Undergraduate Student Handbook

Welcome

Welcome to the Undergraduate Social Work Program at SUNY Brockport. We are delighted that you have chosen our program to pursue your Baccalaureate degree in social work. As you embark on this journey, we look forward to working in partnership with you, supporting your growth both academically and professionally. 

This Student Handbook is designed to familiarize you with key program policies, procedures, and available resources. We encourage you to use it as a valuable reference throughout your studies. Our goal is to provide you with an educational experience that is engaging, challenging, and enriching, fostering both personal and professional development. The faculty and staff are here to support you in every step of the way, and we are excited to share this meaningful journey in social work education with you. 

Welcome to the program - we look forward to your success!

The Faculty and Staff of the Undergraduate Social Work Program

The A.W. Brown Building 2nd Floor
350 New Campus Drive Brockport, NY 14420
Phone 585 395-2324
Fax 585 395-2366

Faculty & Staff

All full-time faculty have offices on the second floor of the Brown Faculty Office Building. Please refer to location for the Social Work Department.

View our Faculty & Staff

Volume I

The Department of Social Work at SUNY Brockport, established in 1971, is part of the College of Education and Health. The Department offers a Bachelor of Social Work (BSW) program, which is fully accredited by the Council on Social Work Education (CSWE). This accreditation allows graduates to apply for advanced standing in many Master of Social Work (MSW) programs, enabling them to complete their graduate degree in as little as one year. Additionally, the department offers a CSWE-accredited Master of Social Work (MSW) program.

SUNY Brockport and the Undergraduate Social Work Program are committed to fostering a learning environment grounded in inclusivity, equity, and respect for diversity. The program upholds a non-discrimination policy that protects individuals regardless of race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, body size, class, or criminal conviction. The department is dedicated to creating an environment that models affirmation, respect, and appreciation for diversity and difference in all aspects of social work education.

Social Work Department Mission

The Department of Social Work is committed to excellence in preparing ethical and competent professional social workers who foster the well-being of individuals, families, groups, organizations, and communities. Through teaching, service, and scholarship, the department promotes civic engagement in diverse societies.

Social Work Undergraduate Program Mission

The Undergraduate Social Work program is firmly grounded in the liberal arts tradition and informed by the person-in-environment and global perspectives. The Undergraduate Social Work Program at SUNY Brockport is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression. Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical, generalist social workers for evidence-based practice with diverse populations, advocating for the well-being of all people in our shared global community. We strive to uphold the principles of integrity, social justice, and competence and are dedicated to fostering human relationships built on trust, empathy, and respect, recognizing the inherent dignity and self-worth of all humans. Through our commitment to service, we strive to empower and advocate for marginalized populations, working tirelessly to address systemic injustices and promote equality for all.

Definition of Generalist Practice

Generalist social work practice refers to the knowledge base, professional values, and practice skills needed for the social work practitioner to intervene using a multi-level approach to assessment and intervention. It involves working in partnership with the client system to frame problems in a manner that assists the client system to meet goals. It seeks to identify and strengthen the maximum potential in individuals, groups, organizations, and communities and is committed to understanding and respecting the unique context of the client system and responding to issues of human diversity. The generalist social worker can use the framework and ethical guidelines of the NASW and IFSW codes of ethics with client systems and promote social and economic justice. The generalist practitioner can use critical thinking and research informed practice to identify and intervene in a way that strengthens the client system.

Undergraduate Program Goals

The faculty assigned to the undergraduate program will:

1. Create a challenging educational environment that engages students in active learning and facilitates the acquisition of professional social work knowledge, values, and skills.
2. Provide a rich array of community engagement opportunities that allow students to connect with their community in the promotion of justice. Encourage students to engage in ongoing critical self-reflection resulting in an understanding of both their place in the global community and their responsibility to the well-being of that global community.
3. Educate competent generalist level social workers prepared for employment and graduate study.

Student Learning Outcomes

All graduates of the Undergraduate Social Work Program at the State University of New York, Brockport, are expected to demonstrate the following Student Learning Outcomes to graduate with a Bachelor’s Degree of Science in Social Work which have been formulated using the Council on Social Work Education’s (CSWE) 2022 Educational Policy and Accreditation Standards (EPAS). Please see Appendix C for the Full CSWE 2022 EPAS.

Competency 1: Demonstrate Ethical and Professional Behavior

1. Student makes 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 within the profession and in the classroom as appropriate to context.
2. Student demonstrates professional behavior; appearance; and oral, written, and electronic communication within the classroom (virtual or otherwise) and in practice.
3. Student uses technology ethically and appropriately to complete course work and facilitate practice outcomes.
4. Students use feedback mechanisms such as supervision, advisement, feedback, or other consultation to guide academic & professional judgment and behavior.

Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice

5. Student advocates for human rights at the individual, family, group, organizational, and community system levels in the classroom and in practice.
6. Student engages in classroom activities and practice that advances human rights to promote social, racial, economic, and environmental justice.

Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice

7. Student demonstrates anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels when completing classroom assignments and in practice.
8. Student demonstrates cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences when completing classroom assignments and in practice.

Competency 4: Engage in Practice-Informed Research and Research-Informed Practice

9. Student applies research findings to inform and improve practice, policy, and programs to complete course work and facilitate practice outcomes.
10. Student identifies ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work to complete course assignments and in practice.

Competency 5: Engage in Policy Practice

11. Student uses social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services in their classroom assignments and in practice.
12. Student applies critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice in the classroom and in practice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

13. Student applies knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies in the classroom and in practice.
14. Student uses empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies as demonstrated in the class and in practice.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

15. Student applies theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies both in class and in practice.
16. Student demonstrates respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan in class and in practice.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

17. Student engages with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals in class and in practice.
18. Student incorporates culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies in the class and in practice.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

19. Student selects and uses culturally responsive methods for evaluation of outcomes in class and in practice.
20. Student critically analyzes outcomes and applies evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities in class and in practice.

Requirements for the Undergraduate Social Work Major

This major consists of professional courses, electives, and a practicum experience designed to prepare professional social workers for skilled generalist practice at the baccalaureate level. Students entering the major can register as a full-time or a part-time student. Students can enroll in a face-to-face courses, or if they meet the requirements, they can apply for acceptance into our highly competitive online degree completion program.

Part-time Program

Increasingly, students require flexibility and individualized programming to meet their needs. Some students may be employed full-time or may be returning to college after a period away and need part-time rather than full-time course offerings. Part-time students must follow the same admissions and continuance process as all other social work majors. All students (both full and part-time) are assigned advisors, who will work with the student to construct an educational plan with appropriate course sequencing.

Online Degree Completion Program

Our online degree completion program offers flexibility and accessibility for students who want an undergraduate degree in Social Work without having to relocate. The 42- credit program is for students who are transferring to SUNY Brockport with an associate’s degree or at least 64 transferrable college credits.

Admission to the ODC:

• Applicants must have an associate’s degree or at least 64 transferable credits.
• Have completed the program’s prerequisite courses or the equivalent with a C or higher [PSH 110 (Intro to Psychology), SOC 100 (Intro to Sociology), and BIO 221 or 281 (Human Biology)].
• A 2.5 GPA or higher

An out of state courses used to meet the prerequisites may need to be evaluated by the appropriate department upon admissions (contact us for more information on this process). Additionally, students accepted to the University and program will need to complete 56 credits at a four-year college in addition to the credits that they transfer. Students need a total of 120 credits to graduate with a degree from SUNY Brockport. Students must also complete a total of 60 Liberal Arts credits to graduate with a Bachelor of Science Degree. Please note this program is not open to current SUNY Brockport Students.

Prerequisite Requirements (9 Credits)

All students must complete the prerequisite requirements before entering the Social Work major. These requirements can be fulfilled either through courses offered at Brockport or by transferring equivalent courses from other colleges or universities. Additionally, the prerequisite courses may count toward meeting general education requirements at the College. A minimum grade of C is required in each prerequisite course, and students must also maintain an overall GPA of 2.5 or higher.

Prerequisite Courses	Credits
SOC 100: Introduction to Sociology	3
PSH 110: Principles of Psychology	3
BIO 281: Elements of Human Biology OR BIO 221: Survey of Anatomy and Physiology	3 or 4

 Social Work Content Area Requirements (42 Credits)

Undergraduate Social Work Program	Credits
SWO 210 Applied Statistics for Social Work Practice May be taken in another approved discipline: PSH202, MTH243, SOC200	3
SWO 221 Introduction to Generalist Social Work Practice	3
SWO301 Human Behavior and the Social Environment	3
SWO 304 Case Management: The Generalist Method in Social Work Practice	3
SWO 310 Practice Informed Research and Research Informed Practice	3
SWO 311 Social Welfare Policy	3
SWO 323 Diversity, Equity, and Justice	3
SWO341 Micro Social Work Theories and Practice	3
SWO342 Mezzo Social Work Theories and Practice	3
SWO441 Macro Social Work Theories and Practice	3
SWO451 Field Instruction I*	4
SWO455 Field Instruction Seminar I*	2
SWO453 Field Instruction II*	4
SWO457 Field Instruction Seminar II*	2
Total Required Credits in Major	42

*Students may decide to complete their practicum instruction concurrently or as a block. Courses for block placement include: SWO 454: 8 credits; SWO 456: 4 credits).

Social Work Course Descriptions

SWO 210 Applied Statistics for Social Work Practice: Open only to majors and intent-to-major, this class provides a basic introduction to the conceptual and quantitative tools used to describe and interpret data in the conduct of social work practice and research. Students learn how to select, calculate, and interpret appropriate statistical methods applicable to common data analysis situations related to direct practice, administration and planning, and policymaking, including descriptive data analyses, nonparametric tests, and inferential statistical analyses. Meets SUNY M General Education Requirement. Three credits.

SWO 221 Intro to Generalist Social Work Practice: Open only to majors, this course provides an overview of professional social work. The course examines the historical development of the profession, introduces the profession’s values, ethics, and practice principles to identify trends in the profession with emphasis on undergraduate generalist practice. Prepares social work students for practicum. Course requires students to complete three hours of volunteering at an approved social service agency as part of a larger service-learning project. Three credits.

SWO 301 Human Behavior/Social Environment I: Open only to majors. This course explores the biopsychosocialspiritual and cultural functioning of human beings across the life span using an ecological-systems lens. Students will analyze major developmental theories for culturally responsive, generalist social work practice. Three credits.

SWO304 Case Management: The Generalist Method in Social Work Practice: Open only to majors, this course provides an introduction for effective case management skills in the profession of social work. Students will develop skills to create client-centered, culturally-responsive service plans, link clients to resources, and continuous case documentation. The focus will be how social workers approach case management and populations served. Three credits.

SWO 310 Practice Informed Research and Research Informed Practice: Open only to majors. Prerequisite: 210. This course offers an overview of research methods as applied to the assessment and evaluation of social work interventions, methods, policy, and service delivery. It covers the principles of scientific inquiry, culturally informed and ethical approaches to building knowledge and is designed to develop students’ ability to locate, interpret, and critically analyze research-based articles. 3 credits

SWO 311 Social Welfare Policy: Open only to majors, this course explores the role of the social worker in policy development and implementation. The course provides students with a basic understanding of the policy process, information on major social welfare policies, social welfare history, economic factors and political contexts, and how to advocate for social, political, and policy changes that address human needs and ameliorate social problems. Three credits.

SWO 323 Diversity, Equity, Inclusion and Justice: Open only to majors, this course explores how diverse identities experience discrimination, oppression, and marginalization, and how these perceptions and experiences relate to social, economic, and environmental justice and injustice. A human rights approach is utilized to identify ways in which oppression of vulnerable groups is perpetuated, as well as ideologies that foster exclusion. Students will begin to explore their own identity and the identify of others through a cultural humility perspective, understanding social and economic justice disparities, both in the United States and internationally. Students will recognize the role of social workers in addressing these disparities. Three credits.

SWO341 Micro Social Work Theories and Practice: Open only to majors. This course provides basic knowledge, theories, and skills as a foundation for generalist social work practice with individuals and families. More specifically, it analyses the application of theories and methods to social work practice with individuals and families, teaching communication skills, relationship-based social work skills and the utilization of generalist intervention model of change. Three credits

SWO342 Mezzo Social Work Theories and Practice: Open only to majors, Prerequisite: SWO341. This course provides students with the knowledge and transferable skills necessary to utilize social group work as a modality in enhancing the well-being of individuals. Students are introduced to the principles of selected group work theories and techniques for effective undergraduate social work group practice. Three credits.

SWO441 Macro Social Work Theories and Practice: Open only to majors, Prerequisites: SWO341. This course provides basic knowledge, theories, and skills as a foundation for generalist social work practice with a focus on organizations, communities, and policy practice. Critical evaluation and application of macro-practice concepts are explored. Three credits.

SWO 451 Social Work Practicum Instruction I: Course fee. Prerequisites: SWO 221, 210, 301, 304, 311, 323, 341, 342 and Co-requisite: 455 & 310. Open only to majors. Allows for the application of social-work skills and knowledge to implement tasks and strategies of an entry-level generalist social worker in a service delivery system. Requires minimum grade of “S” for major/minor/certification. Four credits.

SWO 453 Social Work Practicum Instruction II: Course fee. Prerequisites: SWO 451 and SWO 455. Open only to majors. Provides a continuation of SWO 451 with an emphasis on elaboration and refinement of skills in a service delivery system. Four credits.

SWO 454 Social Work Practicum Instruction (Block): Course fee. Open only to majors. Combines SWO 451 and 453 in a concentrated, four-to-five day/week block practicum placement. Eight credits per semester, by arrangement with the Coordinator of Practicum.

SWO 455 Seminar in Practicum Instruction I: This must be taken concurrently with Social Work 451. This course provides the opportunity to achieve integration of classroom learning with practicum experience; resolution of discontinuity regarding the development of social work competencies in the practicum setting; development and integration of responsibilities of social worker’s professional role. Two credits

SWO 456 Seminar in Practicum Instruction (Block): Prerequisites: SWO 221, 210, 301, 310, 304, 311, 323, 341, 342 and Co-requisite: of SWO 454. Open only to majors. Provides an opportunity to achieve integration of classroom learning with practicum experience, and allows for development and integration of responsibilities of social work’s professional role. Requires minimum grade of “C” for major/minor/certification. Four credits for the semester by arrangement with the Coordinator of Practicum.

