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School of Social Work
BASW STUDENT HANDBOOK
2024/2025
Revised July 8, 2024
Revised by Dr. Jennifer M. Frank &
Dr. Karen Rice, School of Social Work Chairperson
in consultation with School of Social Work Faculty
School of Social Work
3
rd
Floor Stayer Hall
Millersville University of Pennsylvania
Millersville, PA 17551-0302
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TABLE OF CONTENTS
The Social Work Program and the Profession ……………………….………………………………………………………………. .............. 3-4
• Social Work Program Mission
• Social Work Program Goals
• Social Work Program Core Competencies
• CSWE Accreditation
Major Sequencing and Degree Requirements…………………………………….……………………………………………….... .............. 5-9
• Required Social Work Classes
• Sample Course Schedule for Social Work Majors: REGULAR Delivery Option
• BASW Online Degree Completion Delivery Option
• Sample Course Schedule for Social Work Majors: ONLINE Delivery Option
Accelerated BASW to MSW Program Option……………………………………………………………………………………….. ............... 10
Practicum Internship Learning Sequence.………………………….…………………………………………………………………. ............... 11
General Social Work Program Policies.………………………….……………………………..…………………………………….. ................ 12-13
• Academic Credit
• Admission to the University
• Admission of Transfer Students
• Transfers from Other Colleges
• Transfers from within Millersville University
• Policies for Completion of the Major
• School of Social Work Statement on Affirmative Action/Social Equity
• Style and Language Guidelines
• Other Important Links
Academic & Professional Advisement ………………………………………………………………………..…..…………………… ............... 14-15
• Academic Advisement
• Professional Advisement
• Student Responsibilities
Evaluation of Academic & Professional Performance & Termination from the Major ………………………….................. 16-21
• Student Academic Performance Policy
o Academic Appeals & Grievance Procedures
o Academic Honesty
o Student Conduct & Community Standards
o Title IX
• Student Professional Performance Policy
o Orientation to the Social Work Program
o Professional Readiness for Social Work Practicum
o Termination from the Social Work Major
Millersville University College of Education & Human Services Professionalism Policy ……..………… ........................ 22-25
School of Social Work Additional Learning Opportunities ………………………………………………………….. ......................... 26-27
• International Social Work Practicum Internship
• Social Work Honors
• Interdisciplinary Gerontology Minor
• Social Justice Minor
School of Social Work Faculty………………………………....................................................................... ......................... 28-29
School of Social Work Awards……………………….……………………........................................................ ......................... 30
Student Organization: Alliance for Social Change..…………………………………………………….................. ......................... 31
Phi Alpha Honor Society……………………….…………………….…………………………………………….................. ......................... 31
National Association of Social Workers Code of Ethics statement……………………..……………………….. ......................... 32
Appendix A-Professional Development Inventory….…….……...……………………………………..………. ............................... 33
Appendix B-Sample Academic Advisement Templates ……………………………………………………….….. ............................ 34
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THE SOCIAL WORK PROGRAM AND THE PROFESSION
In September 1978, the social work program at Millersville State College became the Department of Social Work.
Previously it had been a major course of study for two years within the Department of Sociology, Anthropology, and
Social Work, leading to a Bachelor of Arts degree. From 1965 to 1976, the program comprised four sequential courses. It
was then expanded because the Pennsylvania Department of Education designated this college to have an institutional
mission in the social aspects of human services. Today, the primary mission of the social work program is to prepare
students to achieve entry level professional competence as generalist social work practitioners.
The social work program has been developed within the framework of curriculum content outlined by the Council on
Social Work Education Accreditation Standards. The courses are carefully sequenced so that students may build upon
previously acquired knowledge and have opportunities to experience the integration of various bodies of knowledge.
The general education requirements of Millersville University provide a foundation for social work courses in the major.
It is designed to assist students in developing social work values and professional ethics as described in the National
Association of Social Workers Code of Ethics.
In the Summer of 2015, the Department of Social Work moved to the new College of Education and Human Services and
became the School of Social Work, offering three degree programs in Social Work including a Bachelor of Arts in Social
Work (BASW), Master of Social Work (MSW) in partnership with Shippensburg University of Pennsylvania, and a Doctor
of Social Work (DSW) in partnership with Kutztown University of Pennsylvania. Most recently, in the Spring of 2018, the
BASW online degree completion program began, and in Fall 2023, the DSW is offered independently by Millersville
University with a focus on transformative leadership.
The School of Social Work’s BASW is fully accredited by the Council on Social Work Education (CSWE) and has been
consistently accredited by CSWE since 1981. The last accreditation reaffirmation was in 2019 and the program is
accredited through 2027.
Social Work Program Mission
The mission of the Millersville University Baccalaureate Social Work Program is to promote human and community well-
being by providing a generalist social work education rooted in the values of the social work profession. This education
prepares students to be competent social workers who advocate and practice with individuals, families, groups,
communities, and organizations utilizing the person-in-environment framework. Our graduates will be contemporary
social workers committed to social, racial, economic, and environmental justice, human rights, the elimination of
poverty, and globally responsive scientific inquiry.
Social Work Program Goals
To meet the purpose of the social work profession and the mission of Millersville University and the Social Work
Baccalaureate Program, faculty seek to prepare students/graduates to:
Goal 1: Promote human and community well-being
Goal 2: Advance justice and human rights
Goal 3: Think globally; act locally
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SOCIAL WORK PROGRAM CORE COMPETENCIES
In alignment with CSWE’s Educational Policy and Accreditation Standards (EPAS), the MU School of Social Work employs
a Competency Based Education Framework that “rests upon a shared view of the nature of competence in professional
practice. Social work competence is the ability to integrate and apply social work knowledge, values, and skills to
practice situations in a purposeful, intentional, and professional manner to promote human and community well-being.
EPAS recognizes a holistic view of competence; that is, the demonstration of competence is informed by knowledge,
values, skills, and cognitive and affective processes that include the social worker’s critical thinking, affective reactions,
and exercise of judgment regarding unique practice situations. Overall professional competence is multi-dimensional
and composed of interrelated competencies. An individual social worker’s competence is seen as developmental and
dynamic, changing over time in relation to continuous learning (CSWE, 2015 Educational Policy and Accreditation
Standards, p. 6).” Further, “each competency describes the knowledge, values, skills, and cognitive and affective
processes that comprise the competency at the generalist level of practice, followed by a set of behaviors that integrate
these components. These behaviors represent observable components of the competencies, while the preceding
statements represent the underlying content and processes that inform the behaviors (p. 6).” The BASW program and
manual has been updated to align with the 2022 EPAS which were revised from the 2015 EPAS to include an increased
focus on human rights and inclusionary practices.
Upon completion of the undergraduate Social Work degree, graduates will be able to:
1. Demonstrate Ethical and Professional Behavior.
2. Advance Human Rights and Social, Racial, Economic, and Environmental Justice.
3. Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice.
4. Engage in Practice-Informed Research and Research-Informed Practice.
5. Engage in Policy Practice.
6. Engage with Individuals, Families, Groups, Organizations, and Communities.
7. Assess Individuals, Families, Groups, Organizations, and Communities.
8. Intervene with Individuals, Families, Groups, Organizations, and Communities.
9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities.
CSWE ACCREDITATION (for detailed information, please visit www.cswe.org)
The Millersville University Social Work Baccalaureate program has been continuously accredited by the Council of Social
Work Education (CSWE) since 1981. A program is accredited by CSWE only when it has demonstrated that it meets and
maintains the rigorous standards set by the Council. The last accreditation reaffirmation was in 2019 and the program
is accredited through 2027.
There are many advantages in graduating from a CSWE-accredited program. Employers and licensing boards
throughout the United States recognize the value of accreditation and use it as a criterion in hiring and granting licenses
to practice. In Pennsylvania, a student from an accredited program, attending social work graduate school, may apply
for a provisional license. Students applying to graduate social work schools are eligible for Advanced Standing programs
(fewer credits required for degree) only if they have attended and graduated from an accredited program. The most
important advantage is that accreditation provides you with reasonable assurance that you can participate in a high
quality (BA in Social Work) program designed to prepare you for entry into the social work profession and/or graduate
school.
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MAJOR SEQUENCE AND DEGREE REQUIREMENTS
Students enrolled in the Baccalaureate Social Work Program, including the online degree completion delivery option are
required to take a minimum of 120 credits of general education, major, required related, and elective courses to meet
university graduation requirements. The Baccalaureate Social Work Program curriculum is centered around the
program’s mission and goals. It is designed to meet the CSWE Educational Policies and Standards through general
education/liberal arts courses, social work required related courses, and social work major courses.
Students complete 48 credits in General Education courses to acquire a broad foundation in the humanities and fine
arts, sciences and mathematics, and social sciences. The general education program is structured so students, in
consultation with academic advisors, work to select general education courses that meld with the students’ major
required courses, co-curricular, and extra-curricular activities. The three broad general education objectives are: 1.
Students will think, speak, and write clearly, 2. Students will demonstrate foundational knowledge of the important
ideas and methods of different ways of knowing, and 3. Students will connect important ideas and methods of inquiry
from different disciplines as a means of becoming holistic and responsible citizens in a diverse and technologically
complex, global community. To meet these objectives, the general education curriculum has three components:
Foundations for Lifelong Learning, Critical Thinking Across the Liberal Arts, and Connections and Exploration.
In addition to the general education curriculum, social work majors, including those enrolled in the online degree
completion delivery option, are required to take specific courses in human biology and social sciences to further critical
thinking and foster a basic understanding of the individual, community, and their inter-relationships, providing a
foundation for building the person-in-environment perspective. These required related courses include: BIOL 204:
Human Biology; GOVT 111: Introduction to American Government or GOVT 112: State and Local Government; PSYC
100: General Psychology; and SOCY 101: Introduction to Sociology, SOCY 210: Sociology of the Family, or SOCY 211:
Social Problems.
All social work majors take a minimum of 54 credits of social work courses as described in the curriculum guide. The
curriculum is designed to facilitate the development of the nine core competencies through courses offered in the five
traditional social work content areas of human behavior, policy, research, practice, and practicum internship
(practicum). Below, each course, its main emphases, relationship between the liberal arts and social work course, and
the sequencing and cross-sequencing of social work courses is described.
