Work has set forth standards for students in the MSW Program. Social
Work students must maintain the Academic Standards for Retention set forth by ASU and the
Department of Social Work.
MSW students are expected to abide by ASU’s Code of Student Conduct and Academic Integrity
Code, the National Association of Social Workers’ Code of Ethics, the MSW Program’s
Competencies, and the following standards: 1) Scholastic Performance; 2) Professional Identity
and Self-Awareness; 3) Ethical Behavior; 4) Interpersonal Relationships; and 5) Commitment to
Diversity, Social Justice, and Human Rights. Failure to meet the standards may result in
dismissal from the program.
An Academic Standards Feedback Form is completed by a faculty member or agency
representative when there are concerns about a student’s performance. They will discuss
the concerns and review the form with the student, except under unusual circumstances. A
copy of the Academic Standards Feedback Form will be kept in the Department of Social
Work.
Signify areas of concern for feedback and provide a short narrative that further elaborates
concerns. Include the class or context in which the behaviors occur.
Areas of Concern
Level of
Concern
(1=mild,
2= moderate,
3= serious)
Is it resolved?
1. Scholastic Performance Standards
Exhibits difficulty in demonstrating scholastic performance
standards as developmentally appropriate (e.g., GPA, grades,
repeats)
1 2 3
Yes ☐ No ☐
Other. Please Describe:
1 2 3
Yes ☐ No ☐
2. Professional Identity and Self-Awareness Standards
Is frequently absent, tardy, or leaves early
1 2 3
Yes ☐ No ☐
Turns in incomplete or late assignments; is frequently unprepared
for class, service learning, or field; does not meet deadlines
1 2 3
Yes ☐ No ☐
Sleeps through class, service learning, or field
1 2 3
Yes ☐ No ☐
Demonstrates disruptive behaviors in class, community,
Department- or University-related trips, or service learning/field
agency
1 2 3
Yes ☐ No ☐
51
Makes inappropriate comments, including inappropriate personal
sharing
1 2 3
Yes ☐ No ☐
Is unable or unwilling to behave according to professional values;
imposes personal values on others
1 2 3
Yes ☐ No ☐
Demonstrates an inability or unwillingness to work in groups
1 2 3
Yes ☐ No ☐
Ignores feedback, becomes defensive, or responds inappropriately
when feedback is given
1 2 3
Yes ☐ No ☐
Exhibits evidence of substance abuse
1 2 3
Yes ☐ No ☐
Exhibits evidence of volatility; demonstrates a lack of self-control
1 2 3
Yes ☐ No ☐
Demonstrates personal problems and issues that interfere with
learning and performance
1 2 3
Yes ☐ No ☐
Demonstrates inappropriate use of technology or social media
1 2 3
Yes ☐ No ☐
Does not follow established policies and processes; does not
provided documentation or applications as requested
1 2 3
Yes ☐ No ☐
Does not demonstrate progressive identification with the
profession through behavior, communication (verbal, nonverbal,
and written), personal reflection, and self-correction
1 2 3
Yes ☐ No ☐
Other. Please Describe:
1 2 3
Yes ☐ No ☐
3. Ethical Behavior Standards
Plagiarizes an assignment, exam, or other activity
1 2 3
Yes ☐ No ☐
Cheats on an assignment, exam, or other activity
1 2 3
Yes ☐ No ☐
Demonstrates dishonesty
1 2 3
Yes ☐ No ☐
Does not demonstrate accountability
1 2 3
Yes ☐ No ☐
Other. Please Describe:
1 2 3
Yes ☐ No ☐
4. Interpersonal Relationships Standards
Demonstrates disrespect, disruptive behavior, or lack of
cooperation in interactions with instructor, students, or others in
the classroom, Department of Social Work, or other settings
1 2 3
Yes ☐ No ☐
Demonstrates acts of bullying and/or cyber bullying
1 2 3
Yes ☐ No ☐
Does not demonstrate skills that facilitate effective helping
relationships
1 2 3
Yes ☐ No ☐
Other. Please Describe:
1 2 3
Yes ☐ No ☐
5. Commitment to Diversity, Social Justice, and Human Rights Standards
Is disrespectful in discussing sensitive issues, such as diversity; is
insensitive to the feelings or needs of others
1 2 3
Yes ☐ No ☐
Does not support or encourage open dialogue and increased
understanding in the classroom, agency, or other contexts
1 2 3
Yes ☐ No ☐
Other. Please describe:
1 2 3
Yes ☐ No ☐
Competencies
Concern
Comments/Notes
52
Exhibits difficulty in demonstrating competency(ies) as
developmentally appropriate:
1. Demonstrate ethical and professional behavior
1 2 3
2. Engage diversity and difference in practice
1 2 3
3. Advance human rights and social, economic, and
environmental justice
1 2 3
4. Engage in practice-informed research-informed practice
1 2 3
5. Engage in policy practice
1 2 3
6. Engage with individuals, families, groups, organizations,
and communities
1 2 3
7. Assess individuals, families, groups, organizations, and
communities
1 2 3
8. Intervene with individuals, families, groups,
organizations, and communities
1 2 3
9. Evaluate practice with individuals, families, groups,
organizations and communities
1 2 3
Comments - signify areas of concern and provide a short narrative that further elaborates
concerns, including the class or context in which the behaviors occur. Identify student
strengths.
____________________________________________________________________________
53
Student Comments (if desired):
Has student received a copy of this form?
☐ Yes ☐ No
If no, reasons not provided to date:
54
_____________________________________
Signature of Faculty Member Date
___________________________________
Signature of MSW Director Date
_____________________________________
Signature of Field Director Date
(as applicable)
_____________________________________
Signature of Department Chair Date
___________________________________
Signature of the Student Date
*Student’s signature signifies receipt of this form, but not necessarily agreement with it.