SWO 457 Seminar in Practicum Instruction II: Prerequisites: SWO 451 and SWO455 and Co-requisite SWO453. Open only to majors. Provides a continuation of SWO 455. Provides an opportunity to review and integrate course content from all of the program components. Requires a minimum grade of “C” for major/minor/certification. 2 credits.

Service Learning

Social work students may be involved in service-learning projects during their course of study in the program. This may require the student to spend time in social service agencies or the community, interacting with clients and staff or community members about issues crucial to social work practice. This learning will simultaneously offer real service to the community-based agency or project.

Electives

Electives included during your plan study may be either courses outside of the undergraduate program in areas of the student’s own choice or they may be elective courses offered in the undergraduate program. Electives are offered on a regular basis and are designated as liberal arts courses when they are taken outside of the undergraduate program. The total number of credit hours for the social work major is 54 or 55, including prerequisites and co-requisites. Elective courses are supplemental to credit hour requirements in the major. However, no more than 54 credit hours may be taken in the social work discipline. (i.e. courses with SWO prefix).

Undergraduate Social Work Full-Time Plan of Study

The length of time given to complete the BSW degree is six years from the time that a student is accepted and begins taking courses in the major.

Junior Year

Fall Semester

Course	Credits
SWO221 Intro to Generalist Social Work Practice	3
SWO301 Human Behavior in the Social Environment	3
SWO323 Diversity, Equity, Inclusion & Justice	3
SWO341 Micro Social Work Theories and Practice	3
Elective (if needed)	3
Total	15

Spring Semester

Course	Credits
SWO210 Applied Statistics for Social Work Practice	3
SWO304 Case Management: The Generalist Method	3
SWO311 Social Welfare Policies and Programs	3
SWO342 Mezzo Social Work Theories and Practice**	3
Elective (if needed)	3
Total	15

NOTE: You must complete all of your 300 level courses with a C or better.

Senior Year

Fall Semester

Course	Credits
SWO310 Practice Informed Research/Research Informed Practice	3
SWO451 Field Instruction I	4
SWO455 Field Seminar I	2
Elective (if needed)	3
Elective (if needed)	3
Total	15

Spring Semester

Course	Credits
SWO441 Macro Theories and Practice***	3
SWO453 Field Instruction II	4
SWO457 Field Seminar II	2
Elective (if needed)	3
Elective (if needed)	3
Total	15

Example Three Year Part-Time Plan of Study

Semester 1 (Fall)

Course	Credits
SWO221 Intro to Generalist Social Work Practice	3
SWO323 Diversity, Equity, Inclusion & Justice	3
Elective (if needed)	3
Total	9

Semester 2 (Spring)

Course	Credits
SWO210 Applied Statistics for Social Work Practice	3
SWO304 Case Management: The Generalist Method	3
Elective (if needed)	3
Total	9

Semester 3 (Fall)

Course	Credits
SWO301 Human Behavior in the Social Environment	3
SWO341 Micro Social Work Theories and Practice	3
Elective (if needed)	3
Total	9

Semester 4 (Spring)

Course	Credits
SWO311 Social Welfare Policies and Programs	3
SWO342 Mezzo Social Work Theories and Practice**	3
Elective (if needed)	3
Total	9

Semester 5 (Fall)

Course	Credits
SWO310 Practice Informed Research/Research Informed Practice	3
SWO451 Field Instruction I	4
SWO455 Field Seminar I	2
Total	9

Semester 6 (Spring)

Course	Credits
SWO441 Macro Theories and Practice***	3
SWO453 Field Instruction II	4
SWO457 Field Seminar II	2
Total	9

* Prerequisite course: SWO341
*** To be taken concurrently with SWO 454-456 when the block placement format is selected for students or with SWO 453-457 when the practicum placement format covers two semesters

Program Principles

Engagement in Anti-Racism, Diversity, Equity, and Inclusion (AEDI) in Practice Statement

The Undergraduate Social Work Program at SUNY Brockport has at its foundation, the values of Anti-racism, Diversity, Equity, Inclusion, and Belonging (AEDIB). We strive to create and maintain classroom environments (physical and virtual) that are nurturing and welcoming for students of all identities. The Council on Social Work Education (CSWE, 2022) states:

Social work programs integrate anti-racism, diversity, equity, and inclusion (ADEI) approaches across the curriculum. Programs provide the context through which students learn about their positionality, power, privilege, and difference and develop a commitment to dismantling systems of oppression, such as racism, that affect diverse populations. Programs recognize the pervasive impact of White supremacy and privilege and prepare students to have the knowledge, awareness, and skills necessary to engage in anti-racist practice. The dimensions of diversity, equity, and inclusion are understood as the intersectionality of multiple factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Faculty and administrators model anti-racist and anti-oppressive practice and respect for diversity and difference. Faculty and administrators also foster an equitable and inclusive learning environment by facilitating important ADEI discourse. The program’s commitment to ADEI is reflected in its explicit and implicit curriculum. Together the implicit and explicit curricula are informed by the program context and learning environment. The program recognizes the important role of the learning environment in the education of program participants, especially with respect to the value and meaning of anti-racism, diversity, equity, and inclusion, and the development of cultural humility. The program has an inclusive approach to addressing the vast range of student learning needs, including intentional planning and implementation of inclusive practices and pedagogies in the explicit curriculum that reduce barriers while optimizing accessibility and equity for students. Students are responsible for their learning, collaborating with peers and colleagues, and practicing with historically and currently oppressed populations through an anti-racist lens.

It is expected that each student demonstrates, through behavior, communication, and academic effort, their adherence to these principles. It is also expected that students behave in a way that reflects the Code of Ethics as set forth by the National Association of Social Workers (2021). Attitudes and behaviors that promote the marginalization, oppression, or exclusion of vulnerable individuals, groups, or communities are not compatible with the Social Work profession and will not be tolerated in the Program. We expect that all students will respect the identities and pronouns of all people. While students may come from diverse backgrounds and perspectives, observation of the principles of AEDIB are a requirement to remain in the Program and complete the degree. Non-adherence may be grounds for disciplinary action up to and including expulsion from the Undergraduate Social Work Program.

Anti-Racism Statement

The Department of Social Work acts persistently and impatiently, to defy racism, anti-blackness, and systems of oppression in our community. Our goal is to work toward equity, justice, and belonging. We will act collaboratively, working with students, faculty, staff, alumni, University, and community members to train, educate, and empower individuals to dismantle patterns of racism and injustice. We will act strategically to identify and challenge systems that perpetuate racism, while building systems that support equity.

Land Acknowledgment 

SUNY Brockport is on the land of multiple Native nations. These lands were the traditional birthright of Indigenous people who were forcibly removed and have faced centuries of struggle for survival and identity in the wake of dispossession and displacement. We would like to acknowledge that our campus sits on the lands that were once home to the Wenrohronon, Onondowa’ga (Seneca), and Ho-de-no-sau-nee-ga (Haudenosaunee). We also express honor to those Indigenous people who we may have excluded in this acknowledgement due to erasure and historical inaccuracy.

Student Involvement Explicit and Implicit Curriculum 

Undergraduate students are encouraged to take an active role in program management through participation in the Program, Curriculum, and Diversity Committee. Additionally, students have the opportunity to engage with the Brockport Student Government (BSG) Social Work Organization, Social Workers of Tomorrow (SWOT), which is open to all social work students.

SWOT is led by elected officers, as outlined in its bylaws. These officers serve as representatives of the undergraduate social work student body, ensuring that student perspectives, concerns, and feedback are brought to the program’s leadership. Through this collaborative structure, the program remains responsive to student needs while fostering leadership, advocacy, and engagement within the social work community.

University, College, and Program Policies

Policy for Academic Advisement

Academic advisement for social work students begins following their declaration of the social work major (or intent to major) as all are assigned a faculty advisor within the program. Declaration of the major can occur during the University admission process for freshman and transfers as well as currently enrolled students who decide to switch or add the social work major. Throughout the duration of their academic journey, faculty advisors meet either face to face or virtually with students at least once prior to the start of the upcoming semester and are responsible for the following:

• Provide written, oral, and/or web-based resources that describe the social work curriculum/course sequence and policies of the program.
• Utilize degree works to assist in the selection of courses required for the major which may include pre-requisite courses and major-specific courses.
• Utilize degree works to review and assist with the selection of courses to meet University degree-completion requirements (e.g., general education, liberal arts, number of credit-hours needed for graduation, etc.).
• Share written, oral, and web-based information about academic support services available through the Academic Success Center and the Student Accessibility Services Office.

This form of academic advisement routinely takes place during Majors Reservation week when faculty set aside large blocks of time for students to select a convenient day/time to meet in person or via Zoom. Conversations related to academic advisement may occur at other points during the semester as students are encouraged to meet with their academic advisor more frequently should they have questions related to their coursework or academic planning. All faculty advisors provide a minimum of 4 open office hours each week to meet with students and advisees, or upon request. Academic advisement may also take place related to the following situations:

• Following a report of a student advisee’s unsatisfactory academic progress (e.g., failing a course, academic dishonesty, etc.)
• Personal circumstances that require a student to withdraw from coursework (e.g., leave of absence)

The undergraduate social work program promotes mutual expectations for academic advisement according to the following student responsibilities:

• To meet with a faculty advisor at least once a semester to discuss registration for the following semester.
• Prior to the advisement meeting, students are expected to review their degree audit for the purpose of determining remaining degree requirements, consult with the online course schedule and prepare a proposed schedule of classes for the following semester.
• Advisors assist students by reviewing the courses the students select and by answering questions about degree requirements, course sequencing, transfer course work, electives, etc.
• Advisors will not create a schedule for their advisees.
• Faculty advisors assist students in academic planning, but students are ultimately responsible for knowing and meeting their degree requirements as specified in the Undergraduate Studies Catalog and on their degree audit.

Beyond the undergraduate social work program, the Office of Academic Advisement is another resource for on campus and online students. Staff offer guidance to students in planning their academic programs, understanding degree requirements, and making informed decisions about their educational paths. Faculty also have access to EagleSuccess via Slate. This web-based program allows faculty to quickly identify students who are struggling academically and implement interventions with students in a timely way. This program allows faculty to share concerns with students and their advisors and help connect students to tutoring and other resources, thereby increasing student success. Lastly, freshmen are enrolled in an Academic Planning Seminar(APS) course during their first year; there is also a section of this course for transfer students which is optional. APS is a course designed to connect new students to SUNY Brockport and University-level learning through a welcoming, supportive, and developmentally focused course sequence. Social work faculty advisors work collaboratively with APS instructors who also provide academic advisement support.

Policy for Professional Advisement

Professional advisement for undergraduate social work students focuses on postgraduation preparation for entry into the profession. This form of advisement is conducted by social work faculty during 1) individual meetings with students, 2) within the classroom, 3) in preparation for practicum, 4) during practicum, and 5) through university-based resources devoted to career development.

1. Individual meetings between students and faculty members take place at the request of the student; meetings can be face-to-face or virtual. Faculty provide guidance on professional career pathways based upon their social work expertise/background, graduate school information and recommendations, and networking connections to local organizations. These meetings can take place at various points throughout the student’s academic journey including the start of the program when they are introduced to the profession, when students are applying for practicum placement, and when considering graduate school and employment. These meetings are often separate from the academic advisement meetings, but they may overlap.
2. Professional advisement occurs in face to face and virtual classroom settings when faculty are facilitating content related to professional social work roles within various systems. While this content varies according to the course, students are first introduced to the various spheres of social work practice within SWO 221 (Introduction to Generalist Social Work Practice) and continues throughout the curriculum until their final semester.
3. Preparation for practicum takes place as a formal component of SWO 221 in the fall semester of the junior year. Practicum Director, Vanessa Peavy, guest lectures in each section of this course to describe the practicum experience and ways to prepare for this experience, including selection of areas of interest. The program also hosts a live and live-streamed panel of social work practicum instructors who describe their role and provide guidance to students to successfully interview and secure social work internships (e.g., professional attire, oral communication, etc.).
4. Professional advisement further takes place during practicum, specifically, practicum seminar guided by faculty. Seminar is designed to facilitate small group discussions surrounding students’ practicum experiences thus processing many examples of social work practice growth and development. For many students, practicum is the first experience in a social work setting where they develop and apply knowledge, skills, and values.
5. University-based resources specific to professional advising include services provided by the Career Design Center. The Center provides in-person and online resources to assist students with preparing for an interview, resume writing, professional attire, and job recruitment services. The Career Design Center also provides internship stipends to support practicum-related expenses.

Transfer Credit Policy

The Undergraduate Social Work program uses SUNY Brockport’s transfer credit policy. In alignment with SUNY Brockport’s transfer credit policy, which states that “academic departments will determine which courses are used for their major,” the undergraduate program follows this established protocol for evaluating transfer credits:

The acceptance of courses from another institution is contingent upon the courses being part of a CSWE-accredited program. Additionally, the program assesses the course syllabi to ensure that the content meets the Council on Social Work Education (CSWE) 2022 Educational Policy and Accreditation Standards (EPAS) competencies.

Use of Electronic Devices in the Classroom Policy

Technology use in the classroom is intended to enhance the learning environment for all students. It is the responsibility of the course instructor to decide when, if, and what type of technology is to be used during class. Any use of technology that degrades the learning environment, promotes dishonesty or is used for illegal activities is prohibited.

Degree Completion Timeline Policy

The length of time given to complete the BSW degree is six years from the time that a student is accepted and begins taking courses in the major.

Readmission/Reapplication Policy

A student that departs from the College without a Leave of Absence must complete all degree requirements that are in place upon return. Students that drop or withdraw from all courses without taking a leave of absence must reapply to SUNY Brockport and must be in good standing, meeting the undergraduate program’s prerequisites in order to be a social work major. Students who have been dismissed from the undergraduate program for academic or suitability reasons must appeal to the co-chair for readmissions. Students dismissed from the program, must demonstrate to the co-chair & admissions committee that they have successfully remedied the academic standards identified as concerns that lead to dismissal before they can be readmitted.

Credit for Life Experience Policy

The undergraduate social work program follows SUNY’s Getting the Credit you Deserve Policy which does not award credit for life experience.

Standards for Evaluating Academic Performance Policy and Procedures

The following standards, policies and procedures apply to students enrolled in the Undergraduate Social Work Program. These standards are linked to students’ abilities to become effective generalist social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic performance concerns. The goal of these policies is to help students have a successful experience.