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REQUIRED SOCIAL WORK CLASSES
Course
Title
Prerequisites
SOWK 102
Modern Social Welfare Dilemmas
SOWK 201
Social Welfare Policy and Economics
Prerequisite: SOWK 102, or permission
SOWK 203
Human Behavior and the Social
Environment
Prerequisite: SOWK 102, Sophomore status
or permission; Pre/Co-requisite: BIOL 204,
PSYC 100, SOCY 101, 210 or 211
SOWK 301
Social Work Practice I
Prerequisite: ENGL 110
Pre/Co-requisite: SOWK 203
Co-requisite: SOWK 322
SOWK 302
Social Work Practice II
Prerequisite: SOWK 301
Co-requisite: SOWK 430
SOWK 303
Social Welfare and the Law
Prerequisites: SOWK 102; GOVT 111 or 112,
or permission
SOWK 322
Evidenced-Based Literature for Social
Work (W)
Prerequisites: ENG 110 or ENG 110H, SOWK
102, Junior status Co-requisite: SOWK 301
SOWK 323
Human Behavior and the Social
Environment II
Prerequisite: SOWK 203
SOWK 350
Encounters in Human Diversity (P, D)
Prerequisites: COMM 100, ENG 110, Junior
status
SOWK 403
Social Work Practice III
Prerequisite: SOWK 302
SOWK 401
Professionalism Seminar
Prerequisites: SOWK 403
Co-requisite: SOWK 402 & SOWK 431
SOWK 402
Practicum Internship
Prerequisite: SOWK 403
Co-requisites: SOWK 401 & SOWK 431
SOWK 430
Social Work Research (W)
Prerequisites: ENGL 110, SOWK 322
Co-requisite: SOWK 302
SOWK 431
Social Work Statistics (W)
Prerequisites: SOWK 430; MATH 100 or G2
Math; Co-requisite: SOWK 401/402
(*) A grade of C or higher must be attained in all required Social Work courses; some courses may not be offered every
semester/year.
Social work elective courses: (Students Choose Two)
SOWK 304: Social Work, Corrections and Alternative Treatment Approaches (G3)
SOWK 305: Social Work and Child Welfare (G3)
SOWK 306: Social Work and Aging(G3)
SOWK 307: Social Work and Healthcare (G3)
SOWK 308: Social Work and Substance Use (G3)
SOWK 309: Social Work, Behavioral and Emotional Health
SOWK 312: Social Work and Women: Strengths, Needs and Opportunities (G3, W)
SOWK 313: Family Violence (P)
SOWK 314: Global Well-Being (D, P)
SOWK 315: Grief and Bereavement in a Diverse World (D)
SOWK 316: Mediation (G3)
SOWK 317: Poverty in the United States (D, P)
SOWK 475: Special Topics in Social Work
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SAMPLE COURSE SCHEDULE FOR SOCIAL WORK MAJORS: REGULAR DELIVERY OPTION
Spring Graduation Date
Fall Graduation Date
Fall Semester
(15 Credits)
Spring Semester
(15 Credits)
Fall Semester
(15 Credits)
Spring Semester
(15 Credits)
FYEX 100
ENG 110
RR/GE
GE
GE
WELL 175
COMM 100
SOWK 102
RR/GE
BIO 100
SOWK 102*
RR
RR
RR
GE
SOWK 201
SOWK 203
SOWK 301
SOWK 322
GE/SOWK elective/Open
Fall Semester
(15 Credits)
Spring Semester
(15 Credits)
Fall Semester
(15 Credits)
Spring Semester
(15 Credits)
SOWK 201
RR/GE/SOWK Elective
GE
GE
GE
SOWK 203
MATH (G2 block)*
RR/GE/SOWK Elective
GE
GE
SOWK 302
SOWK 430
SOWK 303
SOWK 323
GE/SOWK elective/Open
SOWK 403
SOWK 350
AW/SOWK elective
GE/SOWK elective/Open
GE/SOWK elective/Open
Fall Semester
(15 Credits)
Spring Semester
(15 Credits)
Fall Semester
(15 Credits)
SOWK 301
SOWK 322
SOWK 303
SOWK 350/AW
GE/SOWK elective/Open
SOWK 302
SOWK 430
SOWK 350/AW
SOWK 323
GE/SOWK elective/Open
SOWK 401
SOWK 402
SOWK 431
Fall Semester
(15 Credits)
Spring Semester
(15 Credits)
SOWK 403
SOWK 350/AW
GE/SOWK elective/Open
GE/SOWK elective/Open
GE/SOWK elective/Open
SOWK 401
SOWK 402
SOWK 431
Note: SOWK 102 is typically offered during summer and winter sessions to provide opportunities for students transferring into
their junior year to take this course that is a prerequisite for all required social work courses.
Required Related (RR)
• BIO 204: Human Biology (Note: BIO 100 is a prerequisite for BIO 204-G2)
• GOVT 111: Introduction to American Government or GOVT 112: State & Local Government (G3)
• PSYC 100: General Psychology (G3)
• SOCY 101: Introduction to Sociology or SOCY 210: Sociology of Family or SOCY 211: Social Problems
Advanced Writing (AW) WRIT 312: Technical Writing or WRIT 316: Business Writing or WRIT 319: Science Writing (Note:
Junior status/60 credits earned is required to register)
MATH (G2 Block) Foundation for Lifelong Learning Mathematics Requirements: Social Work majors may take any general
education (G2 Math course such as Math 100, 102, 107, 108, 130) based on placement testing. See Math Department
page at https://www.millersville.edu/math/placementtest.php for detailed information on math placement test.
For course descriptions go to Undergraduate Catalog at http://www.millersville.edu/catalogs/undergraduate/index.pdf
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BASW ONLINE DEGREE COMPLETION DELIVERY OPTION
The Online Bachelor of Arts in Social Work (BASW) degree completion delivery option has been designed to support
students who have already completed their Associate degree in Human Services or Social Services. The program has been
developed within the framework of curriculum content outlined by the Council on Social Work Education (CSWE)
Accreditation Standards. The courses are carefully sequenced so that students may build upon previously acquired
knowledge and have opportunities to experience the integration of various bodies of knowledge.
Prerequisites: As part of the Associate Degree, the following six courses (or equivalent) must be completed:
• SOWK 102: Modern Social Welfare Dilemmas
• SOWK 203: Human Behavior and the Social Environment
• BIOL 204: Human Biology
• PSYC 100: General Psychology
• GOVT 112: State & Local Government or GOVT 111: Intro to American Government
• SOCY 210: Sociology of the family or SOCY 101: Intro to Sociology or SOCY 211 Social Problems
Program Courses (60 CREDITS)
• SOWK 201: Social Welfare Policy & Economics (3 credits)
• SOWK 301: Social Work Practice I (3 credits)
• SOWK 302: Social Work Practice II (3 credits)
• SOWK 303: Social Welfare & the Law (3 credits)
• SOWK 322: Information Literacy for Social Work Research and Practice (3 credits)
• SOWK 323: Human Behavior in the Social Environment II (3 credits)
• SOWK 350: Encounters in Human Diversity (3 credits)
• SOWK Electives (6 credits)
• SOWK 401: Practicum internship Instruction I (6 credits)
• SOWK 402: Practicum internship Instruction II (6 credits)
• SOWK 403: Social Work Practice III (3 credits)
• SOWK 430: Social Work Research (3 credits)
• SOWK 431: Social Work Statistics (3 credits)
• WRIT 312 or WRIT 316 or WRIT 319 (Advanced Writing) (3 credits)
• Open Electives and General Education Courses (9 credits)
Note
• Students will need a minimum of 120 credits for graduation.
• BASW Online Degree Completion Delivery Option students may enroll in either a two- or three-year completion
program option.
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SAMPLE COURSE SCHEDULE FOR SOCIAL WORK MAJORS: ONLINE DELIVERY OPTION
Fall Start (2 Course Plan) Fall Start (3 Course Plan)
Fall
SOWK 201
SOWK 350
Spring
SOWK 303
SOWK 323
Summer
GE/AW/Open
GE/AW/Open
Fall
SOWK 201
SOWK 350
Spring
SOWK 301
SOWK 322
SOWK 323
Summer
GE/AW/Open
GE/AW/Open
Fall
SOWK 301
SOWK 322
Spring
SOWK 302
SOWK 430
Summer
GE/AW/Open
GE/AW/Open
Fall
SOWK 302
SOWK 303
SOWK 430
Spring
SOWK 403
SOWK 3XX
Summer
SOWK 401
SOWK 402
SOWK 431
Fall
SOWK 403
SOWK 3XX
Spring
SOWK 401
SOWK 402
SOWK 431
Spring Start (2 Course Plan) Spring Start (3 Course Plan)
Spring
SOWK 201
SOWK 350
Summer
GE/AW/Open
GE/AW/Open
Fall
SOWK 303
SOWK 323
Spring
SOWK 201
SOWK 350
Summer
GE/AW/Open
GE/AW/Open
Fall
SOWK 301
SOWK 322
SOWK 323
Spring
SOWK 301
SOWK 322
Summer
GE/AW/Open
GE/AW/Open
Fall
SOWK 302
SOWK 430
Spring
SOWK 302
SOWK 303
SOWK 430
Summer
GE/AW/Open
GE/AW/Open
Fall
SOWK 403
SOWK 3XX
Spring
SOWK 403
SOWK 3XX
Summer
SOWK 401
SOWK 402
SOWK 431
Spring
SOWK 401
SOWK 402
SOWK 431
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ACCELERATED BASW TO MSW PROGRAM OPTION
In accordance with PASSHE regulations, the School of Social Work is able to offer an Accelerated Program Bachelors of
Social Work (BASW) to MSW program which permits qualified undergraduate students with at least junior standing to
take graduate coursework that will apply to both degrees. A student may be provisionally accepted into the MSW
program and formally admitted upon completion of their undergraduate degree so long as all other program admission
requirements have been met.
Students currently enrolled in the BASW program at Millersville University can use this application to apply to the
Accelerated BASW to MSW program. Completing this application does not indicate acceptance into the MSW program.
You will receive information regarding your acceptance once the BASW and MSW program coordinators and the Dean
of the College of Graduate Studies and Adult Learning have reviewed and acted on this application.
This program is open to both in-person and online matriculated BASW students. Students must meet the following
requirements:
• Junior standing (60 completed credits)
• A minimum cumulative GPA of 3.0 before taking graduate courses in the MSW program,
• Not be subject to a Professional Development Plan within the School of Social Work, the College of Education
and Human Services, or subject to any disciplinary activity at the university. (Information on the Professional
Development Plan may be found in the BASW Program Handbook or on all syllabi.)
• Have already met with their academic adviser and confirmed that space in their academic plan allows for MSW
electives.
Students must earn a grade of B or better in all MSW electives to be eligible to take more MSW electives. Only courses
with a grade of B or better will transfer to the MSW program and count as completed credits toward the MSW degree.
Students must maintain an overall GPA of 3.0 or better to continue in the Accelerated Program.
Students admitted to the Accelerated BASW to MSW program will be provisionally admitted into the MSW program.
However, students will not be formally admitted into the MSW program until all MSW program admissions
requirements are met. These requirements include: Successful completion of the BASW program, including Practicum,
submission of a completed application to the MSW program and all attendant requirements, and review of application
materials by the Admissions Committee.
Here is a link to the application: BASW to MSW Program Application
Please note: The Accelerated Program is different from Advanced Standing. Advanced Standing is reviewed upon
completion of the BASW program. The Accelerated BASW to MSW Program should also not be confused with two (2) or
three (3) course plans in the online delivery option.