Faculty and field instructors who teach and supervise students will assess student academic performance and apply their professional judgment to determine if standards are being met during a student’s educational career. Professional judgment is the capacity to assess a situation by applying the values and knowledge of the social work profession, combined with a professional’s own experience and practice wisdom. It also represents the application of knowledge, values, and skills to making decisions in a helping process.

All social work students will be expected to read the Standards for Evaluating Academic Performance, Policies and Procedures and the National Association of Social Workers (NASW) Code of Ethics (2021). Students will be asked to sign an acknowledgment that they have read, are aware of the contents of, and will abide by, the Undergraduate Social Work Academic Performance Standards. The signed form will be kept in the student’s active file.

The undergraduate social work program evaluates academic performance in four general areas: 1) basic abilities to acquire professional skills; 2) mental and emotional abilities; 3) professional performance skills and 4) scholastic performance. Both professional behavior and scholastic performance comprise academic standards.

1. Basic Abilities Necessary to Acquire Professional Skills

1.1 Communication: Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and feelings.
Written: Writes clearly, uses correct grammar and spelling, and applies appropriate writing style, including American Psychological Association (APA) referencing, appropriate source citation, and documentation, when appropriate. Demonstrates sufficient skills in written English to understand content presented in the program and to complete adequately all written assignments, as specified by faculty.
Oral: Communicates effectively and sensitively with other students, faculty, staff, clients, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates sufficient skills in spoken English to understand content presented in the Program, to complete adequately all oral assignments (with or without accommodations), and to meet the objectives of field placement experiences, as specified by faculty.

1.2 Interpersonal Skills: Demonstrates the interpersonal skills needed to relate effectively with other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These include compassion, empathy, altruism, integrity, and demonstration of respect for and consideration of others. Takes appropriate responsibility for own actions and considers the impact of these actions on others.

1.3 Cognitive Skills: Exhibits sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in classroom and field. Demonstrates grounding in relevant social, behavioral and biological science, knowledge, and research—including knowledge and skills in relationship building, data gathering, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional practice.

1.4 Physical Skills: Exhibits sufficient motor and sensory abilities to attend and participate in class and practicum placement, with or without accommodations. (See section on Accommodations for Disabilities for clarification).

2. Emotional and Mental Abilities necessary for performance in the program and professional practice

2.1 Stress Management: Demonstrates ability to deal with current life stressors through the use of coping mechanisms that encourage growth and reflection. Handles stress effectively by developing and implementing a self-care plan that helps the student reflect and further develop proactive coping skills. This includes but is not limited to developing supportive relationships with colleagues, peers, and others.

2.2 Uses sound judgment: Seeks and effectively uses help for medical or emotional problems that interfere with scholastic and professional performance. Engages in counseling or seeks out support and help if personal problems, psychosocial distress, substance abuse, or mental health difficulties do any of the following:

• Compromise scholastic and other performance,
• Interfere with professional judgment and behavior, or
• Jeopardize the relationship with those with whom the social work student has a professional responsibility to work with (as outlined in the current Code of Ethics by the National Association of Social Workers).

3. Professional Performance Skills: necessary for work with clients and professional practice

3.1 Professional Commitment: Exhibits a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics. Demonstrates commitment to the essential values of social work that includes the respect for the dignity and worth of every individual and his/her right to a just share of society’s resources (social justice).

3.2 Professional Behavior: Exhibits behaviors that are in compliance with program policies, institutional policies, professional ethical standards, and societal laws, in classroom, field, and community including:

• Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work;
• Respects others, is punctual and dependable, prioritizes responsibilities, attends class regularly, observes deadlines, completes assignments on time, keeps appointments or makes appropriate arrangements;
• Works effectively with others, regardless of level of authority;
• Advocates in an appropriate and responsible manner and uses proper channels for conflict resolution;
• Shows a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional development.
• Appearance, dress, and general demeanor reflect a professional manner.

3.3 Self–Awareness: Exhibits knowledge of how one’s values, attitudes, beliefs are demonstrated in the following ways:

• Incorporates professional knowledge, values and skills in professional decision-making;
• Recognizes that in a helping process, emotions and past experiences affect thinking, behavior and relationship;
• Accurately assesses one’s own strengths, limitations, and suitability for professional practice.
• Shows awareness of self and how one is perceived by others.
• Reflects on one’s own limitations as they relate to professional capacities.
• Is willing to examine and change behavior when it interferes in working with clients and other professionals.

3.4 Ethical Obligations: Current behavior and classroom performance demonstrate adherence to the ethical expectations and obligations of professional practice, noted in the NASW Code of Ethics. Ethical behaviors include:

• Adherence to the NASW Code of Ethics;
• Systematic evaluation of clients and their situations in an unbiased, factual way; comprehension of another individual’s way of life and values.
• The use of empathic communication and support of the client as a basis for a productive professional relationship.
• Appreciation of the value of diversity and effective and nonjudgmental relation to and work with others who are different from oneself. Appropriate service to all persons in need of assistance, regardless of the person’s age, class, race, religious beliefs, gender, disability, sexual orientation, and/or value system. No imposition of personal, religious, sexual, and/or cultural values on clients.
• Demonstration of respect for the rights of others including the client’s rights to freedom, choice and self-determination.
• Maintenance of confidentiality as it relates to human service, classroom activities, and field placement.
• Demonstration of honesty and integrity by being truthful about background, experiences and qualifications; doing one’s own work; giving credit for the ideas of others; and providing proper citation of source materials.
• Demonstration of clear, appropriate, and culturally sensitive boundaries; does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with clients, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways; or participate in dual relationships where conflicts of interest may exist.

Scholastic performance:

Students are in academic difficulty if their cumulative and social work GPA falls below a 2.5. Additionally, students are expected to earn a C or better in every social work course required for the major. Students may be notified of the need to de-register from sequential social work courses and become part-time in the major because of probationary status. The letter will, at same time make clear that continuance in good standing I the program is contingent on the following:

• Continued earning of a grade of “C” or better in every social work course required for the major
• Retaking any social work course in which a grade below a “C” is received if such a course is a requirement of the major.
• Maintaining a cumulative institution GPA of 2.5 or better, overall and within the major

Students who receive a GPA of below 2.5 are placed on program probationary status. Students will be given one semester to remedy the conditions of this probation. Students on probation may not enter field instruction. Probationary status, when granted may not continue beyond one semester nor may it be granted again during the student’s course of study in the undergraduate program. Students will receive letters detailing the conditions of their probations. Students on probation are advised to work closely with their academic advisor.

Review of Academic Performance Policy and Procedures

Academic Reviews Process:

An academic review is a formal review process. There are two levels: A Pre-Academic Review and a Full Academic Review,

Phase 1: Observation of Performance

Faculty responsibilities include monitoring students’ academic performance. In the course of carrying out this responsibility, the faculty will discuss concerns regarding the student’s academic performance with the student and possibly other faculty to assess if an academic performance concern as outlined in the Performance Standards is being violated. If a concern is identified in a specific area and patterns of behavior become a concern during the assessment the professor will clearly describe in objective language the concerns they observe to the student via:

1. An individual meeting between the faculty member and student to discuss the academic performance concern and possible corrective behaviors.
2. Group meeting with the student, student’s academic advisor and faculty identifying the academic concern and possible corrective behaviors.

After a discussion has taken place the faculty will write up of a summary of what was discussed and or the action plan that was put in place which will be distributed to the student, to others involved in the meeting and put in the student’s academic file.

Phase 2: Implementation and Evaluation

During this time the faculty will monitor the student to ensure that the observed behavior that led to the meeting and correction plan is no longer an issue for the student. Using feedback from the meeting the student has the opportunity to demonstrate corrective action towards adhering to the Undergraduate Academic Performance Standards.

Phase 3: Review Hearing:

The Undergraduate Program Director will ask a neutral party to facilitate the review. This person is responsible for:

• Reviewing the Academic Policies,
• Contacting the student and obtaining dates in the immediate future of when the student is available,
• Inviting other participants based on the student’s availability,
• Ensuring that the student as well as others invited to the meeting have a written copy of the concerns being addressed,
• Collecting any written evidence from interested parties to be distributed prior to the meeting date
• Overall facilitation of the meeting
• Facilitation of the executive meeting after
• Writing up the notes and decision of the executive meeting for the Undergraduate Program Director so that a letter can be sent to the student and placed in their academic file.
• The student is encouraged to be present, face to face or virtually, unless the circumstances warrant immediate dismissal. This would include, but is not limited to, behaviors that harm self or others.
• Others who may be invited to the review include: the student’s social work advisor, the program chairperson, the Field Coordinator, the field supervisor, and one or more other faculty having direct knowledge of the student’s academic performance.
• If the faculty identifying the performance concern is also the student’s academic advisor, the student may choose to have another member of the faculty serve as advisor during the review.
• The student, as well as other persons involved in the review may present information both verbally and in writing as part of the Review. However, all written evidence must be distributed to all parties prior to the date of the review.
• At the conclusion of the meeting, an executive meeting, without the student, will be held.
• Upon conclusion of the executive meeting, a written decision will be made within ten business days of the Review and sent to the student and other participants and a copy will also be placed in the student’s permanent student record.

Student notification on conclusion of the Full Academic Review:

A formal notification of the review decisions must be made within ten business days of the Review and sent by certified mail to the student.

Possible Actions may include, but are not limited to the following:

• Remedial actions to address the concerns may include the following:
  • The student may be required to take specific actions to address academic concerns related to the four performance standards (basic abilities to acquire professional skills, mental and emotional abilities, professional performance skills, and scholastic performance).
  • The remedial actions identified should specify implementation actions to be taken, demonstrated outcomes, and timeframe. Because there is a time frame, the remedial action plan will be reviewed at least once before the close of the timeframe to help support the student and ensure they are making the needed changes addressed in the plan.
  • The student may choose to take a leave of absence from the program and reapply at a later If this option is chosen it should include specific tasks that must be accomplished to be considered for return to the program.
  • The student may choose to withdraw from the
  • The student may be terminated from the

General Academic Review Appeal:

A student who believes that the case has not been handled appropriately or resolved to her/his satisfaction may appeal to the Dean of the School of Education and Human Services per SUNY Brockport procedures.

Professional Conduct Policy

Students in the Undergraduate Social Work Program are expected to conduct themselves in a manner consistent with the NASW Code of Ethics, the values of the profession, and the Program. This includes, but is not limited to, respect for others, personal integrity, a commitment to human rights, social and economic justice and social change, an openness to growth and change, respect for the views of others, tolerance for difference, and respect for human diversity. Additionally, students are expected to adhere to all policies of SUNY Brockport regarding student conduct which is published in the Undergraduate Catalog, Student Handbook, and other published documents at SUNY Brockport.

During the academic experience in the Undergraduate Social Work Program, students are given guidelines and standards to assist their transition to a professional role. Professional Conduct is a significant part of the professional and academic standards in the social work degree program. Professional conduct involves the core performance behaviors of:

• Task management
• Self-awareness
• Professional relationships with respect for diversity and appropriate boundaries (with peers and professors as well as clients and supervisors)
• Clear, timely, and responsible communication
• Ethical decision-making and adherence to the NASW Code of Ethics
• Use of proper channels for conflict resolution
• Critical thinking

Professional conduct and accountability involve the following expectations integrating the core performance behaviors:

Students are expected to attend all social work class, come prepared to discuss the readings, share ideas, engage in active critical thinking and discussion, and respect diverse perspectives. Critical thinking and respect for diverse perspectives involve learning as much as possible about opposing viewpoints as well as one’s own viewpoint.

As with employment responsibilities, absences impact professional accountability and academic performance evaluations. Students are expected to have back up plans for childcare, transportation, and family responsibilities and to make arrangements with employers so that students can attend every class and be on time. Students should notify their professors ahead of time or as soon as possible following an absence, just as one would inform a supervisor of an absence at work or in an internship. Students’ colleagues should also be informed when the absence impacts group work for the class. It is the student’s responsibility to attend each class, to be prepared for class, and to participate in a meaningful and professional way.

Repeated late arrival, early departure or extended break time will result in absence penalization at the instructor’s discretion. In online and hybrid courses, class attendance is represented through a variety of assignments, activities that demonstrate class engagement.

As in all courses, but particularly in online and hybrid courses, active and consistent participation is required and critical to student success. Failure to fulfill online and hybrid course expectations and requirements jeopardize student learning and academic success.

A student who is unable to participate in any class, examination or assignment due to his or her religious holy day requirements shall not be penalized, provided the instructor has been notified in writing at least two weeks prior to the absence.

Students are expected to submit all assignments on time. Late assignments cannot be submitted without prior discussion with the professor who may deduct points for lateness. Professors may determine that late assignments are not acceptable, or they may impose a time limit beyond which a paper cannot be submitted because assignments frequently are sequential and build upon one another. Students are expected to be respectful of professors and classmates during class sessions just as they would be respectful of work supervisors, field instructors, and colleagues at work or internships.

Cell phones, pagers, and personal communication devices should be turned off and there should be no text messaging during class or internship meetings. If an urgent message is expected, this should be anticipated with the instructor, settings should be set to “vibrate,” and a student should leave the classroom to take the message.

Student Rights and Responsibilities Policy

The Undergraduate Social Work Program recognizes certain fundamental rights and responsibilities of the student as outlined below:

Student Rights

1. Students have the right of protection against improper disclosure of their views, beliefs, academic records, and political associations, and from limitations upon freedom of expression with all due process of law.
2. Students have the right to be free of sexual harassment by faculty, staff, university employees, students, and in the field practicum.
3. Students have the right of protection against prejudicial or capricious academic and field evaluations, and against faculty behavior which impedes student progress, such as canceling class frequently with no mutually agreeable rescheduling, failure to provide course objectives or expectations, consistently not returning papers or exams within a reasonable period of time, and not posting or keeping regular office hours.
4. Students have the right to organize in their own
5. Students have the right to establish and issue publications free of pressure aimed at controlling editorial policy. Editorials shall be written solely at the discretion the organizations sponsoring those publications. No claims of representation of the Undergraduate Program or SUNY Brockport shall be made by these publications without prior authorization.
6. Students have the right to freely engage in activities on or off campus, in the company of their choice, exercising their rights as citizens of the community, state, and Students shall not claim to represent the Undergraduate Social Work Program at SUNY Brockport without prior authorization from the Department of Social Work
7. Students have the right to use the resources of the College, subject to all the rules and regulations regarding student use of such resources.
8. Students have the right to invite and hear speakers of their choice on subjects of their choice in meetings, which students organize.
9. Students have the right to petition, through proper channels, in all matters of academic and student affairs, including changes in curriculum, field instruction, faculty advisor, grades, and in all cases of grievance.
10. Students have the right to be notified in writing for any program decision regarding the status of their enrollment, such as termination.
11. Students have the right to appeal faculty and program decisions according to procedures found in the Department’s Student Handbook and the College’s student handbook, Your Right to Know.
12. Students have the right, when participating in research projects or other scholarly works under faculty direction as part of their formal academic programs, to receive appropriate recognition for their contribution to the process.
13. Students have the right to enjoy equal rights regardless of race, color, creed, religion, national origin, marital status, political affiliation or beliefs, sexual orientation, disability, sex, or Students have the right to consult regularly with their academic advisor regarding their academic program of study and progress in the program.

The above rights are protected by, and subject to, the institutional policies of SUNY Brockport.

Student Expectations and Standards

Expectation of All Students

Although Social Work faculty make great effort to inform students of their rights, the students have the responsibility to familiarize themselves with the policies and procedures of SUNY Brockport, and the Undergraduate Social Work Program. Students are also primarily responsible for knowing the degree requirements and following the policies that govern their academic program. Students are expected to adhere to the highest standards of professionalism as student.

The above mentioned rights and responsibilities are intended to facilitate:

• Opportunities for students to organize in their own interests.
• Opportunities for faculty and student collaboration in matters of Program policies operational procedures, and academic planning.
• Student participation in the formulation and modification of policies affecting academic and student affairs.
• Student participation in the development of policy, practice, and course development and presentation.
• Student evaluation of course and field experiences.

Standard Requirements for all Students

• Attend scheduled class sessions.
• Take group work seriously. Remember that your peers will enrich your learning and you will enrich theirs.
• Listen respectfully and do not interrupt or engage in private conversations while others are speaking.
• Participate in Anti Discriminator and Anti Oppressive behaviors & critical thinking while engaging with peers, faculty & course content.
• Demonstrate cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in when responding to peers, faculty and course content.
• Participate in synchronous conversations and activities.
• Try to get to know others. Introduce yourself to classmates and refer to them by name.
• Be patient and supportive of classmates.
• Analyze all graded quizzes, exams, and other instructor feedback to develop a plan for improvement.
• Complete weekly assignments and work on long-term projects as assigned.
• Complete assigned work/learning activities by indicated due dates.
• Reach out to faculty, instructors, teaching assistants, and administrators as needed.
• Communicate regularly with the instructor, particularly if you are experiencing issues.
• Attend instructor office hours to seek clarity on questions relative to the course content that was presented in the course material.
• Interact appropriately following the Academic Student Standards as laid out in the Undergraduate Student Handbook
• Conduct yourself with integrity when completing assignments or taking assessments.
• Limit conversations to those that are appropriate for a classroom setting. Personal chats or conversations not related to the learning environment should be conducted outside of remote course environment.

Standard Requirements Specific to Online students

As remote learners, students must be proactive in their studies, able to balance academic responsibilities with life events, and able to dedicate an appropriate amount of time to a course. The most crucial skills are communication, time management, and staying organized. As an undergraduate Student in the online degree completion program, you are expected to:

• Log in to the course in Brightspace to read the syllabus, review the videos, check class materials and announcements.
• Maintain access to a working computer or laptop, reliable internet access, and software necessary for accessing course content.
• Check your university email for course communications daily.
• Attend scheduled (synchronous) class sessions via zoom using a computer that has a camera that is turned on and in a space that is distraction free.
• Attend synchronous class sessions from a setting that is quiet and professional, minimizes background distractions, and is conducive to learning. Lying in bed during synchronous class is not appropriate. Playing video games during class is not appropriate. Working out during class is not appropriate. Watching TV during class is not appropriate.
• Be available during class to participate in class. You must NOT be driving a car or other vehicle during class; this is NOT negotiable. You must NOT be working at a job during class (unless your job is paying for your class and you are being provided the distraction free time and space to participate in class as part of their coverage of the course), this is NOT negotiable.
• Participate in video/real-time lessons.
• Participate in synchronous and asynchronous conversations and activities.
• Use your video camera in live sessions.
• Use a headset with a built-in microphone rather than your computer’s speakers and microphone to reduce echo and extraneous noise in synchronous classes.
• Make sure you are in a quiet location and mute your microphone when not speaking.
• Review all instructions, assignments, and materials a minimum of 2 x per week for each online class.
• Treat each day like a class day – attend synchronous sessions and complete homework as you would when in an on-campus course.
• Consider Brightspace, Zoom, or other learning tools used in remote teaching to be like a classroom setting. The same code of conduct and expectations are required of students.
• Dress appropriately for video and ensure backgrounds are appropriate.

Academic Integrity

Education cannot take place in the absence of trust. Students are expected to abide and conduct themselves by the codes of academic integrity for SUNY Brockport. The student or students responsible for a paper or presentation must be the sole authors of assignments. No paper of assignment may be submitted to fulfill the requirements of more than one course (though ideas from one course may inform assignments for multiple classes). Appropriate credit must be given for the sources of ideas. Plagiarism of any type is a major violation of academic integrity. Papers or presentations that violate any aspect of academic integrity will be penalized and are grounds for further disciplinary action. The SUNY Brockport Policy on Academic Dishonesty can be found at: Academic Dishonesty Policy: SUNY Brockport

Statement of Equity and Open Communication

We recognize that each class we teach is composed of diverse populations and are aware of and attentive to inequities of experience based on social identities including but not limited to race, class, assigned gender, gender identity, sexuality, geographical background, language background, religion, disability, age, and nationality. This classroom operates on a model of equity and partnership, in which we expect and appreciate diverse perspectives and ideas. If anyone is experiencing exclusion, intentional or unintentional aggression, silencing, or any other form of oppression, I encourage open communication with myself and/or the class as a whole.

Student Code of Conduct

See the University’s  Code of Student Conduct.

Disruptive Student Behaviors

The following is a link to SUNY Brockport’s policy Procedures for Dealing with Students who are Disruptive in Class.

Attendance Policy

University faculty value regular attendance in all classes, as explained in these guidelines. Faculty are expected to publicize their attendance policy within their course syllabus, consistent with these guidelines. Attendance in online courses is determined by appropriate participation in course activities. Professors are able to track both logging on times and dates as well as viewings of course materials.

See the University’s Attendance Guidelines Policy.

Non-Discrimination Policy

The Undergraduate Social Work Program is committed to non-discrimination and takes pride in maintaining an environment that celebrates diversity. The Program staunchly supports and abides by the non-discrimination policies of SUNY Brockport. These policies can be found on the websites and in the College’s printed materials.

Social Media

All students are expected to adhere to the ethical standards of the profession when interacting with classmates, practicum instructors and colleagues when using social media or social networking sites. Students should refrain from establishing informal relationships with clients and faculty through social media as it may be difficult to maintain professional boundaries. All postings on social media sites must follow confidentiality guidelines and should reflect the highest professional standards and students should think carefully as to how their postings would reflect on them, the colleges and the profession. Violations can be subject to disciplinary actions by the program, the department, and the college.

Disability Statement

SUNY Brockport is committed to fostering an optimal learning environment by applying current principles and practices of equity, diversity, and inclusion. If you are a student with a disability and want to utilize academic accommodations, you must register with Student Accessibility Services (SAS) to obtain an official accommodation letter which must be submitted to faculty for accommodation implementation. If you think you have a disability, you may want to meet with SAS to learn about related resources. You can find out more about Student Accessibility Services by visiting their website or contacting them via email or phone at (585) 395-5409. Students, faculty, staff, and SAS work together to create an inclusive learning environment. The following is a link to the University’s policy Procedure for Accessing Services for Students with Disabilities.

Sexual Harassment/Title IX Statement

Sex and Gender discrimination, including sexual harassment, are prohibited in educational programs and activities, including classes. Title IX legislation and University policy require the University to provide sex and gender equity in all areas of campus life. If you or someone you know has experienced sex or gender discrimination (including gender identity or non-conformity), discrimination on the basis of sexual orientation or pregnancy, sexual harassment, sexual assault, intimate partner violence, or stalking, we encourage you to seek assistance and to report the incident through resources available at Title IX. Confidential assistance is available on campus at Hazen Center for Integrated Care and RESTORE. Faculty are NOT confidential under Title IX and will need to share information with the Title IX & College Compliance Officer.

Emergency Management

In case of emergency, the Emergency Alert System at SUNY Brockport will be activated. Students are encouraged to maintain updated contact information using the link on the University’s Emergency Information website. Included on the website is detailed information about the University’s emergency operations plan, classroom emergency preparedness, evacuation procedures, emergency numbers, and safety videos. In addition, students are encouraged to familiarize themselves with the Emergency Procedures posted in the classrooms, halls, and buildings, and all university facilities.

Electronic Devices

See the University’s electronic devices policy. 

Support for Student’s Basic Needs

This BPT Basic Needs information provides students with the important resources for day-to-day needs such as food and emergency housing. SUNY Brockport is making every effort to destigmatize student hunger and housing insecurity so students will feel empowered to reach out for help.

Use of Artificial Intelligence (AI)

See the University’s AI for Faculty page. 

Student Grade Appeals

Students should address any question or disagreement about grades as quickly as possible with the course instructor and/or department chair. An attempt to resolve the issue informally with the instructor and or department chair is required in all cases. After carrying out the informal process, however, the student may wish to initiate a further appeal. Time limits for grade appeals: The student must file a written grade appeal with the department chairperson within thirty (30) calendar days from the date on which the registrar posts the grades for the semester in which the course was taken. During this 30-day period, the student must also engage in the informal attempt to resolve the disagreement. View the College Policy on Grade Appeals.

The Family Educational Rights and Privacy Act

The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. In accordance with FERPA, the BSW Program has adopted certain policies addressing the security of student’s academic work-papers, projects, exams, etc. It is not possible for faculty to post grades or to leave students’ completed work in the BSW office. Students’ work must be returned to individuals at class, to students’ homes via the mail (students must provide postage for assignments and grades from faculty to be mailed to their homes), or through other means as arranged by the student and faculty member to safeguard confidentiality. These policies will help to assure students’ privacy with regards to grades and coursework.

Student Records

The program maintains comprehensive confidential student records to benefit students in their educational and professional advancement. The following policies and procedures govern these files:

1. Student files shall contain:
   1. Program application
   2. Student’s application essay and reader comments
   3. College academic records (DARS reports, copies of transcripts, etc.)
   4. Copies of Program correspondence 
   5. Field placement evaluations
2. Student files are maintained by the undergraduate department’s secretary and kept in a locked office. Access is limited to undergraduate program faculty only.
3. Students shall have reasonable access to their files provided such access does not violate the rights of others. All student access will be consistent with the College’s Policies and Procedures for the Implementation of the Family Educational Rights and Privacy Act of 1974 as delineated in SUNY Brockport’s “Your Right to Know & Academic Policies Handbook”. Students desiring access to their file must request it in writing. Information contained in the records will be available to sources outside the Program only when authorized by the student, required by FERPA, or mandated by court subpoena. In the latter two cases, students will be notified immediately of such disclosure.
4. Alumni files shall be maintained in the Department for 10 years before being disposed of by shredding.

Student/Faculty Concerns

Normally, student/faculty concerns are resolved at the Program level with the individual faculty member. If not resolved, they are referred to the Undergraduate Program Director. If necessary, concerns of an academic nature should then be addressed in writing to the Department Chairperson. If not resolved at this level, then the Dean.

Shared Governance Committees

Shared governance committees are those that include faculty, students and staff.

Undergraduate Faculty Program Committee

The Undergraduate Program Faculty Committee operates as a committee of the whole and meets regularly throughout the semester. These meetings serve as the central forum for guiding and managing all aspects of the BSW program. Faculty review and make decisions related to curriculum, student affairs, assessment, accreditation, and other key areas affecting the undergraduate program. Through collaborative discussion, faculty ensure the program remains responsive to the needs of students, aligned with accreditation standards, and consistent with departmental goals. Student leaders may be invited to attend these meetings to offer input, share feedback, and stay informed about program initiatives and decisions.

Curriculum/Assessment Committee

This committee is responsible for the development, review, approval and evaluation of curriculum content, formats, location in curriculum, and delivery. The specification of these concerns will be determined by the Department Chairperson in consultation with the committee chairperson and concurrence of department members. The Program Practicum Director shall chair a Subcommittee on Practicum Instruction. The assessment portion of the curriculum committee is concerned with the development and maintenance of program assessment that are consistent with college and accreditation assessment requirements and that provide the programs with data allowing for continuous improvement.  

Diversity Committee

SUNY Brockport’s Department of Social Work Diversity Committee aims to cultivate and sustain an inclusive Department. The committee’s primary goal is to ensure that the Department community is a welcoming and inclusive environment for all, while challenging injustice and inequity. The committee is charged with ongoing assessment of Department climate around issues of equity, diversity, and inclusion, and recommends strategies to address inequities within the campus community and beyond. We view our students, faculty, and staff as ambassadors for fundamental freedoms, social justice, and respect for the differences of others. As a Department of Social Work, our mission and ethics direct us to be on the forefront of equity, dedicated to promoting social, economic, and environmental justice, and human rights; therefore, we will continue to:

• Be local and global agents of change to end injustice through our research, teaching, community service and partnerships;
• Establish and support critical dialogues within and beyond our local community regarding how racism and other forms of structural oppression and inequality negatively impact our society and our communities;
• Build relationships with organizations committed to social, environmental, and economic justice;
• Join with others to develop policy solutions that promote social justice and equity for vulnerable and marginalized communities; and
• Confront the silence and inaction that contribute to institutional racism and other structural inequalities.

Student Honors and Awards

Phi Alpha Social Work National Honor Society

Undergraduate program majors are eligible for membership in SUNY Brockport Chapter of the Phi Alpha Social Work National Honor Society when they meet the requirements in the Bylaws of the Society, including: 

• Declared social work as an undergraduate major,
• Achieved junior status,
• Completed one semester in major courses,
• Achieved an all college grade Point average of 3.25,
• Achieved a 3.50 grade point average in major courses

Alpha Chi National Honor Society

Students can also be recommended by faculty for membership in the campus chapter of the Alpha Chi National Honor Society. Each academic year, the top 10-percent of the junior and senior classes at SUNY Brockport are invited to become the newest members of the chapter. In order to be eligible, students must also have completed a minimum of 30 credits at Brockport.