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PRACTICUM INTERNSHIP LEARNING SEQUENCE
Practicum Internship Education (Practicum) is the signature pedagogy in social work. It represents the central form of
instruction and learning in which students are socialized to perform the role of the practitioner. As a result, students
are expected to demonstrate and achieve all nine CSWE core competencies.
Social work is an applied profession and there are numerous opportunities for students to engage experientially with
the social work program. Some examples include student observations of social agencies, volunteer/community service
experiences, practicum internship trips and other experiential learning during the students’ academic career. Role-
playing, simulations, case studies, and other experiences are included as a part of Social Work Practice courses.
Practicum internship trips, observations, volunteer experiences/service-learning, and other experiential learning may be
incorporated in Social Work practice and elective courses.
The primary experiential component of the program culminates with senior year practicum internship. Professionalism
Seminar (SOWK 401) and Practicum Internship (SOWK 402) are required of all senior social work majors. To register for
SOWK 401 and SOWK 402, students must:
1) Be determined “Professionally Ready” via the Professional Readiness Assessment Process
2) Complete all requirements associated with Professional Readiness Assessment Process
3) Complete and upload all practicum internship related documents in Tevera or assigned program management
system (i.e., clearances, liability insurance, pre practicum internship survey, resume, etc.)
4) Complete all required social work courses with grades of C or higher (SOWK 431 is taken concurrently with
Practicum internship Instruction).
The practicum internship is completed in a block period during one semester for a total of 400 hours for 12 credits
(SOWK 402). It is designed to produce reflective, self-evaluating, knowledgeable, and evidence-informed professional
social workers. The practicum provides the student with the opportunity to participate in supervised social work
activities at the micro, mezzo, and macro levels of practice, and all 5 systems (individuals, families, groups,
organizations, and communities) that provide experiential learning in the application and integration of the theory,
values, and skills acquired in earlier coursework specifically implementing an intervention research project designed in
SOWK 431: Social Work Statistics, which is taken concurrently.
SOWK 401 PROFESSIONALISM SEMINAR & 402: PRACTICUM INTERNSHIP: To enter SOWK 401, and 402, students must
have successfully completed all required Social Work courses and all items 1-4 listed above.
SOWK 401 Professionalism Seminar will provide the opportunity for students to apply theory to practicum experiences.
SOWK 402 will be graded A-F. SOWK 402 Practicum Internship will consist of the student’s practicum experience and
hours. Practicum internship placement is subject to the availability of appropriate learning experiences in approved
agencies mutually acceptable to the student and the School of Social Work, with approved practicum internship
instructors (site supervisor) who have interviewed and accepted the students. GRADING POLICY: Senior Block Practicum
Instruction is graded Satisfactory-Unsatisfactory (S/U) by the faculty practicum internship liaison.
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GENERAL SCHOOL OF SOCIAL WORK POLICIES
ACADEMIC CREDIT
Students must earn academic credits through formal course work as an enrolled student. Social work course credit is
not granted for life experience or previous work experience.
ADMISSION TO THE UNIVERSITY
Upon admission to the University, students may declare their intention to major in social work. Students undergo a
Professional Readiness Assessment prior to entering their senior practicum internship placement. To begin senior
practicum internship placement, students must be deemed “professionally ready”. This process is delineated below.
ADMISSION OF TRANSFER STUDENTS
Students who transfer from other colleges or from other majors at Millersville must also be deemed “professionally
ready.” No decisions regarding professional readiness are made until students have completed at least 1 full semester
of course work at Millersville University. Once deemed “professionally ready” students must fulfill all academic and
practicum requirements of the Millersville University School of Social Work Baccalaureate Program.
Transfers from Other Colleges
When students from other colleges apply for admission to Millersville, the Transfer Transcript Evaluator in conjunction
with the Registrar of the University determines what course credits may be transferred to meet general University
requirements and what courses are equivalents. The Registrar accepts the recommendation of the Chair of the School
of Social Work concerning social work equivalents.
Students participate in a program information session, meet with the BASW Program Coordinator prior to the start of
Social Work courses. Students transferring in from other schools require significant collaboration with the School of
Social Work Department Chairperson or the BASW Program Coordinator upon admission to the University and prior to
enrollment in Social Work courses to insure proper sequencing and major preparedness. Only courses from Council on
Social Work Education accredited programs may be transferred in for 300 level or higher Social Work courses. Students
may not receive academic credit for Social Work courses for life experience and previous work experience.
Transfers from within Millersville University
Admission into the Social Work major from other departments is upon approval of the chairperson of the School of
Social Work and/or BASW Program Coordinator. Students wishing to declare Social Work as a major must participate in
a Social Work Program Information & Orientation Session. Upon completion of this session, the School of Social Work
Department chairperson and the BASW Program Coordinator will approve the “Change of Major” and the student will
be matched with an academic adviser.
POLICIES FOR COMPLETION OF THE MAJOR
1) A student must complete all University curricular requirements as described in the Millersville University Catalog,
including a minimum GPA of 2.0.
2) Students must complete all School of Social Work Curriculum requirements including required Social Work courses,
Social Work electives, Required Related courses, and WRIT 312 (previously ENGL): Technical Writing, WRIT 316
(previously ENGL): Business Writing, or WRIT 319 (previously ENGL): Science Writing which meets the General
Education Curriculum upper-level writing requirement, along with all components of the Professional Readiness
Assessment Process (PRAP).
Social Work education prepares students for professional practice. It is a profession that draws mainly on the social and
behavioral sciences for its knowledge base. In practicing social work, the professional must make conscious use of self
as an instrument to help individuals, families, groups, agencies, and/or communities improve their functioning. Social
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work knowledge is essential to effective practice, but, in addition, the professional needs to be able to apply that
knowledge skillfully to concrete situations.
SCHOOL OF SOCIAL WORK STATEMENT ON AFFIRMATIVE ACTION/SOCIAL EQUITY
The School of Social Work statement on affirmative action is included in the current Social Work Student Handbook and
available on the Social Work homepage, http://www.millersville.edu/socialwork/ All School of Social Work faculty
members are committed to maintaining an atmosphere of civility, equity, and inclusiveness.
In compliance with Title VI of the Civil Rights Act of 1964, the Civil Rights Act of 1991, Title IX of the Education
Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Pennsylvania Executive Order 11246, the
Americans With Disabilities Act of 1990, and in compliance with the administrative policies of Millersville University, the
Social Work Department at Millersville University will ensure that no persons, students, faculty, or staff, will be
discriminated against on the basis of race, color, religion, sex, national origin, age, disabled status, marital status,
ancestry, sexual orientation, creed, life style, union membership, or veterans' status. More found at:
https://www.millersville.edu/socialwork/action.php
STYLE AND LANGUAGE GUIDELINES
All of your assignments must be typed according to guidelines of the American Psychological Association (APA)
Publication Manual (7th ed.), including one-inch margins and standard 12-point font. It is expected that grammar and
spelling will be correct and your language clear and concise.
Other Important Links
• Millersville Academic Honesty Statement:
http://www.millersville.edu/about/administration/policies/pdf/academics/academic-policy-academic-honesty-and-
dishonesty.pdf
• Advisory Board to the Millersville University School of Social Work:
http://www.millersville.edu/socialwork/advisory-board.php
• Council on Social Work Education (CSWE) http://www.cswe.org/
• Millersville University Governance and Policies http://www.millersville.edu/about/administration/policies/
• National Association of Social Workers (NASW) Code of Ethics: https://www.socialworkers.org/About/Ethics/Code-
of-Ethics/Code-of-Ethics-English
• Undergraduate Course Catalog of Millersville University:
http://www.millersville.edu/catalogs/undergraduate/index.pdf
14
ACADEMIC & PROFESSIONAL ADVISEMENT POLICY
Advisement in the School of Social Work consists of three essential components: Academic Progression, Professional
Goal Development, and Adherence to Professionalism Policies & Ethical Codes.
Faculty Responsibilities
Academic Advisement
1. Academic Progression: First, students work with their adviser to develop an academic plan to ensure that they
meet the course requirements of the BASW degree. This will consist of regular meetings to discuss academic
progress and concerns, plan a course progression that aligns with program offering as well as student needs.
During these meetings, students will come away with a plan of which courses to take in the upcoming semester
and ideally will have it mapped out in a draft form through to completion of the degree. This document is
updated each semester and saved to Teams. Templates for each program delivery option are available on
Teams and in the BASW Program Handbook. Additionally, advisers will review Starfish for any reports (positive
and negative) that may have been submitted regarding that students’ classroom performance.
Professional Advisement
2. Professional Goal Development: A second part of the advisement process involves discussion about the
student’s individual career goals. Incoming students may have goal plans that they have created upon their
start of their degree journey, which can be honed and revised. Students may use this time to develop new
professional goal plans as well. These interactions may involve assistance with the development of a
professional resume; provision of contacts and connections with community persons and agencies of interest;
suggestion of trainings, readings; and volunteer opportunities; and discussion regarding graduate degree
options. The adviser may provide support and guidance as the student develops their professional self in the
context of what they are learning in the classroom as well as arising community needs and opportunities.
3. Adherence to Professionalism Policies & Ethical Codes: Lastly, the adviser will act as an ongoing support and
instructional resource for students to promote professionalism that aligns with the ethical and professional
codes to which students have committed. As part of professional development, students must complete the
Verification Checklist to acknowledge that they have read, understand, and agree to adhere to the following
policies:
• The BASW Program Handbook (this document)
• The NASW Code of Ethics
• The MU Academic Honesty Policy
• The CSWE Competencies
• The College of Education and Human Services’ Professionalism Policy
• The MU Student Code of Conduct
Additional Notes on Professional Advisement: During professional advisement, advisers will provide additional insight
and reiteration of these ideals to ensure that students are clear on what is expected of them. The items on the
15
Verification Checklist (above) will be reviewed and discussed during advisement meetings, where students indicate
their ongoing understanding and agreement with the policies. Advisers will review with students their professional
development plan based on their self-assessment completed in SOWK 301. (See also Professional Readiness Policy for
more detail.)
Students will complete the Verification Checklist at three critical points during the program:
1. Entry into the social work program via Qualtrics,
2. Enrollment in SOWK 301 via Tevera, &
3. In the semester prior to Practicum via Tevera.
Student Responsibilities
Students are responsible to attend advisement meetings on-time and fully prepared. They should have their MUAudit
and their last academic plan ready for review. It is the student’s responsibility to review their MUAudit and academic
plan regularly and to be acquainted with the degree requirements and their own progress. Students should bring along
questions that they have about any of the three essential components of the advisement process. Students will be
invited to submit a brief assessment survey during the academic year about their experience with advisement meetings.