Student Awards

The Golden Eagle Award

This award recognizes graduating undergraduate social work students who have exhibited true perseverance (also known as grit, determination, dedication and persistence). Often, these students have faced difficult life issues and overcome obstacles. They have shown courage, and resilience and while remaining dedicated to their dreams. The award recognizes students who showed motivation and determination in completing their higher education goals, regardless of the barriers along the way. This award recognizes undergraduate students who persevere despite hardship. Examples might include (but are not limited to):

• Succeeding in the face of adversity in their own life
• Demonstrating ability to learn from challenges and display growth mindset in action
• Continuous academic improvement after academic difficulty by utilizing resources such as academic coaching, tutoring, workshops, etc.
• Assisting and supporting another who is facing their own adversity.

Al Landy Award

Purpose: To recognize an outstanding senior student in the undergraduate program, who has demonstrated academic excellence, outstanding service in the program, and exemplary service to the community. Criteria:

• A minimum of 3.0 GPA overall and 3.5 in the major;
• Active membership in the major through committees, the Student Social Work Organization, or the completion of extracurricular tasks of some major importance;
• Service as a volunteer in community and/or campus activities that demonstrate significant accomplishments;
• Recommendation by at least one faculty member in the undergraduate program;
• Supported by a significant number of undergraduate program students.

Diane Dwyer Distinguished Service/Leadership Award

This award recognizes the service commitment and leadership skills and growth of both a graduating undergraduate and graduate student completing their studies in the Social Work program at SUNY Brockport. The person(s) nominated must write an essay describing a project that addresses the following elements:

• Describes the organization of an activity that focuses on organizational, community or practice arena-challenges.
• Describes the outcome of the activity.
• Reflects upon the challenges of leadership.
• Describes his/her personal and professional growth attained during the implementation process, especially noting self-reflection and increased self- awareness.

The student nominated must have a letter of support from one of his/her current faculty members from SUNY Brockport and/or the SUNY Brockport MSW program. A resume, including GPA, should also be submitted along with a cover letter. The student will be chosen by an ad hoc Committee of each program’s faculty appointed by the Chair of SUNY Brockport Social Work Department. The nomination packet should be submitted electronically to the Chair of the department by March 15th. The recipient of this distinguished award will be announced April 15th and will be recognized during pre-graduation celebrations within each program.

Departmental Scholar

Purpose: To recognize an outstanding senior student in the undergraduate program who demonstrated continued academic excellence. Criteria:

• Given to the Social Work senior with the highest GPA;
• Demonstrates high standards of scholarship.

Marghi Rich Award

Purpose: To recognize accomplished work in the area of policy analysis. The award is given annually to one student or group of students of each professor who completes SWO 411 with an A or A-, and whose policy project demonstrates:

• Identification and use of quality policy sources;
• Excellent writing skills, & a clear and logically analysis of the data;
• Policy alternatives that further social & economic justice.

Class of 1998 Michael O’Connor Memorial Award

This award was initiated by the Class of ’98 in memory of their friend and colleague, Michael O’Connor. Purpose: To recognize a student who demonstrates skills in the area of community organization and activism. It is awarded annually to a student who questions authority, fights conformity and enthusiastically attempts the impossible. Someone with a vision of a better society and who doesn’t really accept the words “it can’t be done.” This student also is able to connect with others, help them to believe in themselves, and tirelessly dedicate themselves to the cause. In the tradition of Bertha Capen Reynolds, this student constantly asks the question - “adjustment to what”?

Dr. Carmen Aponte Equity, Diversity & Inclusion Award

The Social Work Department will recognize students within the department (one undergraduate and one graduate) that promote the values of social work in the area of equity, diversity and inclusion. The promotion of equity, diversity and inclusion is in direct support of the primary mission of the college and the social work profession, which 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 (NASW, 2017). The Equity, Diversity & Inclusion (EDI) Award will be given to students in the Social Work Department that display awareness and understanding between person of different races, gender, age groups, ethnicity, religious affiliations, national origin, indigenous heritage, socio-economic status, disability, gender identities, sexual orientation or other areas of difference. EDI nominees help to create a welcoming and supportive climate, promote diversity throughout the department, campus and/or within the larger community through an ongoing commitment to and demonstrated leadership in equity, diversity and inclusion. Nominees must be in good academic standing with the department. Further, nominees are asked to submit the following supporting materials:

• Resume
• A one to two page personal statement describing accomplishments related to diversity including any supporting materials (i.e. flyers, newspaper articles, video clips, etc.) The personal statement will include:
  • A description of how you promote a welcoming, equitable and inclusive environment within the program, department and/or the larger community
  • A description of any leadership roles you have had in the area of equity, diversity and inclusion
  • A letter of recommendation from someone other than the nominator

College of Education and Health Award:

Criteria:

• Graduating Senior (December, May, August).
• Minimum GPA of 3.5.
• Matriculated student in a professional, degree granting/ certification program.
• Minimum number of 42 credits at Brockport.
• Significant contribution to service and activities and/or college wide activities.

Student Leadership Award

Criteria:

• Minimum of 54 credits completed by the end of the Fall semester.
• Minimum 2.50 GPA.
• Serving or has served in an elected/appointed position or positions of leadership in recognized clubs or organizations e.g., departmental clubs, campus newspaper, radio station, etc., or in campus governance (e.g., B.S.G., or academic department). In such a position, the student:
• is excelling or has excelled in the normal responsibilities
• defined for the position(s) held, and/or
• is showing or has shown extraordinary leadership beyond the normal responsibilities defined for the position(s) held.
• The student is or has been an informal leader of students involved in campus related services or other activities, other than those in (b) above, and which have been or are of significant benefit to the College and/or Brockport community.
• Demonstrates leadership characteristics of commitment and dedication to the organization with whom the nominee is affiliated, ability to inspire others, makes a positive impact on campus life and/or the Brockport community, creativity in the student leader role, effective communication skills, ability to work within the existing governance structure of the College, and efficiency in decision making in implementing the organization’s programs.

President’s Citation

Purpose: To honor a College at Brockport senior who has demonstrated exceptional scholastic merit, professional promise, and a distinguished record of contributions to the college and community. Criteria:

• Senior who will graduate during the calendar year in which the award will be presented;
• Has earned a GPA of 3.75 or better;
• Has a strong record of extracurricular activities and contributions to the Brockport college and community;
• Shows evidence of professional promise.

Outstanding Adult Student Award

Criteria:

• Matriculated graduate and undergraduate students are eligible. Graduate students should have completed 15 credit hours of graduate work at SUNY Brockport; undergraduate students should have completed 75 credit hours, at least 15 of which are at Brockport.
• Nominees must have a 3.5 cumulative GPA for all work completed at Brockport.
• Nominees may be either full or part time students, but must be enrolled at Brockport during either Fall or Spring semester, or both, and must be 25 or older.
• Students who expect to graduate in May, may be nominated: December graduates may
• also be nominated.
• Nominees should be those who have been especially successful at combining college study with their other adult responsibilities of family, job, career and community service.
• Students may be nominated by an administrator, faculty member, or staff member at SUNY Brockport and must complete a student biographical form.
• Both forms must be received in the Office of Adult and Continuing Education, no later than February.

The Britt’ni Iverson Memorial Award

This award is given in honor of Britt’ni Iverson, an undergraduate social work student who tragically was killed in the Fall of 2021. During her time in the Undergraduate Social Work Program, Britt’ni was a constant source of encouragement and support to her classmates. As a non-traditional college student working in community mental health services already, Britt’ni served as a role model to her peers, modelling professional and ethical behavior. She loved her work. It was her passion to work in the field of mental health, hoping to one day become a the director of a community mental health center. \In her memory, this award is given to a graduating senior who has demonstrated an invested interest in mental health—especially community mental health. To be eligible, students must demonstrate:

• academic persistence and determination (are in good standing),
• a commitment to the values, ethics, and standards of the social work profession and the Undergraduate Social Work Program, and
• are completing their field placement or are currently employed in a mental health setting.
• To be considered, students must submit a brief 1 page statement describing their motivation for a social work career in community mental health and how their experience at SUNY Brockport has prepared them for the field.

Grading Scale

• A/A- = Outstanding Performance: You demonstrated that you understood the concepts, gave appropriate examples, no writing or grammatical errors. Ideas were well developed. Demonstrated excellent critical thinking skills.
• B+/B = Good Performance: You demonstrated that you understood most of the concepts and your examples were a little weak. There are a few problems in the development of your ideas, in writing and grammar; however, they are not severe. Demonstrated good critical thinking skills.
• C+/C = Average Performance: You did not demonstrate clearly that you understood the concepts. Your work does not indicate clear thinking or that much thought went into the assignments. Ideas were not clearly presented and there are several grammatical and writing errors. Demonstrated average critical thinking skills. Note! A “C” grade in a required social work course
• *Note! A “C-” grade in a required social work course is not a passing grade; the course must be taken again for a BSW degree.
• D+/D- = Marginal. Just passing (this applies to social work electives only; a grade of “D+, D, or D-“ is not a passing grade in a required social work course). You barely demonstrate an understanding of the concepts. There are numerous problems in development of your ideas, grammar and writing. Demonstrated little, if any, ability for critical thinking.
• E = Unacceptable: You demonstrate no understanding of the concepts. There are serious to severe problems in development of your ideas, grammar, and writing. Demonstrated no critical thinking skills.

Letter Grade	% Grade
A	95 - 100 %
A-	90 - 94 %
B+	87 - 89 %
B	83 - 86 %
B-	80 - 82 %
C+	77 - 79 %
C	73 - 76 %
C-	70 - 72 %
D+	67 - 69 %
D	63 - 66 %
D-	60 - 62 %
E	<60%

Students may also be granted Withdrawal (W), if they withdraw from the course, or an Incomplete (I) should their circumstances permit. A student who feels they were graded unfairly, or who seeks to dispute a grade, may initiate a grade appeal process. Refer to Campus Policies for more information on withdrawals and appeals

Volume II: General Introduction to Practicum Education

Information for Students

Your practicum placement will provide you with opportunities to apply the knowledge, values, skills, as well as cognitive and affective processes you have learned in your coursework through real-life practice experiences with one of our partner agencies. Through this internship immersion, you will work to further develop social work competencies leading to autonomous generalist-level social work practice.

Practicum placement can be uncomfortable at times, lean into your feelings of being uncomfortable. Throughout your experience ask questions, take risks, and don’t be afraid to make mistakes. This is often when the most outstanding learning occurs. The highs and lows of college are natural, and an opportunity awaits in how you balance both. Use your resources, seek help when you need it, and push yourself past the limits of your comfort zone. No one succeeds on their own. Regardless of how it may look or feel, you are not alone — in your achievements or struggles. Remember our program is a family navigating together and supporting one another.

Be relentless, genuine, and unapologetic in pursuit of your growth. It’s why you’re here. Be serious and committed to your field experience. Make it all you can through your thoughtful applications of coursework, learned concepts, skills, and social work values. Learning to integrate theory and practice is one of the purposes of your practicum seminar. Your practicum seminar provides you with opportunities to demonstrate the integration of professional knowledge, values, skills, and CSWE competency development as well as processing with peers. For these reasons, you must successfully complete both field seminar and field instruction to progress and graduate.

The link to the most recent National Association of Social Workers’ (NASW) Code of Ethics is included throughout the Undergraduate Student Handbook manual. Abiding by the values and ethics of social work will guide you as you learn to make sound professional judgments with the support of your Practicum Instructor (Internship Supervisor) and Faculty Liaison (Seminar Professor).

Students will complete their practicum application as part of a formal assessment in preparedness for practicum in SWO 221. Then, during the Spring semester of their first year, students meet in person or virtually with the Practicum Director via Zoom to discuss their practicum applications, strengths, areas that they want to improve and their interests. After finishing their junior year, at the start of their second year, prior to starting their placement students go through a formal virtual orientation. This orientation includes:

• An overview of practicum requirements
• Explain the roles and responsibilities of student’s practicum support team (Faculty Liaison, Practicum Instructor, Task Supervisor, etc.)
• Practicum seminar learning activities and assignment,
• Developing the learning contract and keeping track of required hours.
• Safety protocol at Practicum Site

Criteria For Students Entering Practicum Instruction

A student seeking a practicum placement must fill out an application. Social work faculty members are included in the decision to offer students an opportunity to enter practicum. If the Practicum Coordinator, faculty member, and or advisor has concerns that a student does not display readiness for the practicum experience, the student’s application to practicum may be turned down for the upcoming semester.

The Practicum application has been incorporated into your SWO 221 class and is due to the Practicum Director in the Fall. Please be sure your application is complete and includes uploaded copies of your practicum placement resume (using template provided here) with cover letter highlighting your strengths and social work interests, narrative statement, Degree Works audit, as well as an electronically signed and dated practicum application including the Social Work Practicum Student Release of Information Authorization and Training Agreement. The undergraduate social work practicum placement application is now online. Students are encouraged to review the application below to prepare their answers and develop substantiating documentation prior to accessing the online application. Once the application is started, it must be completed in one session. Typically, students should allow for about 30 minutes to complete the online application and upload required documents. Should you have any questions, please contact me through one of the pathways provided below.

The student will be notified and may be asked to complete a remediation plan created by the Practicum Director or designee. This plan will be put into written form. It may include (but is not limited to) taking a particular course to address professional development needs, seeking mentorship or documentation of accessing needed resources as a result of self-reflection in order to enact self-correction. A student with a remediation plan will not be accepted into practicum until all the conditions of the plan are met and documentation is provided to that effect. Upon completion of the remediation plan and documentation to demonstrate the completion, the student can then reapply for practicum by the due date. The Practicum Director or designee will meet with the student upon the student’s subsequent application to practicum to go over the completion of the remediation plan. A student who is on academic probation will not be allowed to interview for a practicum placement.

Move the Box

To be eligible for a practicum experience, you must not have a criminal history that would prevent participation. To read Brockport’s full policy, click here. All Social Work majors are required to complete Form A and be deemed legally eligible for practicum placements before submitting a practicum application. Under SUNY policy, Brockport does not inquire about an applicant’s criminal history during the admissions process. However, after acceptance, the College may ask about felony convictions if you seek campus housing, study abroad, or participation in clinical or practicum programs. Any disclosed felony conviction will be reviewed by a campus committee in accordance with New York State Corrections Law.