16
EVALUATION OF ACADEMIC & PROFESSIONAL PERFORMANCE & TERMINATION FROM THE PROGRAM
STUDENT ACADEMIC PERFORMANCE POLICY
Faculty Responsibilities
Faculty members play a crucial role in your academic journey. They are responsible for evaluating your performance
using a variety of methods, such as quizzes, papers, and presentations, tailored to each course. These methods will be
clearly outlined in your course syllabi. Faculty members should give students timely feedback on assignments, a key
aspect of your academic growth.
Academic Appeals and Grievance Procedures
1. The student appeals and grievance procedures of the School of Social Work are consistent with the Millersville
University policies. The Social Work Program uses an administrative procedure to protect students' due process.
(For information on academic appeals, please see:
https://www.millersville.edu/about/administration/policies/pdf/academics/academic-policy-academic-appeals.pdf
A student may appeal to the School of Social Work Department Chairperson throughout the process. If the student
chooses, the student's adviser may be involved, providing the dispute is not with the adviser.
2. In the event of a disagreement with an academic determination by a faculty member, a student and the faculty
member are required to meet within 30 days of the release of the academic determination. This meeting is an
opportunity to discuss the issue and try to resolve it in a respectful manner. It is the student's responsibility to
initiate this meeting. If, for any reason, the meeting cannot take place within the specified time, the student must
contact the faculty member’s Department Chair within 10 calendar days to proceed with the appeal.
3. After hearing the student's complaint, the School of Social Work Department Chair discusses the issue with the
involved parties.
4. After discussion with the involved parties, the School of Social Work Department Chair decides on a course of action.
5. If the School of Social Work Department Chair’s decision does not resolve the dispute, the student may submit a
written appeal with the Dean of the College of Education and Human Services within ten (10) calendar days from the
date of the Department Chair’s decision. The student should include any written documentation in support of the
appeal. The College Dean requires a written statement from the faculty member and may meet with the faculty
member as well.
6. The College Dean will review the appeal and any supporting documentation and will meet with the student. The
College Dean will notify the student, the Department Chair, and the faculty member of the decision within ten (10)
calendar days of receipt of the appeal. The decision of the College Dean is final and not subject to further review.
Academic Honesty
Social Work majors must adhere to all university policies. Special attention is given to academic honesty because of the
connection to professional Social Work values and ethics:
http://www.millersville.edu/about/administration/policies/pdf/academics/academic-policy-academic-honesty-and-
dishonesty.pdf
Student Conduct and Community Standards
All students must adhere to the University Code of Conduct. Violations to this code may also be violations to the NASW
Code of Ethics. http://millersville.edu/judicialaffairs/files/studentcodeofconduct.pdf
Title IX
18
STUDENT PROFESSIONAL PERFORMANCE POLICY
Students will be evaluated at several points during the Social Work program on their professional performance. The
Millersville University College of Education and Human Services Professionalism Policy serves to delineate the purpose,
scope, and processes utilized if a student fails to adhere to the professionalism policies. The process for the formal
review of student professionalism concerns, termination to the program, and processes for appeal are found there.
Orientation to the Social Work Program
A number of reviews and checks will be employed within the School of Social Work to promote early identification of
professionalism issues.
1. Entry to Social Work Major: Students enter the Social Work major by several avenues including declaring their
major as Social Work as a freshman, changing their major, or transferring to Millersville University. At their
point of entry into the major, students are provided with an orientation to social work and the social work
major. At this time, students review and complete the Verification Checklist to document that they have read,
have understood, and agree to adhere to the following codes and policies:
• The BASW Program Handbook (this document)
• The NASW Code of Ethics
• The MU Academic Honesty Policy
• The CSWE Competencies
• The College of Education and Human Services’ Professionalism Policy
• The MU Student Code of Conduct
Initial verification for new students is done through D2L and completed via a Qualtrics survey.
2. Entry into SOWK 301 Practice 1: A second check on these criteria is done when students enter SOWK 301
Practice 1. Here, students will utilize their Tevera software to note that they have read, understood, and agree
to adhere to the above list of codes and policies.
3. Ongoing via Academic & Professional Advisement: To reiterate these ideas throughout the program, academic
and professional advisement will provide an additional reinforcement and discussion of these topics.
Professional Readiness for Social Work Practicum
Purpose: Social Work education prepares students for professional practice. It is a profession that draws mainly on the
social and behavioral sciences for its knowledge base. In practicing social work, the professional must make conscious
use of self as an instrument to help individuals, families, groups, agencies, and/or communities improve their
functioning. Social work knowledge is essential to effective practice, but, in addition, the professional needs to be able
to apply that knowledge skillfully to concrete situations. Intervention in client systems can produce harm if the
practitioner lacks the knowledge; or if the practitioner has values or preconceptions about human nature or a given
population group that prohibits nonjudgmental service delivery. In short, social work is action-oriented and ethics
driven. Therefore, programs of education for social work have the responsibility to assess the student's professional
readiness, commitment, capacity, and areas of development for social work practice.
The Professional Readiness Assessment Process determines whether students are accepted as Social Work majors and
are “professionally ready” to enter senior practicum internship placement. No student may begin senior practicum
internship placement without such determination. This is a mutual process designed to assess the student's readiness
19
for professional social work practice through an examination of student motivation, commitment, capacity, and
limitations for social work practice, including:
Process: A process of formal evaluation of professionalism will begin as students enter the SOWK 301 Practice 1 course.
However, students will be introduced to this process starting as early as FYEX 100 (if began as a freshman), or SOWK
102 Modern Social Welfare Dilemmas, where major Social Work ethics and concepts are formally introduced. Ongoing
reflection on goals and progress will continue through SOWK 403 Practice 3 as students continue their professional
development ahead of their practicum internship.
• Step #1 | Introduction: SOWK 102 Modern Social Welfare Dilemmas
In SOWK 102, students will be invited to review the Inventory for Professional Readiness tool. While in SOWK 102,
self-reflection using the tool is voluntary, however, students will receive a baseline evaluation of professional readiness
from the course instructor. This assessment will be embedded within the SOWK 102 course in the section which is
reserved for Social Work majors. Because the course is offered at other times as well and open to non-majors, in the
event that a social work student is enrolled in one of these sections, the instructor will work individually with this
student.
• Step #2 | Formal Assessment & Determination: SOWK 301 Practice 1
In SOWK 301, students complete a Personal Statement/Self-Awareness Essay which is an autobiographical statement
addressing social work career/major selection, personal values, and professional development.
1
In SOWK 301,
students will use the Inventory for Professional Readiness Tool to assess their own professional development at mid-
semester. The SOWK 301 instructor will also utilize this tool to assess each student for professional readiness. Students
will utilize their Professional Statement/Self Awareness Essay to identify areas of growth that may be needed and will
include a plan to address these goals. (In the event that a transfer student transfers in the equivalent to SOWK 301
Practice 1, the coordinator will assess and have the SOWK 302 Practice 2 professor conduct this assessment in the
context of this course.) The Inventory for Professional Readiness Tool will assess the following domains of
professionalism:
• Professional Behavior: Exhibits behaviors that are in compliance with program policies, institutional policies,
professional ethical standards, & societal laws in classroom, field & community. Appearance & demeanor are
professional & student shows evidence of working effectively with others, regardless of authority level.
• Self-Awareness: Exhibits knowledge of how one’s values, attitudes, beliefs, emotions, & past experiences affect
thinking, behavior, & relationships. Accurately assesses one’s own strengths, limitations, & suitability for
professional practice.
• Communication Skills: Demonstrates sufficient written & oral skills to comprehend information & communicate
ideas & feelings.
• Interpersonal Skills: Demonstrates the interpersonal skills needed to relate effectively to other students,
faculty, staff, clients, & professionals & to fulfill the ethical obligations of the profession.
• Cognitive Skills: Exhibits sufficient knowledge of social work & clarity of thinking to process information & apply
it to appropriate situations in classroom & field.
• Stress Management: Demonstrates ability to deal with current life stressors through use of appropriate coping
mechanisms.
1
The Personal Statement/Self Awareness Essay is designed to help students develop strong self-awareness, which is crucial for being an effective
social worker. It focuses on personal qualities such as empathy, compassion, and perseverance, as well as the competencies outlined in the CSWE
Educational Policy Standards for social work students. This assessment enables students to identify their values, beliefs (especially related to
developing cultural humility), strengths, and areas for professional growth.
20
• Emotional & Mental Capacities: Sound judgment, seeks & effectively uses help for medical or emotional
problems that interfere with scholastic & professional performance.
• Professional Commitment: Exhibits a strong commitment to the goals of social work & to the ethical standards
of the profession, as specified in the NASW Code of Ethics & the Code of Ethics for Social Work Licensure in
Pennsylvania.
• Ethical Obligations: Current behavior & classroom performance demonstrate adherence to the ethical
expectations & obligations of professional practice, noted in the NASW Code of Ethics & the Code of Ethics for
Social Work Licensure in PA.
Additional Note: Students will be required to acquire Tevera software in preparation for their practicum internship.
They will be prompted by the Practicum Director to purchase Tevera software when enrolling in SOWK 301. Students
also complete the mandated reporter and child abuse recognition training. Students will be required to obtain and
submit clearances, including the Child Abuse history, FBI Fingerprinting, and PA Criminal Record Check to the School of
Social Work. Because these clearances must be less than 2 years old at the completion of the practicum internship,
students might need to begin the process of securing them around the time that they are entering the SOWK 301.
Students will be prompted about acquiring Tevera, their clearances, and the mandated reporter training by the
Practicum Coordinator.
• Step #3 | Full Faculty Determination: Each Semester
In preparation for full faculty discussion and formal determination of professional readiness, shortly following midterm
of each semester, SOWK 301 faculty will provide the student and faculty assessments to the BASW program
coordinator. Prior to the end of each semester, the full faculty will review the list of students completing SOWK 301 to
identify any students of concern and to document the professional readiness of each student in order to continue
forward in the social work major. At this time, the BASW program coordinator will document these determinations and
provide formalized letters to all students indicating their professional readiness.
1) Professionally Ready: means that a student has been accepted as a Social Work major and may begin planning for
their senior practicum internship and may enroll in SOWK 401/402.
2) Provisionally Ready: means that a student has been accepted as a Social Work major and may move into planning
for their senior practicum internship. There are outstanding professional dispositions related to the
Professionalism Policy, but the student is taking steps to address them. Prior to the start of their field placement,
all outstanding professional (and/or academic) dispositions must be resolved.
3) Deferred Decision: means that a decision regarding a student’s professional readiness and acceptance as a Social
Work major cannot be made due to outstanding professional dispositions related to the Professionalism Policy for
which an action plan is pending.
4) Not Professionally Ready: means that a student is not accepted as a Social Work major because of failure to
resolve a professional or academic disposition because of the Professionalism Policy or University academic
policies.
To appeal determinations, students may employ the University Academic Appeals process, or the College
Professionalism Policy Appeals process as appropriate.