Students with a prior felony conviction should be aware that their criminal history may affect their ability to complete certain program requirements or meet licensure standards for specific professions. If you have concerns, you are advised to contact the Dean’s office of your academic program for guidance. If you acquire a criminal history at any point during your studies, you must immediately complete a new Form A, even if you have previously submitted one. Failure to do so may result in immediate dismissal from the program. When completing Form A, the application is for a practicum, and the sponsoring department is Social Work. Once you submit Form A, the University’s Felony Review Officer (FRO), currently the Vice Provost of Academic Affairs, will contact you promptly to begin the review and determination process. Chairs and directors may be involved in the review as needed and are required to maintain strict confidentiality throughout the process.

Philosophy of Practicum Instruction for Undergraduate Students

The Council on Social Work Education (CSWE) has determined practicum education is the signature pedagogy for social work education. Signature Pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is practicum education. The intent of practicum education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum: classroom and practicum, are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Practicum education is systematically designed, supervised, coordinated, and evaluated based on the criteria by which students demonstrate the achievement of program competencies.

Passing Requirements for Field Practicum & Field Seminar

Students must earn a passing grade of Satisfactory(S) in Practicum Instruction and a C or better in Practicum Seminar to receive credit for each senior semester practicum requirement. If a student is passing only one component (practicum instruction or practicum seminar) and failing the other component, they will be administratively de-enrolled from the practicum course they are passing. An academic review will be scheduled within the first two weeks of the following semester for students failing either practicum or practicum seminar if a pre-review has not already been conducted. In addition, if a student does not pass either component of practicum instruction or practicum seminar in the first semester of a concurrent placement (SWO 451 and 455), they will be de-enrolled from both practicum instruction II and practicum seminar II (SWO 453 and 457 respectively) of the following semester.

Placing Students

Procedures:
The Practicum Director begins the planning process by notifying current students by email of the practicum application process and due dates late in the fall semester. Email notifications are also sent to all admitted BSW students eligible for practicum placement (full –time admitted students are practicum eligible- based on their plan of study). Students are required to formally apply for practicum education by completing an online practicum application form.

Once the online practicum applications are submitted, the Practicum Director completes eligibility review (e.g. GPA review) for each student and students are asked to sign up for a practicum planning meeting. Individual practicum planning appointments with students begin in early spring semester for placements scheduled to begin in the next academic year. During the individual meetings, the practicum application, resume and letter of introduction are reviewed for completeness. An action plan is established if additional information is required, or edits are needed to the student’s materials. Through these discussions, the Practicum Director reviews the student’s agency match with the supervisor that they provide for online students and identifies a placement and supervisor for face-to-face students. It is the Practicum Director’s responsibility to vet agencies and call supervisors to see if they are willing and able to take an undergraduate student for their 400 hour practicum placement. If an agency is not able to provide a placement, the Practicum Director works with the student to explore other option in their local area. Again, all agencies and supervisors are vetted and an affiliation agreement is signed by both parties before a student can do their practicum placement with an agency.

While the online students are asked to provide 3 possible practicum sites, they often have already contacted an agency and possible supervisor, prior to meeting. If the agency can consider the student, the student receives an Interview Notice by email with instructions to schedule a placement interview. After interviewing the student, the agency is asked to complete the online Internship Interview Outcome Form indicating whether the student is accepted for practicum placement. If the student is denied, reasoning for the decision is requested. In addition, the student completes the online Student Pre-Placement Interview Outcome Form within three business days of the placement interview.

For both online and face to face placements, students are expected to accept the placement where they have been assigned. However, if the student has a serious concern about the placement, the student is expected to communicate these concerns with the Practicum Director. The Practicum Director will assist the student in exploring questions and reasons for concern. In situations in which compelling reasons to decline the placement are presented by the student, the Practicum Director will ask online student to identify an alternate placement site and will identify an alternative site for face-to-face students. However, if a student does not accept an opportunity to interview with an agency without valid reasons for concern, that will be considered as one of the two denials afforded to them prior to holding a practicum review.

Process if student is not accepted for placement assignment
If the student is not accepted for the internship, the Practicum Director will discuss the reasons for the decision with the agency. There are times when agencies determine a student will not be a good fit with the agency, and other times when concerns that arose during the interview process impact the decision not to accept a student intern candidate. The Practicum Director will discuss the reason for the agency decision with the student and as necessary assist students in identifying and processing potential barriers impeding practicum placement assignment. The department chair and academic advisor will be informed if the student is not accepted for an internship by two agencies and an Academic Review will be scheduled to determine the student’s readiness for placement. The Academic Review policy and procedures are in Volume I of this Handbook. It is the responsibility of the Practicum Director to make the final pairing based on students’ educational plans, agency ability to provide a quality practicum, and program needs.

Practicum Education Requirements and Options

Practicum education is an integral part of the curriculum. Students anticipate and prepare for practicum work from the time they enter the program. After acceptance to the major, students take junior level courses that emphasize preparation for professional practice. For example, Micro Practice and Theory incorporates role-plays with individuals and interaction in groups is learnt I Mezzo Practice and Theory. Diversity, Equity, Inclusion, and Justice may draw on many speakers who are in practice with vulnerable clientele. All of the junior courses are designed to help students practice their communication and engagement skills while critically examining how theory, research and policy are applied. Specifically, in social policy and research courses, students prepare for practice by applying the content to practice situations.

Placement Options

A student may complete the Senior Practicum Placement requirement by following one of the two options listed below: 

• Block placement (four days per week, 8 hours per day for Fall or Spring Semesters (availability for Fall semester block placement is dependent upon sufficient number of students to fill class cohort)

   

• Concurrent placement (typically two days per week, 8 hours per day for two consecutive semesters, Fall and Spring)

   

• Hours Requirement: Practicum instruction is for a minimum of 400 clock hours per academic year. Undergraduate students follow the SUNY Brockport’s academic calendar unless they make other arrangements with the agency practicum instructor, faculty liaison, and practicum director. Such arrangements must be made during the contracting stage and incorporated into the body of the Agency Learning Agreement/Student Learning Contract. In a concurrent practicum placement, 200 hours must be completed by the end of the Fall semester. Hours cannot be carried over from fall to spring semester. To emphasize, practicum assignments/tasks MUST have clear links to the nine CSWE social work competencies and behavioral indicators as well as any academic standards added by the program.

Employment Based Practicum Policy: 

The Practicum Education Office recognizes three types of employment-based practicum:
Job Dual Experience Practicum: “Job Dual Experience” is designed for students who are currently employed within an agency that aligns closely with the Social Work competencies. These students intend to leverage their existing job responsibilities to fulfill their practicum requirements. Students can only credit up to 16 hours per week towards this experience.

Job Conversion Practicum: “Job Conversion practicum” are for students who have been employed at their agency for at least one year and consider themselves “career employees.” These students plan to remain in their place of employment in the future, and the agency wishes to make educational investment in the employee. The goal of the Job Conversion is to provide significantly different opportunities for students to gain social work experience with different populations, services, sites, etc.

New Job Practicum: “New Job Practicum” are for students who are hired into a new agency within the last few months. If approved, the specific assignment of this internship can only be used one time in the course of student’s program.

Employment-Based Practicum Instruction

In certain circumstances, students may be permitted to complete one year of practicum education in their place of employment. The Director of Practicum education may grant this exception on a case-by-case review. In such cases the following criteria must be met:

1. The practicum must be structured in a way that ensures tasks have clear links to the social work competencies, and their related behaviors.
2. Students are encouraged to engage in some new activities in order to grow and meet learning and professional goals reflective of generalist level social work practice aligned with the CSWE competencies.
3. The agency must agree that the work-based practicum placement will have an educational focus ensuring Competency-Based Learning.
4. Students, practicum instructors, and faculty liaisons collaboratively develop learning contracts that outline competency-based goals and methods of evaluation.
5. Tasks are designed to support professional growth and reflect developmentally appropriate responsibilities.
6. The practicum instructor and employment supervisor of a student may be the same person if necessary, however in such cases, supervision time for practicum education learning must be separate from supervision time for employment.
7. The practicum instructor must meet program criteria for qualification as a practicum instructor.
8. The agency must be willing to establish affiliation agreements with SUNY Brockport.

Formal Request for an Employment Based Practicum

Students requesting an employment–based practicum instruction are required to submit a formal request and supply the following information to the Director of Practicum Education:

1. A formal letter requesting consideration of an employment-based practicum instruction including detailed description of current employment duties, plan for completing practicum instruction. A detailed description of the proposed employment-based assignment for practicum instruction including: the name and contact information of the proposed practicum instructor f different from current supervision structure.
2. Provide a copy of current job description and description of proposed practicum.
3. Provide a letter of agreement from the agency executive director or appropriate signature. The letter must state that the agency is willing to provide a practicum placement opportunity that meets required criteria.
4. The student will acknowledge the risk associated with losing their employment and that it could also mean losing their internship.

The Director of Practicum Education upon review of the required supporting documents will make final approval of the employment-based practicum placement.

Procedures for Employment Disruption During Practicum

In cases where a student loses their employment at a site where practicum education has been approved to co-occur, the following steps will be taken:

1. The student must notify the Director of Practicum Education immediately upon a change in employment status.
2. An academic review will be held to assess the reason for the disruption in employment.
3. The Director will review the student’s progress toward competencies to date, and assess options for either continuation of the practicum at the same agency (if feasible) or identification of a new field placement to complete the required hours and learning objectives is appropriate.
4. The program will work with the student to ensure a timely transition that supports continuity in field education and minimizes disruption to their academic progress.

Important Note:

Under no circumstances may a student accept or pursue employment in the same agency in which he/she is a practicum student during the period of the practicum placement.

Availability during normal business hours of the agency

Most practicum sites require students to complete their practicum hours during the normal business hours of the agency and while exceptions may be made to this, students may make arrangements for evening and/or weekend hours providing the following occurs: it is mutually agreed upon with the student’s practicum instructor and faculty liaison. If arrangements are made after the practicum begins, the students’ faculty liaison must approve the plan. In all circumstances, practicum instruction supervision must be available. It is important to recognize that this is an exception and that ordinarily, students should expect that practicum placements require daytime responsibilities.

Interruption of Practicum Placement

Under certain circumstances, a given practicum placement experience may need to be interrupted and changed (i.e., due to environmental, situational, or performance-related factors). In this event, to ensure that the student receives adequate orientation to the new practicum context, the equivalent of an additional 4 weeks (64 hours) of practicum with the new placement agency may be required. Students may apply for an extended semester through a practicum placement exception to support their successful completion of the practicum.

Practicum Placement Hours during the Semester Break for Continuity

The semester break between fall and spring semesters is typically followed and any exception to this is to ensure continuity of client services. In these cases, arrangements to be at the field agency over breaks must be planned for in advance during the interview stage with the student. The student must share this information with their practicum instructor, and faculty liaison in accordance with the following guidelines:

Guideline to approve semester break coverage

To maintain continuity of client services, some agencies request the student to continue in practicum placement during the semester break. Under these circumstances, and upon approval of the practicum instructor, faculty liaison, and the Practicum Coordinator, the student can be allowed to continue in the agency during the semester break for up to a maximum of eight hours total during the course of the semester break. These hours are credited to spring semester practicum hours for concurrent placements and to the actual semester block placement, and time sheets are required to verify hour completion. For hours applied to the following spring semester, the student may reduce 8 hours of placement in that semester. However, all students are required to remain in practicum placement during the entire spring semester. Requests to have students continue over the intersession must be noted on the student’s learning contract with the agency. NO HOURS CAN BE COMPLETED over the winter break as students must also have access to faculty during practicum hours. (Policy approved 11/03/21)

Liability and Accident Insurance

Liability

The State University of New York carries liability insurance on students in Practicum Placement. Students are covered if acting under the policy for injury arising out of malpractice, error or mistake in rendering services under the direction of the agency practicum instructor. Independent action of the student without knowledge or approval of any supervising agency personnel would not be covered, nor would physical injuries sustained while performing the practicum placement.

Accident

The College does NOT carry insurance that would cover students transporting of agency client/patients on agency business, or student travel to and from agency practicum placements. Insurance coverage is clarified in a Clinical Affiliation Contract between the Agency and the College. This contract is referred to as the SUNY Agency Agreement for Social Work Practicum Placement. A sample is included in this section. Neither the Agency nor the College are required to place or accept students in any specific semester, but if students are placed, the Agreement then goes into effect. 

Monitoring and Supporting Student Learning

Policies, Criteria and Procedures for Monitoring Students
Direct Monitoring of students in placement is a shared responsibility of the faculty liaison, practicum instructor and if assigned, the task supervisor. The Director of Practicum Education provides consultation and support as needed. The roles and responsibilities are specified below:

Faculty Liaison

The faculty liaison is a social work faculty member teaching the practicum seminar class and/or available for ongoing consultation and is the faculty of record for practicum seminar/ practicum instruction. The student is enrolled in seminar with the same faculty liaison for both semesters of practicum and the faculty liaison monitors their progress for the entire placement period (e.g. SWO 451 in fall and SWO 455 in spring). Faculty liaison responsibilities include:

1. Provide explanation of practicum policies and expectations of the school and agency relationship as questions arise during the course of liaison with the student and agency (in consultation with the coordinator of field education).
2. Provide mediation of challenges/conflicts between the agency practicum instructor and the student or the Program.
3. Monitor student progress toward accomplishment of competencies
4. Maintain consistent contact with the practicum instructor and student through electronic communication, virtual visits to the agency (two times during the placement and more virtual visits if necessary) and phone contacts as necessary.
5. Provide classroom opportunities for integration of course material and practicum experience.
6. Ensure completion of all requirements for the student/agency contracts and evaluation procedures.
7. Evaluate student progress in the agency through the field seminar experience.
8. Encourage and assist the practicum instructor in creation of challenging and rewarding experiences for agency-based learning.
9. Submit evaluation forms, along with student time sheets to the Practicum Director.
10.  Participate in the semester evaluation process including recording of midterm and final grades for the practicum experience.
11.  Maintain regular contact as needed with the Practicum Director.