• Step #4 | Ongoing Reflection & Assessment: SOWK 403 Practice 3
In SOWK 403 Practice 3, students will again reflect upon their own professional readiness using the Inventory for
Professional Readiness Tool and assess the progress they have made on their goals since SOWK 301 Practice 1. The
SOWK 403 Practice 3 instructor will also utilize this tool to assess each student for professional readiness. In SOWK 301
and 403, this tool will be embedded in Tevera software which students must secure in SOWK 301 in preparation for
21
practicum internships.
Termination from the Social Work Major
Overall, the purpose of the Professional Readiness process is to enhance the growth and development of students, to
assist them in self-evaluation and correction, and to prepare them for practice in professional social work settings. In
the event that a student’s professional performance warrants a formal review and the potential outcome of
termination from the major, the College of Education and Human Services Professionalism Policy and Process will be
followed.
22
MILLERSVILLE UNIVERSITY COLLEGE OF EDUCATION & HUMAN SERVICES
PROFESSIONALISM POLICY
Purpose
The purpose of the Professionalism Policy is to promote and assure candidate professionalism aligned to national
standards (see Table 1). To that end, this policy defines guidelines for educating candidates about professionalism in
their discipline, evaluation of professionalism, establishment of fair process procedures for review of concerns, and for
the creation of professional development plans.
Every candidate has the ability to grow and develop. This is true for knowledge and skills as well as for self-awareness,
professional habits of thinking, and development of moral commitments. This happens best when candidates truly
commit to open-minded and whole-hearted self-reflection, goal setting, and take personal responsibility for
improvement. As learning is primarily a social and interactive activity, a candidate’s growth and development also
requires engaged and committed faculty who provide on- going feedback and assessment to initiate change.
Scope
The Professionalism Policy applies to all programs and candidates of the School of Social Work as well as the
Professional Education Unit. It is intended to support candidate professional development and program quality. This
document will use the terms “candidates” and “programs” in referring to all these groups.
Terms Used in the Professionalism Policy
• Professional Performance: Demonstrations of professional knowledge, skills, and professional behavior in
practicum internship-based assignments, tasks, activities, and assessments. These include, but are not limited
to, culminating clinical practices such as student teaching, practicum, or internship.
• Professional Behavior: Behaviors critical to the profession such as appropriate communication that are
demonstrated in all aspects of a candidate’s program (practicum internship experience, courses, interactions
outside of courses).
• Professional Dispositions: The habits of thinking and moral commitments reflected in candidate's patterns of
professional performance and behavior.
• Professional Ethics: The norms and principles of appropriate conduct that guide decision-making, and help
professionals monitor their own behavior, for the purpose of protecting individuals in their care as well as the
general public, mitigating risk to the professional, and to the reputation of the profession.
• Laws and Millersville Policies: Millersville University policies such as academic honesty, Title IX, and legal
infractions may also relate to professionalism issues, but generally go beyond the scope of this policy and are
covered by other university and legal procedures. Policies regarding infractions on a candidate’s clearances are
described in the Practicum internship Course Clearance Policy.
• Formal Admission: A benchmark in each program in which a student advances to upper-level course work and
practicum internship experiences (e.g., APS for teacher candidates, degree candidacy for advanced programs).
Informing and Educating Candidates about the Professionalism Policy
Each program will designate a course or procedure early in the program where the Professionalism Policy will be
presented and explained. Candidates will complete a form indicating that they have received and read the policy.
Candidates should also be given access to officially approved evaluation instruments (Table 1) referred to in the
Professionalism Policy on the College of Education and Human Services website. The process should provide the same
access to information and documentation for all candidates including transfer students.
Evaluation Instruments and Their Uses
23
• All candidates will self-evaluate, set goals, and reflect on their own professional qualities early in their program,
prior to formal admission and at least one other time as set and communicated by their program. Candidate
self-evaluation is used to help promote self- awareness, responsibility, and accountability of one’s professional
development. Self-evaluations may be used as a component of professional planning and advisement.
Candidate self-evaluation will not be used for decision-making regarding progress through the program.
Candidate self-evaluation is only used to help candidates take ownership over their professional development.
• Candidates in practicum internship experiences will be evaluated for professional performance related to the
experience using instruments approved through the appropriate curriculum / policy group for that program
(Table 2). An important purpose of evaluation is feedback to candidates so that they can set goals and improve.
Identification of significant concerns related to professional performance is described below.
Appropriate codes of Ethics for each profession will be identified by the appropriate curriculum/policy group for that
program. All candidates will be evaluated on their knowledge of the expectations of the profession, including codes of
ethics, professional standards of performance, and relevant laws and policies. Before any candidate is recommended
for licensure or certification, programs must document that the candidate understands the expectations of the
profession, including codes of ethics, professional standards of practice, and relevant laws and policies.
• All candidates will be assessed by faculty using the disposition and professional behavior rubric approved by the
appropriate curriculum / policy group for that program as a requirement for formal admission (Table 3) and at
least one other time as set and communicated by their program. Evaluation of dispositions is used primarily for
candidate self-reflection and growth. Disposition evaluation may be used to counsel candidates about career
choices. They are used for decisions about candidate progression through a program if they are also related to
professional behavior and / or professional performance.
Identification of Concerns and Possible Formal Review
All candidates are developing as professionals and are expected to have specific needs for professional performance
growth. Faculty should help candidates succeed and address most needs with informal mentoring and support.
However, if concerns persist after informal guidance and support, there are three ways that a concern can be identified
as possibly needing further review:
1. If a practicum internship-based partner or university supervisor or university liaison identifies professionalism
concerns in the practicum internship and if the program leader (Table 4) thinks a formal review process is
needed, then a formal process is initiated. If the candidate has been removed by the practicum internship
partner and the program leader determines that a formal process is not needed, then a new placement will be
found as soon as possible.
2. If a member of the Millersville University community identifies professionalism concerns for a candidate, these
concerns should be brought to the program leader or designee. Concerns can be brought using technology
notifications, direct communication with the program leader, or as part of faculty group meetings. If the
program leader determines a formal review is needed, then a formal review is initiated.
3. If a candidate receives a “not recommend,” “unsatisfactory,” or “below proficient” rating at a transition point
based on an evaluation of professional behaviors and dispositions, then a formal review process is
automatically required.
4. If a program leader decides not to start a formal process or fails to act and a faculty member or other
stakeholder believes a formal process is needed – the faculty member may appeal the decision to the Dean of
the College of Education and Human Services or their designee. The Dean or designee should attempt to consult
with the program leader and then initiate a formal review if needed.
Formal Review Related to Concerns
1. Formal review will take place in a meeting including relevant faculty selected by the program leader. In cases
involving practicum internship experience, the person responsible for practicum internship placements for that
program must be invited to participate.
24
2. Formal review for practicum internship based professional performance or for professional behaviors or
dispositions may only be completed using evaluation instruments approved by the appropriate curriculum /
policy group for that program. These guidelines will be revised to include new instruments as they are
approved. All approved instruments must be consistent with and reflect recognized state or national
professional standards appropriate for program. Clinical partners and faculty should be involved in the
development and validation of these instruments.
3. Candidates must be notified in advance of the purpose of the meeting and the fact that it could result in an
unsatisfactory review. Candidates should be made aware that they will have a right to appeal the results of the
review and that they may bring advocates and relevant evidence to the meeting. There should be no decisions
or plans drafted before the meeting.
4. If the meeting results in an unsatisfactory review, a Professional Development Plan will be created. Professional
Development Plans should specify current deficiencies, goals, potential consequences for failure to meet goals,
identification of point-in-time when goal achievement will be assessed, and rights of appeal in case of failure to
meet goals of plan.
5. If the review finds that the candidate’s behavior is such that participation in any practicum internship
placements would pose a risk to the safety of individuals in that practicum internship placement, and the
candidate would like to continue in his/her program, the findings of the formal review, along with any written
statement by the candidate, will be shared with any current or prospective practicum internship placements. As
with clearance infractions, practicum internship partners hold their own standards for accepting candidates and
Millersville has no control over their decisions. In the event that a practicum internship partner denies a
candidate a placement, Millersville will search for another placement opportunity twice more, for a total of
three (3) attempts. If three partners refuse or deny working with the candidate in question, Millersville
University then resigns all responsibility in making a practicum internship placement for the candidate during
his/her enrolled semester. Candidates will not be able to complete their degree program and/or certification
program if they cannot complete required practicum internship experiences.
6. Faculty assess whether the goals of the Professional Development Plan have been met as well as specific
consequences for progression through their program and will inform candidates of their right to appeal.
Appeals Process
1. Candidates have a right to appeal decisions from the formal review process. The first appeal is to the
Professionalism Appeals Committee. Candidates initiating an appeal may bring advocates. Appeal decisions are
made by a majority of the committee members voting. Appeals Committee members involved in the
development or review of a Professional Development Plan should recuse themselves from voting. Faculty and
practicum internship-based partners involved in the initial formal review should be invited to explain their
decisions.
This committee should include one representative from each department/school in the College of Education
and Human Services, and one member from outside the College. The chair of the committee will be selected
from among the committee members.
Members should serve two-year terms and efforts should be made to rotate representation of the non-College
of Education and Human Services representatives between different Professionalism Education Unit (PEU)
departments. Members of the Professionalism Appeals Committee are collaboratively selected by the Dean of
the College of Education and Human Services and the department/school chairs.
2. Final appeal is to the Dean of the College of Education and Human Services.
Table 1. Currently Approved Evaluation Instruments and Ethical Frameworks
25
Program
Professional Practice
Professional Behavior
and Dispositions
Ethics Guidelines
All Initial Teacher
Education Programs
MU Adapted Danielson
Framework
Millersville Candidate
Professional Behaviors
Rubric
PDE Professional Ethics
Program Framework
Guidelines
School Counseling
Millersville Candidate
Professional Behaviors
Rubric
ASCA Ethical Standards
for School Counselors
School Psychology
National Association of
School Psychologists
Practice Model
Millersville Candidate
Professional Behaviors
Rubric
National Association of
School Psychologists
Principles for
Professional Ethics
Reading Specialist
Millersville Candidate
Professional Behaviors
Rubric
ILA Standards for
Reading
Specialist/Literacy
Coach
ESL
School Nursing
National Association of
School Nurses (NASN)
Scope and Standards of
School Nursing Practice
American Nurses
Association (ANA)
Scope and Standards of
Practice
ANA Code of Ethics for
Nurses
National Standards for
Culturally and
Linguistically
Appropriate Services
(CLAS) in Health and
Health Care
Social Work BASW,
MSW, DSW
Inventory for
Professional Readiness
Inventory for
Professional Readiness
National Association of
Social Work (NASW)
Code of Ethics and
CSWE Competencies
Leadership For Teaching
and Learning
Millersville Candidate
Professional Behaviors
Rubric
M.Ed. Programs for
Teachers That Do Not
Lead to Licensure
Program will vote on
whether to adopt and
will inform the Dean,
CEHS
Table 2. Curriculum / Policy Group
Program
Curriculum / Policy Group
All Social Work Programs
Department Approval
All Professional Education Unit Programs
(those included in CAEP definitions and who
recommend candidates for licensure to the
Pennsylvania Department of Education)
Teacher Education Council
26
SCHOOL OF SOCIAL WORK ADDITIONAL LEARNING OPPORTUNITIES
International Social Work Practicum Internships: An International Social Work Practicum internship (Practicum)
Placement, taken during the last semester of the student’s senior year, requires a high level of personal maturity
because the application and paperwork pre-departure process is often time intensive and requires that you are diligent
with your time and efforts. You must be prepared to take personal responsibility for completing the process between
the School of Social Work and the International Programs and Services Office as well as for following through on tasks
necessary to obtain an internship. Applying for an international internship does not guarantee receipt of an internship.