Practicum Instructor

1. Participate in the student practicum interview and assignment process.
2. Participate in the orientation process of the student to establish the framework for agency work.
3. Provide guidance and feedback to the student as the student writes their practicum learning contact identifying the tasks and responsibilities of the student in the agency.
4. Develop and create Generalist or Advanced year experiences that enable the student to learn and practice social work skills.
5. Provide regular weekly formal supervision of the student for monitoring student learning and service engagement as well as plans for monitoring student’s performance and progress toward stated learning objectives.
6. Select workload and responsibilities for the student so that they are attuned to the setting, taking into consideration the student’s capacity, interests, past experiences, learning style, life patterns, and goals of the Program.
7. Attend required workshop/seminars/practicum training events sponsored by the Program.
8. Assist the student in the integration of classroom learning into the practicum experience.
9. Provide joint management of student time and monitoring of practicum requirements.
10. Participate in student conferences with the faculty liaison, student and education director as necessary.
11. Maintain on-going contact with the faculty liaison to identify any issues of concern with the student or placement.
12. Participate in the evaluation process as established by the Program and complete the end of semester evaluations of the student.

Task Supervisor

Task Supervisor assignment by some agencies to complement Practicum Instructor
In addition to being assigned a licensed social worker as practicum instructor, some agencies also assign the student a task supervisor. The task supervisor provides the student with day- to-day supervision. A task supervisor may have a master’s degree in another discipline as practicum instructor supervision is required to be provided by licensed social worker meeting the requirements specified. The task supervisor may give input to the evaluation, but the responsibility of evaluating student performance rests with the practicum instructor.

Practicum Director

There are times in which the faculty liaison involves the Practicum Director to strategize options, and on occasion the Practicum Director will accompany the faculty liaison on a virtual site visit. If students’ performance in the agency is concerning a determination is made through discussions with the faculty liaison, and practicum instructor of whether the concern can be addressed informally. If an academic review is needed, the review is convened by the BSW Program Director and includes the student, the student’s advisor, the practicum instructor, and practicum liaison. If the faculty liaison is also the student’s advisor, the student may choose to have another member of the faculty serve as advisor during the review. The faculty liaison will summarize in writing the contacts and actions taken to resolve the concern and will provide copies of the summary to all parties involved in the review. The BSW Director will act as chair and recorder for this review. The student, advisor, faculty liaison and practicum instructor present information in writing as part of the Review. These policies and procedures are specified in Volume I of this handbook.

Practicum Director Responsibilities:

• Contact agency, review requirements, and ensure they are willing and able to provide the student with a qualified practicum instructor (internship supervisor) and a learning experience that meets the undergraduate requirement.
• Explain the responsibilities and expectations of the agency, internship supervisor, the student, and the University.
• Establish an affiliation contract with the agency per SUNY requirements.
• Employment-Based Practicum Instruction: In certain circumstances, students may be permitted to complete one year of practicum education in their place of employment. The Director of Practicum Education may grant this exception on a case-by-case review. Please see the policy on Employment Based Practicum located in this handbook.

Process for Assigning an Itinerant Supervisor

1. The Practicum Director identifies and interviews potential candidates to ensure they have either a Bachelor’s or Master’s degree in Social Work from a CSWE-accredited program and at least two years of post-graduate practice experience.
2. Candidates who meet these criteria are asked to apply through the University’s hiring system (neoed.brockport.edu). Upon application, the Chair of the program initiates the hiring process.
3. Once hired itinerants are invited to the practicum supervisor orientation.
4. Itinerant supervisors are compensated $500/per student and also receive a credit voucher reimbursement which can be applied to any four year SUNY school.

Evaluation of Practicum Site Effectiveness

The purpose of this policy is to ensure that all field education (practicum) placements provide high-quality, competency-based learning experiences that prepare students for generalist social work practice. The effectiveness of each practicum site is continuously assessed through a combination of student feedback, faculty oversight, and agency collaboration.

Evaluation Process

1. Initial Agency Approval
   • All agencies must be vetted by the Practicum Director before being approved as practicum sites.
   • Agencies must sign an Affiliation Agreement that outlines expectations regarding supervision, learning opportunities, and alignment with CSWE competencies.
2. Learning Contract and Practicum Supervision 
   • Students, practicum instructors, and faculty liaisons co-develop a learning contract that includes measurable objectives based on the CSWE’s nine core competencies.
   • Qualified practicum instructors must provide regular supervision and ensure opportunities for practice across systems (individuals, families, groups, organizations, communities).
3. Ongoing Monitoring and Communication
   • Faculty liaisons maintain regular contact with both the student and the agency through site visits, emails, and phone calls.
   • Concerns about placement quality can be brought forward by students, instructors, or liaisons at any time for immediate review.
4. Midterm and Final Evaluations
   • Practicum instructors complete formal evaluations of the student’s progress at midterm and the end of the placement. These evaluations assess the student’s development across competencies and indirectly reflect the site’s educational effectiveness.
5. Student Feedback
   • Students are required to submit a practicum placement evaluation at the end of the semester.
   • This evaluation assesses the quality of supervision, learning environment, support received, and how well the placement facilitated competency development.
6. Site Review and Accountability
   • The Practicum Director reviews evaluation data regularly.
   • Sites that do not meet educational expectations may be provided feedback, placed on probation, or removed from the list of approved field placements

Communication of Effectiveness

• The results of evaluations and placement effectiveness are discussed in faculty meetings and are used to inform future placement decisions.
• Patterns of concern or excellence are communicated to agencies through follow-up discussions and professional development opportunities.
• Students are informed of placement quality during orientation, advising, and in their field seminar courses.

Evaluation of Practicum Learning

Evaluation of student learning during practicum instruction occurs at mid placement (mid-semester – block placements, end of first semester – concurrent placements) and at termination of the placement (end of semester – block placements, end of second semester – concurrent placements). At that time, the Student and Practicum Instructor collaboratively review this critical assessment of the practicum work experience. Students are continuously assessed for suitability and capacity for social work practice. Please refer to the Undergraduate Social Work Academic Standards.

In order for students to successfully complete practicum, they must be performing satisfactorily. If a student is below that level at mid-term, the student, practicum instructor, and faculty liaison will develop a remedial plan so the student is given an opportunity to demonstrate improvement. Some students will not progress to second semester if the skill development falls below this specified level. It is acceptable at the conclusion of the first semester for concurrent placements, or first half of block placements to have competencies that cannot be evaluated. However, all competencies MUST be evaluated for the student to graduate. See Appendix for evaluation form

Using The Practicum Evaluation Within a Process

During the first several weeks of the semester, the student will need to develop a learning contract in consultation with their practicum instructor. It is understood that the practicum learning contract will be refined and updated as needed. Dates of submission to the faculty liaison are outlined in the practicum instruction/practicum seminar syllabi. The 2022 CSWE Core Competencies are detailed in the learning contract and match the areas of assessment in the practicum evaluation.

At about the midpoint of the semester (around the end of the 2nd month) it is suggested that as part of the weekly supervision session, time be scheduled for the practicum instructor and student to look at the evaluation form and explore how the student is doing. Ideally, this is accomplished before the semester three-way meeting between practicum instructor, student, and faculty practicum liaison/seminar instructor. Any major areas of disagreement or potential problems should be discussed prior to the virtual site visit including the student, practicum instructor, and faculty liaison so that problem solving can be engaged in and a remediation plan can be developed. However, if this discussion occurs following the fall semester virtual site visit and concerns are identified, it is important for the practicum instructor to consult with the faculty liaison.

Students completing a block placement will be evaluated at mid semester for a midterm evaluation. This evaluation is to be discussed with and submitted to the faculty liaison. Concurrent students receive a midterm evaluation at the end of the first semester.

Although the practicum evaluation must be completed by the practicum instructor, input should be solicited from all parties. It is suggested that the student complete a self-evaluation using the same evaluation instrument used by the practicum instructor and discuss the self-evaluation with the practicum instructor during the evaluation process. This provides a tool to explore discrepancies or clarification needs and facilitates discussion between student and practicum instructor.

Students will complete an agency and practicum instructor evaluation at the end of the of the placement.

Practicum Education Operational Process and Procedures

Identifying Field Education Settings

Selection Process for Practicum Sites:

The practicum experience maximizes development of social work generalist level competence in the CSWE nine core areas. The SUNY Brockport Undergraduate Social Work Program has developed close ties to urban and rural communities in the Greater Rochester Metropolitan area and offers selected distal practicum placement opportunities based on established relationships with community agencies and organizations. The selection of appropriate internship sites is based on the desire to have high quality, engaging educational practice opportunities available for student learning. Agencies and organizations contribute substantial resources to student education through the provision of learning situations that foster integration of knowledge and skill development. The agency/organization must be able to provide distinct learning opportunities and activities that are consistent with the goals, values, and mission of the program, university, and profession. The agency must be able to provide a qualified practicum instructor and agency experiences that align with the program’s learning outcomes for generalist social work practice.

Specific to the Online Degree Completion Program:

• Accepted students, outside the Rochester area, will need to provide the undergraduate social work program with contact information for the agency and potential supervisor for their practicum placement.
• Applicants must have a practicum plan at the time they submit their application.
• Applicants must have contacted the agency and spoken with the supervisor prior to sending the Practicum Director this information. (Again, this applies to students living outside the Rochester/Buffalo area).
• Supervisors must have at least a Bachelor’s degree in social work from a CSWE accredited program and two years of post-graduation experience. Degrees in other disciplines cannot be substituted).

Approving Practicum Education Settings

The Practicum Director is responsible for practicum placement development and monitoring of existing practicum placement sites. The Practicum Director uses the following criteria to select practicum sites:

• The agency must have demonstrated commitment to excellence in the provision of services and professional development of students.
  The agency goals and objectives must align with the program’s mission and goals.
• The values and ethics of the profession should be demonstrated through agency structure and functions.
• The value of the agency-based experience is recognized, and educational activities developed within a supportive (learning) environment.
• Agency-based learning opportunities are provided and are designed to expand student participation within various systems and at different system levels to allow core competency development.
• The agency must provide adequate space and access to agency resources appropriate for carrying out assigned responsibilities and functions.
• The agency must provide the necessary measures to protect the safety of the student. At a minimum, this should include where not to go, how to conduct oneself when in the field, how to interact with potentially dangerous individuals, and other generally accepted actions to be followed in specific situations.
• The agency allows the student maximum exposure to and participation in agency training and in-service opportunities.
• The agency provides staff for regular and timely individualized supervision (if scope of practice is protected under licensing laws, supervision must be provided by a licensed social worker, if the practice activity is exempted, supervision must be provided by an experienced BSW or MSW practitioner.
• The agency agrees to ongoing and frequent participation in the evaluation process.
• The agency agrees to provide up-to-date information on agency services, organization, and student placement procedures and opportunities to the program’s Practicum Education Office.

Engaging with Practicum Education Settings

Practicum Placement Confirmation:
Contact is maintained with practicum settings using a variety of approaches. Once the practicum placement is confirmed and the student has registered for the appropriate practicum seminar/ practicum instruction course, the practicum instructor is contacted by the Practicum Director by email letter and provided with the name and contact information for the faculty liaison.

Faculty Liaison contact and agency visits to monitor student learning and practicum setting effectiveness
Faculty Liaisons contact all of the practicum instructors for students enrolled with them to schedule a video-conference three-way meeting with practicum instructor, student and faculty liaison or a four-way meeting is scheduled if a task supervisor is assigned. This first meeting clarifies expectations and focuses on the practicum learning contract and any concerns or questions students and practicum instructors may have. A second practicum meeting is scheduled mid-way through the second semester to make final adjustments to the learning contract as needed. Additional faculty liaison virtual visits are scheduled during the course of the practicum placement when concerns are identified. This is done via Zoom for students outside the Rochester area. These follow up meetings, may be informal or formal. Additionally, follow up communication occurs by phone, video conference and email by either party (faculty liaisons or practicum instructor) to discuss student progress and concerns as needed. These video follow, emails and/or phone follow-ups provide both formal and informal mechanisms to monitor student learning which culminates in completion of the first semester and second semester final practicum evaluations.

Orienting students will be accomplished:

Students begin the orientation process in their junior year in SWO 221-Introduction to Generalist Social Work. They have two modules dedicated to orienting students to the practicum process and bringing their attention to Volume II of the Student Handbook which is dedicated to Practicum Education. Specifically, students read the introduction from the Practicum Director.

Student Responsibilities:

Students are eligible to enter their senior practicum placement when they have successfully completed all junior level (300) social work courses with a grade of “C” or better. The student must also have a social work grade point average of at least 2.5, as well as an overall grade point average of at least 2.5. A student seeking a practicum placement must fill out an application that articulates what they need to learn in order to progress with their social work education. Social work faculty are included in the decision of students to enter practicum. A student who is on academic probation or who has presented concerns about their capacity to make the best use of their practicum placement may not be allowed to interview for a practicum placement.

Students are expected to:

1. Prepare self for a professional social work educational practicum experience integrating course material, life experiences, and skill development.
2. Complete all practicum instruction paperwork in a timely fashion and work collaboratively with the practicum office to assist in the process of practicum assignment.
3. Review, sign, and submit the Social Work Practicum Student Training Agreement to the Director of Practicum Education as part of the practicum application process.
4. Complete all requirements for practicum placement such as participating in individualized practicum planning, scheduling interviews, and completing background check paperwork/processes.
5. Understand and follow the operational procedures, structure, and functions of the agency.
6. Act responsibly in all activities undertaken in the agency such as maintaining confidentiality, adhering to safety guidelines, and ethical practice standards.
7. Act in a professional manner as a representative of the agency to the wider community.
8. Adhere to the NASW Social Work Code of Ethics.
9. Assume an active and responsible role in planning the learning objectives and specific responsibilities for the practicum experience, including, but not limited to, developing and updating the practicum placement learning contract.
10. Take responsibility for setting and preparing an agenda for weekly supervision at the agency. This could look like submitting a list of successes, questions, and topics to the Practicum Instructor at least 24 hours prior to the formal supervision session.
11. Notify the practicum instructor and faculty liaison in a timely manner of any issues in the practicum.
12. Maintain a schedule for attendance and prompt notification of any absences.
13. Maintain practicum time sheet including obtaining practicum instructor’s weekly review and signature and submission of time sheet to faculty liaison upon request during the semester and at the end of each semester.
14. Be open to critical analysis and constructive feedback of performance behaviors and integration of learning.
15. Complete the required practicum education forms and submit within allotted timeframes.
16. Actively participate in the practicum evaluation process of student learning.