Students also have options to complete international internships and service-learning trips, in addition to this traditional
semester long international practicum internship (practicum) placement option. For additional information please
contact Heather Strohman, Practicum internship (Practicum) Director, Heather.Strohm[email protected]
Social Work Honors: The School of Social Work offers this option to research a specialized area of interest
independently and intensively in social work. This option is available to students exhibiting superior academic capability
and discipline. Through this process, students are challenged by a faculty mentor to develop advanced research and
writing skills. With guidance from the student's honors thesis advisor, the student engages in research that culminates
in the production of an honors thesis research paper, poster, and presentation. Students who complete the program
earn special recognition upon graduation and in their university record. The honors thesis is designed to support
student development of the skills, knowledge, and self-confidence needed to prosper in graduate school. For additional
information please contact the department. This is distinct from University Undergraduate Graduation Honors process
determination, that info can be found on the MU webpage:
http://www.millersville.edu/commencement/students/graduationhonors.php
Learning Institute: Global Well-Being and Social Change
Developed by the School of Social Work and now housed in the College of Education & Human Services, the Learning
Institute was established to provide all students and practitioners in the helping profession with the latest evidence on
global social issues in order to glean knowledge that will enhance their skills and foster lifelong learning in order to be
positive social change agents. Throughout each academic year a number of thematic trainings, workshops, global
immersion experiences, and community service learning opportunities will be offered. These events will center around a
specific global social issue such as youth violence, poverty, human trafficking, violence against women and children, and
LGBTQIA rights. Millersville University’s Learning Institute is committed to developing global citizenship and influencing
social change on domestic and international levels.
learningins[email protected]
Interdisciplinary Gerontology Minor (18 Credits): The Millersville University Gerontology Minor is an applied
interdisciplinary program that offers academic and experiential learning. The program’s objectives include increasing
knowledge, examining values, and improving skills to help students with their own aging, to live with aging people and
to prepare them for careers helping the elderly. The program is also designed to improve the understanding and
competence of students already working within this specialized area. Students must complete 18 credits to complete
the minor. After successful completion of the requirements in the gerontology minor, students will:
1) Have the knowledge and skills required for effective and ethical work with the aging population.
2) Understand the aging process, including multiple dimensions within multiple contexts.
3) Be prepared for employment in professions dealing with aging or aging-related issues.
4) Be equipped to assume leadership and advocacy roles, in diverse settings, that will serve the aging population.
Faculty Coordinator: Dr. Joyous Bethel, [email protected]
Required Courses (15 Credits):
• GERT 100: Interdisciplinary Introduction to Gerontology
• SOCY 210: Sociology of the Family
27
• SOWK 306: Social Work and Aging
• SOWK 307: Social Work and Health Care
• SOWK 315: Grief and Bereavement in a Diverse World (D)
Elective Course (3 Credits):
• NURS 316: Women, Health, and Mental Health; Controversies and Dilemmas
• NURS 350: Pathways to Healthy Aging
• PHIL 280: Philosophies of Death and Dying
• PSYC 229: The Adult Years
• WSSD 395: Leisure Activities for the Aged
Social Justice Minor (18 Credits): The Social Justice minor is designed to provide non-social work majors the
opportunity to develop knowledge and understanding about social justice within a person-in-environment context.
Social justice is core to all social work practice and the primary goals for the minor in Social Justice are to enhance
sensitivity to vulnerable and at-risk populations, provide opportunity for critical review of social policies and the
allocation of societal resources, and stimulate interest in advocacy and planned social change. This minor is intended to
provide students with the knowledge and skills necessary to advocate from a social, economic, and environmental
justice framework. After successful completion of the minor requirements, students will be able to:
1) Identify and apply core ethical values and principles utilized when advocating for social justice and human rights.
2) Understand how individuals, institutions and society perpetuate social, economic, and environmental injustice and
learn how to respond to promote positive social change.
3) Identify ways to advocate to promote positive social change.
Faculty Coordinator: Dr. Karen Rice, [email protected]
Required Courses (15 Credits):
• SOWK 102: Modern Social Welfare Dilemmas (G3)
• SOWK 201: Social Welfare Policy and Econ
• SOWK 303: Social Welfare and the Law
• SOWK 323: Human Behavior and the Social Environment II
• SOWK 350: Encounters in Human Diversity (D, P)
Elective Course (3 Credits):
• SOWK 304: Social Work, Corrections and Alternative Treatment Approaches(G3)
• SOWK 305: Social Work and Child Welfare (G3)
• SOWK 306: Social Work and Aging (G3)
• SOWK 307: Social Work and Healthcare (G3)
• SOWK 308: Social Work and Alcoholism (G3)
• SOWK 309: Social Work and Mental Health
• SOWK 312: Social Work and Women; Strengths, Needs and Opportunities (W, G3)
• SOWK 313: Family Violence(P)
• SOWK 314: Global Well-Being (D, P)
• SOWK 315: Grief and Bereavement in a Diverse World (D)
• SOWK 316: Mediation (G3)
• SOWK 317: Poverty in the United States
• SOWK 475: Special Topics in Social Work
(*) OR another elective course approved by the program coordinator.
28
SOCIAL WORK FACULTY
Bethel, Joyous C., Assistant Professor of Social Work & Gerontology Minor Coordinator (At MU since 2011). B.A., Social
Work, University of Oklahoma, 1981; M.S.W., University of Oklahoma, 1982; Ph.D., Barry University, 1997. Interest Areas:
practice, HBSE, diversity, practicum internship instruction, spirituality; complicated mourning; Major Teaching Areas:
Gerontology, Social Work and Aging, Encounters in Human Diversity, Human Behavior in the Social Environment, Practicum
internship Instruction. Joyous.Bethel@millersville.edu
Felizzi, Marc, Associate Professor of Social Work, DSW Program Coordinator, & MSW/Med Sport Management Advisor
(At MU since 2011) B.A., Glassboro State College, 1978; M.S.W., Delaware State University, 1995; Ph.D., Widener
University, 2010. Interest Areas: practice, policy, human behavior, and trauma; Major Teaching Areas: Social Work
Practice, Micro/Mezzo SOWK Practice, Emergency Mental Health and Trauma, Family Violence.
Marc.Felizzi@millersville.edu
Foels, Leonora E., Professor of Social Work, School Social Work Certificate Coordinator & Home and School Visitor
Coordinator (At MU since 2009). B.S., Webber College, 1988; M.S.W.; Simmons College, School of Social Work, 1993;
Ph.D., Barry University, School of Social Work, 2007. Interest Areas: school social work, social work education, diversity,
international social work; Major Teaching Areas: Micro/Mezzo Practice, Encounters in Human Diversity, School Social
Work, Global Well Being, Children and Youth at Risk, and Family Violence. [email protected]
Frank, Jennifer M., Associate Professor of Social Work, & BASW Program Coordinator (At MU since 2010). B.A.,
Millersville University, 1999; M.S.W., Millersville/Shippensburg University, 2009; PhD, Bryn Mawr College Graduate
School of Social Work and Social Research, 2017. Interest Areas: housing and homelessness, poverty, social policy,
program management/development, practicum internship education, micro/macro practice; Major Teaching Areas:
Introduction to Social Welfare, Perspectives on Poverty, Policy, HBSE. Jennifer.Frank@millersville.edu
Girvin, Heather L., Associate Professor of Social Work, & Trauma-Informed Behavioral Health Certificate Coordinator (At
MU since 2006) B.A., Dickinson College, 1992; M.S.S., Bryn Mawr College Graduate School of Social Work & Social
Research, 1995; Ph.D., Bryn Mawr College Graduate School of Social Work & Social Research, 2002. Interest Areas:
child welfare, research, diversity; Major Teaching Areas: Child Welfare, Human Behavior & the Social Environment,
Diversity, Family Violence, Practicum internship Education. Heather.Gir[email protected]
Granruth, Laura Brierton, Associate Professor of Social Work, MSW Coordinator & Advanced Children Youth, and Families
Certificate Coordinator (At MU since 2013). B.A., Fordham College, 1984; M.S.W., Virginia Commonwealth University,
2001; Ph.D. Catholic University, 2009. Interest Areas: social policy, advocacy, social justice; Major Teaching Areas: Health
Care, Human Behavior & the Social Environment, Social Policy, Writing for Social Work Practice.
Laura.Granruth@millersville.edu
Ogongi, Wanja, Associate Professor of Social Work (At MU since 2015). B.A., University of Nairobi, Kenya, 1999; M.S.W.,
West Chester University of PA, 2005; Ph.D., Widener University, Center for Social Work Education, 2012. Interest Areas:
Women empowerment, International social work, Child welfare in the US and globally, and Issues affecting the African
Diaspora in the United States; Major Teaching Areas: Macro Social Work Practice, Human Behavior & the Social
Proctor, Curtis, Assistant Professor of Social Work (At MU since 2014) B.S., University of Oklahoma, 1989. M.S.W.,
University of Iowa, 1992. Ph.D., Case Western Reserve University, 2005. Interest Areas: LGBT Youth, Indian Child
Welfare Act, Attachment, Social Work, and the Arts; Major Teaching Areas: Cultural Competency, Research, Human
Behavior in the Social Environment, Advanced Generalist Practice, Statistics. Curtis.Proctor@millersville.edu
Redcay, Alex, Associate Professor of Social Work, (At MU since 2016) B.A., Truman State University, 2001; M.S.W.;
29
Southern Connecticut State University, 2008; Ph.D., Rutgers University, 2016. Interest Areas: Mental health, substance
use disorders, child welfare, diversity, education, and management. Major Teaching Areas: Social Work Research and
Statistics, Child Welfare, Macro Practice. Alexandra.Redcay@millersville.edu
Rice, Karen M., Professor, Chair of School of Social Work, & Social Justice Minor Coordinator (At MU since 2006). B.A.,
Millersville University, 1991; M.S.W., Temple University, 2000; PhD. University of Maryland, School of Social Work, 2011.
Interest Areas: child welfare, diversity/equity/inclusion, human rights, international social work, organizational and social
change, transformative leadership, and expressive arts; Major Teaching Areas: Social Work & Child Welfare, Social Work
Research, Advanced Research Methods, Implementation Science, Social Work Statistics, Encounters in Human Diversity,
Global Perspectives in Social Work. Karen.Rice@millersville.edu
Saldaña DeJesus, Bertha, Assistant Professor of Social Work (At MU Since 2012): B.A. (in Social Work), Shippensburg
University, 1998. M.S.W., Widener University, 2004; D.S.W. Millersville University, 2018. Interest Areas: practicum
internship, aging, child welfare; Major Teaching Areas: Practicum internship, Micro, Mezzo, Macro Practice, Child
Welfare. [email protected]
Walsh, Kathleen M., Associate Professor of Social Work, & MSW/MSEM Dual Degree Advisor (At MU since 2007). B.S.W.,
University of Maryland Baltimore, 1996; M.S.W., University of Maryland, 1997; Ph.D., University of Maryland, School of
Social Work, 2006. Interest Areas: Salary in social work, workforce issues, social work ethics, social work administration.
emergency and disaster mental health; Major Teaching Areas: Policy and Practice, Social Work Administration and
Supervision, Gender, and Social Work. Kathleen.Walsh@millersville.edu
Faculty Office Hours: Full-time faculty members hold at least five office hours per week; such hours are posted on
faculty offices, in the school’s office and webpage. Additional information may be provided by the School’s
Administrative staff. Students unable to meet faculty during office hours, may be able to schedule alternatives.
Faculty Advisors: Each social work major is assigned a social work faculty advisor. Advisors may assist with course
selections, registration, planning academic and social work careers, and identifying/accessing resources needed to
successfully complete degree/s. Students may find it useful to become acquainted with advisors early to benefit from
experienced guidance.
Practicum internship (Practicum Internship)/Office Staff:
• Christine Kolenda, Room 301, Stayer Hall, 717.871.7206, Christine.Kol[email protected]
• Heather Strohman, Practicum internship Director, Room 327, Stayer Hall, 717-871-7351
Heather.Stro[email protected]
• Jostalynn Parry, Assistant Practicum internship Director (PRIME Grant), Room 326, Stayer Hall, 717-871-4196
Jostalynn.Parr[email protected]
• Social Work Practicum Internship Education: Room 326 Stayer Hall, swpracticum
internshipeducation@millersville.edu
Offices and Classroom: The faculty and School of Social Work administrative offices are in Stayer Hall, Third Floor.
Phone: (717) 871-7206, Fax: (717) 871-7941.
Professional Advisory Committee (for a listing, see http://www.millersville.edu/socialwork/advisory-board.php) The
Professional Advisory Committee comprises representatives of social agencies. The committee meets a minimum of
once a semester for the purpose of contributing to the development and evaluation of educational policies and
curriculum content of the social work programs.
30
SCHOOL OF SOCIAL WORK AWARDS
Marion G. Foster Award: A cash award is presented annually to a junior majoring in social work for academic excellence
under extenuating circumstances, such as economic need, physical disability, or family responsibilities. The award,
established by the University's Social Work Alumni, honors Dr. Marion G. Foster, faculty emeritus, and former
chairperson of the social work department (1974-1984).
Held Family Scholarship: This scholarship is to be awarded to a sophomore majoring in communications or social work
(majors selected on alternating years) with a minimum 3.0GPA. Participating in extracurricular activities are preferred,
but not required.
Willa Dean Johnson Memorial Scholarship: This scholarship is given to an undergraduate student with a minimum 2.0
GPA. First preference will be to a student planning a practicum internship placement in a macro-oriented practicum
internship. The recipient must have completed SOWK 102 and either SOWK 201 or SOWK 303 with a grade of “B” or
better in both completed classes. (“B” or better in all three classes if all are completed.). The recipient must be
currently enrolled in SOWK 201 or SOWK 303 if not yet completed. The remaining policy class (201 or 303) must be
completed with a “B” or better prior to final release of the scholarship funds. The recipient must submit a brief
application essay outlining why they are interested in social welfare policy work or social work macro practice.
Rodriguez Family Award: This scholarship is awarded to an undergraduate student who is the mother of a child or
children (under 18) at the time of FAFSA application. First preference will be given to a mother under age 30 in the
School of Social Work. Second preference will be given to a mother of any age in the School of Social Work.
Social Work Organization Award: A cash award is presented annually to a social work major for academic excellence
and for contributions to the Social Work Organization. (Please note: This award is currently inactive due to lack of
funding).
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STUDENT ORGANIZATION: ALLIANCE FOR SOCIAL CHANGE
The purpose of this organization shall be to promote social justice for marginalized groups as well as stimulate interest
in advocacy and planned social change. Further, ASC will provide the opportunity to develop knowledge about social
justice and advocate for issues. These principles stem from the core values of Social Work;
alliance4socialchangemu@gmail.com, (717) 871-7206
PHI ALPHA HONOR SOCIETY (www.PhilAlpha.org)
The purpose of Phi Alpha Honor Society is to provide a closer bond among students of social work and promote
humanitarian goals and ideas. Phi Alpha fosters high standards of education for social workers and invites into
membership those who have attained excellence in scholarship and achievement in social work.
1) Declared social work as a major.
2) Achieved 60 or more credits overall.
3) Completed 9 semester hours of required social work courses OR At least 37.5% of total hours/credits required for
the degree (whichever is later achieved)
4) Rank in the top 35% of their class
5) Achieve an overall grade point average of 3.0
6) Achieve a 3.25 grade point average in required Social Work courses
7) For Distinguished Honors, overall GPA average of 3.25 and 3.5 in required social work courses
Membership requirements may be modified by the national Phi Alpha chapter organization. The first members of the Theta
Alpha Chapter of the Phi Alpha Honor Society were initiated on May 15, 1998.
32
NASW CODE OF ETHICS: Overview, Preamble, Purpose, and Ethical Principles
https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English (REVISED June 1, 2021)
Overview The NASW Code of Ethics is intended to serve as a guide to the everyday professional conduct of social workers. This
Code includes four sections. The first section, "Preamble," summarizes the social work profession's mission and core values. The
second section, "Purpose of the NASW Code of Ethics," provides an overview of the Code's main functions and a brief guide for
dealing with ethical issues or dilemmas in social work practice. The third section, "Ethical Principles," presents broad ethical
principles, based on social work's core values that inform social work practice. The final section, "Ethical Standards," includes
specific ethical standards to guide social workers' conduct and to provide a basis for adjudication.
Preamble: The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs
of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in
poverty. A historic and defining feature of social work is the profession’s dual focus on individual well-being in a social context and
the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and
address problems in living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to
individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive
to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice,
community organizing, supervision, consultation, administration, advocacy, social and political action, policy development and
implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their
own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to
individuals’ needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers
throughout the profession's history, are the foundation of social work's unique purpose and perspective:
• Service
• Social Justice
• Dignity and Worth of the Person
• Importance of Human Relationships
• Integrity
• Competence
This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from
them, must be balanced within the context and complexity of the human experience.
Purpose of the NASW Code of Ethics: Professional ethics are at the core of social work. The profession has an obligation to
articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and
standards to guide social workers' conduct. The Code is relevant to all social workers and social work students, regardless of their
professional functions, the settings in which they work, or the populations they serve. The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work's mission is based.
2. The Code summarizes broad ethical principles that reflect the profession's core values and establishes a set of specific ethical
standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify relevant considerations when professional obligations conflict or ethical
uncertainties arise.
4. The Code provides ethical standards to which the general public can hold the social work profession accountable.
5. The Code socializes practitioners new to the practicum internship to social work's mission, values, ethical principles, and
ethical standards.
6. The Code articulates standards that the social work profession itself can use to assess whether social workers have engaged in
unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed against its members. In subscribing to
this Code, social workers are required to cooperate in its implementation, participate in NASW adjudication proceedings, and
abide by any NASW disciplinary rulings or sanctions based on it.
33
The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It
does not provide a set of rules that prescribe how social workers should act in all situations. Specific applications of the Code must
take into account the context in which it is being considered and the possibility of conflicts among the Code's values, principles, and
standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional.
Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important and ought to
outweigh others in instances when they conflict. Reasonable differences of opinion can and do exist among social workers with respect
to the ways in which values, ethical principles, and ethical standards should be rank ordered when they conflict. Ethical decision making
in a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be
judged in a peer review process where the ethical standards of the profession would be applied.
Ethical decision-making is a process. In situations when conflicting obligations arise, social workers may be faced with complex
ethical dilemmas that have no simple answers. Social workers should take into consideration all the values, principles, and standards in
this Code that are relevant to any situation in which ethical judgment is warranted. Social workers' decisions and actions should be
consistent with the spirit as well as the letter of this Code.
In addition to this Code, there are many other sources of information about ethical thinking that may be useful. Social workers
should consider ethical theory and principles generally, social work theory and research, laws, regulations, agency policies, and other
relevant codes of ethics, recognizing that among codes of ethics social workers should consider the NASW Code of Ethics as their
primary source. Social workers also should be aware of the impact on ethical decision making of their clients' and their own personal
values and cultural and religious beliefs and practices. They should be aware of any conflicts between personal and professional values
and deal with them responsibly. For additional guidance social workers should consult the relevant literature on professional ethics
and ethical decision making and seek appropriate consultation when faced with ethical dilemmas. This may involve consultation with
an agency-based or social work organization's ethics committee, a regulatory body, knowledgeable colleagues, supervisors, or legal
counsel.
Instances may arise when social worker's ethical obligations conflict with agency policies or relevant laws or regulations. When
such conflicts occur, social workers must make a responsible effort to resolve the conflict in a manner that is consistent with the values,
principles, and standards expressed in this Code. If a reasonable resolution of the conflict does not appear possible, social workers
should seek proper consultation before making a decision.
The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such as licensing and
regulatory boards, professional liability insurance providers, courts of law, and agency boards of directors, government agencies, and
other professional groups) that choose to adopt it or use it as a form of reference. Violation of standards in this Code does not
automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial
proceedings. Alleged violations of the Code would be subject to a peer review process. Such processes are generally separate from
legal or administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and discipline its
own members.
A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or
capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of
ethics sets forth values, ethical principles, and ethical standards to which professionals aspire and by which their actions can be judged.
Social workers' ethical behavior should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics
reflects the commitment of all social workers to uphold the profession's values and to act ethically. Principles and standards must be
applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments.
With growth in the use of communication technology in various aspects of social work practice, social workers need to be aware
of the unique challenges that may arise in relation to the maintenance of confidentiality, informed consent, professional boundaries,
professional competence, record keeping, and other ethical considerations. In general, all ethical standards in this Code of Ethics are
applicable to interactions, relationships, or communications, whether they occur in person or with the use of technology. For the
purposes of this Code, “technology-assisted social work services” include any social work services that involve the use of computers,
mobile or landline telephones, tablets, video technology, or other electronic or digital technologies; this includes the use of various
electronic or digital platforms, such as the Internet, online social media, chat rooms, text messaging, e-mail, and emerging digital
applications. Technology-assisted social work services encompass all aspects of social work practice, including psychotherapy;
individual, family, or group counseling; community organization; administration; advocacy; mediation; education; supervision;
research; evaluation; and other social work services. Social workers should keep apprised of emerging technological developments that
may be used in social work practice and how various ethical standards apply to them.