The Practicum Education Committee Responsibilities:

Representing an essential element of the curriculum, the Practicum Education Committee is a subcommittee of the Program’s Curriculum Committee. All revisions in the practicum instruction component of the curriculum is reviewed and approved by the subcommittee. The Coordinator of Practicum Education serves as chair and all full time practicum faculty are committee members. Adjunct faculty liaisons who have taught practicum seminar are also invited/consulted. At least one student representative will be recruited to serve as a non-voting member of the committee. Practicum Instructor representatives also provide input into continuous improvement.

Contributions of Program Students

Representatives of SWOT can provide the Director of Practicum Education with input for the committee described above. Feedback about strengths and challenges of the practicum education program as a whole from students’ perspectives are welcome. Students also provide ‘person power’ in preparing for the various practicum conferences and in hosting agency visitors to the College. In addition, an annual practicum education survey is distributed to students engaged in practicum to solicit input for continuous improvement.

Information for Practicum Instructors

The practicum instruction component of the social work major at SUNY Brockport is both an extension of the practice sequence of courses and a culmination of the curriculum of core and support courses that precede practicum instruction. The purpose of the practicum instruction placement (internship) is to:

• provide students with opportunities to learn and practice in a professional setting to develop and demonstrate skills in social work,
• integrate the theories and practices learned in and out of the classroom.
• develop a sense of commitment to the social work profession and NASW Code of Ethics.
• cultivate an understanding of the diversity of a community population and the role of diversity in social work practice,
• learn how administrative processes and policies impact delivery of services,
• build professional relationships within the community to better understand local resources to benefit future client systems, and
• confirm personal interests and abilities in the social work practicum.

As students undertake learning within the reality of agency life, a vehicle is established whereby use of theory and conceptual frameworks acquired through course work is applied, skills are developed and refined, and attitudes and values are examined. Additionally, students are afforded opportunities for analysis of the effects of social welfare policy on programs and services, opportunities for the development of research questions in relation to practice efforts, and opportunities for evaluation of practice interventions. Practicum instruction courses enable students to personally affirm the validity of content presented in the classroom. The progressive, reciprocal relationship between theory and conceptual frameworks and practice becomes a dynamic in the teaching-learning process of practicum instruction. Practicum Instruction enables students to integrate the knowing, feeling, and doing aspects of their social work education. It is designed to produce a knowledgeable, skilled, self-evaluating, and professionally reflective social worker. Either in two concurrent (sequential) (Fall SWO 451 and 453, and Spring SWO 455 and 457) semester placements, or in one semester intensive block placement (SWO 454 and 456), students must demonstrate application and integration of knowledge, values, skills, and cognitive and affective processes in the practicum required of social work majors.  

Agency practicum instructors (teachers in the practicum or internship supervisors) are an intrinsic part of the social work program. They are familiar with the program’s definition of generalist social work practice, social work ethics, and know what to expect of students from an accredited baccalaureate social work program. To prepare themselves to work in the field, students are asked to review past social work course content with an emphasis on the methods sequence (micro, mezzo, and macro). Such review will facilitate the integration of classroom content with agency experiences.

We appreciate the commitment and support that practicum instruction host agencies, as well as practicum instructors, provide in our joint efforts to prepare professional social workers for practice. By providing our students with supervision, you truly are our instructors in the field. This Practicum Manual is a guide for our cooperative work in the preparation of our undergraduate students for generalist social work practice. The College at Brockport’s Department of Social Work welcomes you and your agency to this important endeavor.

We would also appreciate your involvement in providing feedback about our practicum process including Practicum Instructor and Student preparation and support. This can occur in many ways while engaged in practicum activities, as well as by completing anonymous web-based surveys. Links to these surveys are sent via email. In addition, Practicum Instructors are welcome to participate in Practicum Education Committee activities.

Orienting Practicum Instructors

All Practicum instructors are invited to a virtual annual Practicum orientation, held one week prior to the beginning of the semester. In addition, the Director of Practicum education offers follow up one-on-one orientation if the field instructor is not able to attend the orientation. To maintain and strengthen relationships with agency sites, the Director of Practicum education invites practicum instructors to two-field instructor training opportunities each academic year. To determine what trainings are of interest to practicum instructors, the Director of Practicum education sends a survey to practicum instructors annually. Most recently, trainings have focused on assisting practicum instructors in understanding the 2022 EPAS in relationship to assessing demonstration of CSWE competencies. The Director of Practicum education also invites practicum instructors to join an online Google Drive site she developed. This site includes resources on best practice for quality practicum education. Additionally, practicum instructors receive invitations to relevant departmental and campus programs and events throughout the academic year, both in person and virtual.

At the end of the academic year, a celebration breakfast and award ceremony is held annually. Practicum instructors are invited to attend, and they receive a certificate of recognition. For those that are unable to attend due to distance, we mail their certificate to them.

The University also offers practicum instructors the opportunity to earn tuition waivers which they can use for professional development or their own interests as lifelong learners. The practicum instructor is eligible to request a tuition waiver for a 3-credit graduate SUNY course for each 6 credits of practicum instruction. This equates to one 3-credit tuition waiver each semester for concurrent practicum placement supervision and two 3-credit tuition waivers for a one semester block placement. Practicum instructors are also offered the opportunity to obtain university library privileges. The Director of Practicum education provides information to practicum instructors about these opportunities annually. Tuition waivers submitted by Practicum Instructors are submitted by the Director of Practicum education and once approved these are forwarded to Dr. Tom Hernandez, Dean of the School of Education, Health and Human Services for approval. Once approved, the tuition waivers are processed by the campus office that issues the tuition waivers. The Director of Practicum education maintains program records for tuition waivers on behalf of the program and department.

Opportunities For Practicum Instructors

In addition to having a student in the agency and teaching someone who will be a professional colleague, upon graduation, there are other advantages to serving as a practicum instructor including the following: 

Departmental Events

1. Before placement of students, the department hosts an annual Practicum Instructor Orientation. Experienced practicum instructors are invited to attend for an “update” on the department, any changes, and to offer their wisdom to those new to practicum education.
2. An annual programmatic recognition event is held each May to recognize the contributions of practicum instructors and celebrate student success.
3. Practicum Instructors are invited to department sponsored events and programs.

Library Access

If you wish to use The SUNY Brockport databases to search for and access online journal articles, you will be asked to pay the $25.00 annual fee. Go to the New York Public Library website for access to other library resources. If you are an alumnus of the College at Brockport, you have free lifetime access to Drake Library.

SUNY Brockport Undergraduate Social Work Program Tuition Waiver Policy and Process – Effective 2023-2024 academic year

The Undergraduate Social Work Program at SUNY Brockport offers tuition waivers to our practicum instructors who supervise social work students. A three-credit graduate tuition waiver may be requested for each BSW student intern supervised following each semester (during the academic year-fall/spring) by completing and submitting the Online Tuition Waiver Request Form using the link provided. For your request to be approved and processed, the instructions include a requirement that the designated recipient must submit their social security number (SSN) using a secure website. The recipient of the waiver must claim the value of the tuition waiver as income for tax purposes. A 1099 will be issued to the recipient by New York State.

You can upload a file with your SSN to the SUNY Brockport secure drop box (this link opens in a new window) after you have submitted the tuition waiver request form above. Acceptable file types are:

• Scan or photo of your SSN card OR
• Word document containing your SSN, name, and agency

The tuition waiver can only be issued to the primary practicum instructor, or if declined by the practicum instructor, can be issued to the primary day-to-day task supervisor for practicum placements using a task supervision model to supplement practicum instruction supervision. If a task supervision model is in place, the social work practicum office must have a record of this person listed as a task supervisor at the time of placement. The tuition waiver is typically issued after the completion of the entire academic year (two semesters of placement) but can only be issued after each semester as the student must successfully pass practicum instruction. The voucher will be sent directly to the recipient by the College via mail. Once the tuition waiver is issued, it can be submitted to the student accounts office for tuition bill payment. The College at Brockport cannot issue waivers in any semester other than the academic year within which the waiver was earned. If you have any questions regarding this process, please contact the current chair of the Social Work Department.

Practicum Planning Guide

Although the Practicum Education Application is now online, please use the following guide as a resource in preparation for completion. All students will be required to upload the following information with the Practicum Application:

• An up-to-date practicum placement resume as either Microsoft Word (.doc/.docx) file ONLY (One-two pages maximum, USING TEMPLATE PROVIDED)
• Electronically Signed Release of Information Authorization and Training Agreement (Within the online application)
  Additional information as well as the link to the online application can be found on our Practicum Education website.

Practicum Placement Expectations & Process

Availability during normal day time business hours
Most practicum placements require availability during normal business hours of the agency. This is an expectation of the undergraduate social work program. A limited number of practicum sites provide students the opportunity to complete some internship hours during evening or weekend hours, provided there is a qualified practicum instructor to provide supervision. However, this is an exception and students should expect that practicum placements will require daytime responsibilities and should plan their availability accordingly. Important Note: Only students registered as Online Degree Completion (ODC) can negotiate their own practicum placement.

Practicum Placement Planning

Placements are assigned based on the information provided in the student’s practicum application with a focus on a generalist level practicum placement experience.

• The Director of Practicum Education will contact students via email in early spring semester to provide directions for scheduling conversations to discuss student interests and practicum placement.
• Based on the planning conversations with each student, the Coordinator of Practicum Education matches students with agencies to provide the most beneficial educational experience per determination of “fit” for the student. The student’s practicum application and materials will be forwarded to the first agency. If that agency is not able to provide a placement, option B will be contacted, etc. All placements are dependent upon the willingness of the agency to host the student as well as the availability and willingness of a qualified practicum instructor to provide supervision.
• The student will receive an interview contact notice via their official College at Brockport email ONLY with directions to contact the agency in order to schedule a practicum placement interview. Certain agencies have created their own processes. In these cases, the interview notice will contain directions accordingly.
• After interviewing the student, the agency will complete the interview outcome form online, which goes directly to the Coordinator of Practicum Education, indicating whether the student is accepted for practicum placement. The interview outcome report form will also describe the practicum placement and will designate the name and contact information for the practicum instructor.
• The student will complete the Student Interview Outcome Form online, which MUST be completed within three business days of the placement interview.

Process if student is not accepted for placement assignment
If the student is not accepted for the internship, the Practicum Director will discuss the reasons for the decision with the agency. There are times when agencies determine a student will not be a good fit with the agency, and other times when concerns that arose during the interview process impact the decision not to accept a student intern candidate. The Practicum Director will discuss the reason for the agency decision with the student and as necessary assist students in identifying and processing potential barriers impeding practicum placement assignment. The department chair and academic advisor will be informed if the student is not accepted for an internship by two agencies and an Academic Review will be scheduled to determine the student’s readiness for placement. The Academic Review policy and procedures are in Volume I of this Handbook. It is the responsibility of the Practicum Director to make the final pairing based on students’ educational plans, agency ability to provide a quality practicum, and program needs.

Students are expected to accept the placement where they have been assigned. However, if the student has a serious concern about the placement, the student must communicate these concerns directly with the Director of Practicum Education. The Director of Practicum Education will assist the student in exploring questions and reasons for concern. In situations in which compelling reasons to decline the placement are presented by the student, the Director of Practicum Education will assign an alternate practicum placement site. However, if a student does not accept an opportunity to interview with an agency without valid reasons for concern, that will be considered as one of the two denials afforded to them prior to holding a practicum review.

It is the responsibility of the Director of Practicum Education to make the final pairing based on students’ educational plans, additional consideration factors such as history of domestic abuse or length of time in recovery, agency ability to provide a quality practicum, and program needs.

Online Degree Completion Practicum Placement Process

Student Responsibilities:

• Accepted students, outside the Rochester area, will need to provide the undergraduate social work program with the contact information for the agency and possible supervisor for their practicum placement.
• Applicants must have a practicum plan at the time they submit their application.
• Applicants must have contacted the agency and spoken with the supervisor prior to sending the Practicum Director this information. (Again, this applies to students living outside the Rochester area). Additionally, supervisors must have at least a Bachelor’s degree in social work from a CSWE accredited program and two years of post-graduation experience. Degrees in other disciplines cannot be substituted).

Practicum Director Responsibilities:

• Contact agency, review requirements, and ensure they are willing and able to provide the student with a qualified practicum instructor (internship supervisor) and a learning experience that meets the undergraduate requirement.
• Explain the responsibilities and expectations of the agency, internship supervisor, the student, and the University.
• Establish an affiliation contract with the agency per SUNY requirements.
• Employment-Based Practicum Instruction
• In certain circumstances, students may be permitted to complete one year of practicum education in their place of employment. The Coordinator of Practicum Education may grant this exception on a case-by-case review. In such cases the following criteria will be used to guide this process:

Practicum Placements in the ODC
This online distance degree completion program requires practicum placements be completed at a location near you. Students applying for the degree completion program will be responsible for identifying the agency and the supervisor within the agency where they plan to complete at least a 400 hours of practicum work, as long as the student is not living in the Rochester area.

Practicum Placement Process for ODC Students

Student Responsibilities:

• Accepted students residing outside the Rochester area will need to provide the undergraduate social work program with the contact information for the agency and possible supervisor for their practicum placement.
• Applicants must have a practicum plan at the time they submit their application.
• Applicants must have contacted the agency and spoken with the supervisor prior to sending the Practicum Coordinator this information. (Again, this applies to students living outside the Rochester area). Additionally, supervisors must have at least a Bachelor’s Degree in Social Work from a CSWE accredited program and two years of post-graduation experience. Degrees in other disciplines cannot be substituted).

Practicum Coordinator Responsibilities:

• Contact agency, review requirements, and ensure they are willing and able to provide the student with a qualified practicum instructor (internship supervisor) and a learning experience that meets the undergraduate requirement.
• Explain the responsibilities and expectations of the agency, internship supervisor, the student, and the University.
• Establish an affiliation contract with the agency per SUNY requirements.

Appendix

Appendix A

The NASW Code of Ethics

Appendix B

The Federation of International Social Work Code of Ethics

Appendix C

The Council on Social Work Education 2015 EPAS

Appendix D

Undergraduate Social Work Employment-Based Field Placement Application

Appendix E

Field Practicum Application

Appendix F

Release of Information

Appendix G

Preparation for Field Instruction

Appendix H

Weekly Supervision/Performance Feedback

Appendix I

Field Practicum Student Timesheet

Appendix J

Field Education Internship Learning Plan Template with Integrated E-Portfolio Development

Appendix K

Field Evaluation of Student

Appendix L

Student Evaluation of the Field Instructor and Field Host Agency

Sample Resume

Sample Resume Template for Field Placement Application