Professional self-care is paramount for competent and ethical social work practice. Professional demands, challenging workplace
climates, and exposure to trauma warrant that social workers maintain personal and professional health, safety, and integrity. Social
work organizations, agencies, and educational institutions are encouraged to promote organizational policies, practices, and materials
to support social workers’ self-care. (Revision Effective 6/1/2021)
34
APPENDIX A: Inventory of Professional Development
Inventory of Professional Development
Unprofessional
(Unacceptable)
Developing
Professional
(Minimally
Acceptable)
Professional Behavior
Professional Behavior: Exhibits behaviors that follow program policies, institutional
policies, professional ethical standards, & societal laws in classroom, field & community.
Appearance & demeanor are professional & student shows evidence of working
effectively with others, regardless of authority level.
Self-Awareness: Exhibits knowledge of how one’s values, attitudes, beliefs, emotions, &
past experiences affect thinking, behavior, & relationships. Accurately assesses one’s own
strengths, limitations, & suitability for professional practice.
Communications Skills: Demonstrates sufficient written & oral skills to comprehend
information & communicate ideas & feelings.
Interpersonal Skills: Demonstrates the interpersonal skills needed to relate effectively to
other students, faculty, staff, clients, & professionals & to fulfill the ethical obligations of
the profession.
Cognitive Skills: Exhibits sufficient knowledge of social work & clarity of thinking to
process information & apply it to appropriate situations in classroom & practicum.
Stress Management: Demonstrates ability to deal with current life stressors through use
of appropriate coping mechanisms.
Emotional & Mental Capacities: Sound judgment, seeks & effectively uses help for
medical or emotional problems that interfere with scholastic & professional performance.
Professional Commitment: Exhibits a strong commitment to the goals of social work & to
the ethical standards of the profession, as specified in the NASW Code of Ethics & the
Code of Ethics for Social Work Licensure in Pennsylvania.
Ethical Obligations: Current behavior & classroom performance demonstrate adherence
to the ethical expectations & obligations of professional practice, noted in the NASW Code
of Ethics & the Code of Ethics for Social Work Licensure in PA.
Originally from West Chester University and adapted for MU: 6/5/2024
35
APPENDIX B
Millersville University School of Social Work
Academic and Professional Development Planning Template
FACE/FACE DELIVERY OPTION
Today’s Date:
Prior Revision Dates:
Student Name:
Student Email:
MU #:
Adviser’s Name:
Part 1: Academic Plan
The academic plan is developed based on the student’s most recent degree audit. Each semester, the student will meet
with their advisor to review their degree audit, discuss courses taken, internship plans, and future goals. The plan is
subject to change as credits for courses taken at other community colleges are transferred to MU. Students need a
total of 120 credits to graduate. A C or better is necessary in all required Social Work courses.
FULL PROGRAM SPRING GRADUATION
Fall 20 __
Winter
Spring 20__
Summer
Credit Tally
FYEX 100
PSYCH 100
WELL 175
COMM 100
ENG 110
SOWK 102
Bio 100 w/lab
SOCY 101/210
GOVT 111/112
G1
**/30
Fall 20__
Winter
Spring 20__
Summer
Credit Tally
SOWK 201
Bio 204
G1
Open Elective
Open Elective
SOWK 203
G1
G2
Open Elective
Open Elective
**/60
Fall 20__
Winter
Spring 20__
Summer
Credit Tally
SOWK 301
SOWK 322
SOWK 303
Open Elective
Open Elective
SOWK 302
SOWK 430
SOWK 323
WRIT
SOWK Elective
**/90
Fall 20__
Winter
Spring 20__
Summer
Credit Tally
SOWK 403
SOWK 401
36
SOWK 350
SOWK Elective
Open Elective
Open Elective
SOWK 402
SOWK 431
**/120
FULL PROGRAM FALL GRADUATION
Spring 20__
Summer
Credit Tally
PSYCH 100
WELL 175
COMM 100
ENG 110
**/30
Fall 20__
Winter
Spring 20__
Summer
Credit Tally
SOWK 102
Bio 100 w/lab
SOCY 101/210
GOVT 111/112
G1
SOWK 201
Bio 204
G1
Open Elective
Open Elective
**/60
Fall 20__
Winter
Spring 20__
Summer
Credit Tally
SOWK 203
G1
G2
Open Elective
Open Elective
SOWK 301
SOWK 322
SOWK 303
Open Elective
Open Elective
**/90
Fall 20__
Winter
Spring 20__
Summer
Credit Tally
SOWK 302
SOWK 430
SOWK 323
WRIT
SOWK Elective
SOWK 403
SOWK 350
SOWK Elective
Open Elective
Open Elective
**/120
Fall 20__
Winter
Spring 20__
Summer
Credit Tally
SOWK 401
SOWK 402
SOWK 431
**/120
General Education (GE) Courses (cross off when taken)
• ENG 110
• BIOL 204: Human Biology
• PSYC 100: General Psychology
• GOVT 112: State & Local Government OR GOVT 111: Intro to American Government
37
• SOCY 210: Sociology of the family or SOCY 101: Intro to Sociology or SOCY 211: Social Problems
• WELL 175
• COMM 100
• MATH (G2 approved)
• WRIT 312* or 316* or 319*
• G1/G2/G3 (see Degree Audit)
Face/Face Degree Program Students: ADD NOTES
Part 2: Professional Development Goal Plan | Future Planning
• Current events: Discussion of news and issues related to student interests
• Resume building
• Professional goals and aspirations
• Community contacts and support: Helping students grow in their interests & contacts
Part 3: Professional Development Goal Plan | Professionalism Policies Check In
• Bring questions in from the professionalism policy
• Ethical decision-making
• Authenticity and integration of person with professional: Helping students envision and develop as
professionals
• Starfish notes check
• Check in on areas of growth and challenge
• Review Verification Form Checklist
38
ONLINE DEGREE COMPLETION DELIVERY OPTION
Today’s Date:
Prior Revision Dates:
Student Name:
Student Email:
MU #:
Adviser’s Name:
Part 1: Academic Plan
The academic plan is developed based on the student’s most recent degree audit. Each semester, the student will meet
with their advisor to review their degree audit, discuss courses taken, internship plans, and future goals. The plan is
subject to change as credits for courses taken at other community colleges are transferred to MU. Students need a
total of 120 credits to graduate. A C or better is necessary in all required Social Work courses.
Regular Two Courses @ a Time
1. ONLINE DEGREE COMPLETION DELIVERY OPTION FALL START
Fall 20 __
Spring 20__
Summer
Credit Tally
SOWK 201
SOWK 350
SOWK 303
SOWK 323
GE/AW/OE/SE
GE/AW/OE/SE
**/30
Fall 20__
Spring 20__
Summer
Credit Tally
SOWK 301
SOWK 322
SOWK 302
SOWK 430
GE/AW/OE/SE
GE/AW/OE/SE
**/90
Fall 20__
Spring 20__
Summer
Credit Tally
SOWK 403
GE/AW/OE/SE
SOWK 401
SOWK 402
SOWK 431
**/120
2. ONLINE DEGREE COMPLETION DELIVERY OPTION SPRING START
Spring 20__
Summer
Credit Tally
SOWK 201
SOWK 350
GE/AW/OE/SE
GE/AW/OE/SE
**/30
Fall 20__
Spring 20__
Summer
Credit Tally
SOWK 303
SOWK 323
SOWK 301
SOWK 322
GE/AW/OE/SE
GE/AW/OE/SE
39
**/90
Fall 20__
Spring 20__
Summer
Credit Tally
SOWK 302
SOWK 430
SOWK 403
GE/AW/OE/SE
SOWK 401
SOWK 402
SOWK 431
**/120
3. ONLINE DEGREE COMPLETION DELIVERY OPTION FALL START ADVANCED (Three Courses @ a time)
Fall 20__
Spring 20__
Summer
Credit Tally
SOWK 201
SOWK 350
SOWK 301
SOWK 322
SOWK 323
GE/AW/OE/SE
GE/AW/OE/SE
**/90
Fall 20__
Spring 20__
Summer
Credit Tally
SOWK 302
SOWK 430
SOWK 303
SOWK 403
GE/AW/OE/SE
SOWK 401
SOWK 402
SOWK 431
**/120
4. ONLINE DEGREE COMPLETION DELIVY OPTION SPRING START ADVANCED (Three Courses @ a time)
Spring 20__
Summer
Credit Tally
SOWK 201
SOWK 350
GE/AW/OE/SE
GE/AW/OE/SE
**/30
Fall 20__
Spring 20__
Summer
Credit Tally
SOWK 301
SOWK 322
SOWK 323
SOWK 302
SOWK 430
SOWK 303
GE/AW/OE/SE
GE/AW/OE/SE
**/90
Fall 20__
Spring 20__
Credit Tally
SOWK 403
GE/AW/OE/SE
SOWK 401
SOWK 402
SOWK 431
**/120
GE: General Education
AW: Advanced Writing
OE: Open Elective
SE: Social Work Elective (please be cognizant of these slots, and total credits, if student is interested and eligible for
40
Accelerated BASW to MSW Program)
General Education (GE) Courses (cross off when taken)
• ENG 110
• BIOL 204: Human Biology
• PSYC 100: General Psychology
• GOVT 112: State & Local Government OR GOVT 111: Intro to American Government
• SOCY 210: Sociology of the family or SOCY 101: Intro to Sociology or SOCY 211: Social Problems
• WELL 175
• COMM 100
• MATH (G2 approved)
• WRIT 312* or 316* or 319*
• G1/G2/G3 (see Degree Audit)
Online Degree Completion Delivery Option Students: There are two (2) Social Work courses that are scheduled every
semester. General education courses may be added as a third course for the semester, based on the plan developed
with your advisor. Social Work Core courses are not offered during the summer term other than Field Education (SOWK
401| SOWK 402) and SOWK 431: Statistics.
Online Degree Completion Delivery Option Students: ADD NOTES
Part 2: Professional Development Goal Plan | Future Planning
• Current events: Discussion of news and issues related to student interests
• Resume building
• Professional goals and aspirations
• Community contacts and support: Helping students grow in their interests & contacts
Part 3: Professional Development Goal Plan | Professionalism Policies Check In
• Bring questions in from the professionalism policy
• Ethical decision-making
• Authenticity and integration of person with professional: Helping students envision and develop as
professionals
• Starfish notes check
• Check in on areas of growth and challenge
• Review Verification Form Checklist
