Undergraduate Student Handbook

2023–2024 Undergraduate Student Handbook


Welcome to the Undergraduate Social Work Program at the State University of New York, Brockport. We are excited that you have selected our program to obtain your Baccalaureate degree. We look forward to working in partnership with you during your course of study. This Handbook is designed to familiarize you with important program policies, procedures, resources, and general information. We hope you will refer to this handbook for information about the Undergraduate Social Work Program throughout your entire course of study. More detailed information about field education referred to in the Student Handbook may be found in a separate document, the Field Education Manual.

It is our hope and vision that your years of study with us will be stimulating, exciting, challenging, and filled with both personal and professional growth. The faculty and staff of the Program stand ready to assist you as needed. We look forward to sharing this wonderful journey of collaborative social work education with you!

The Faculty and Staff of the Undergraduate Social Work Program

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

Social Work Faculty & Staff

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

View the full list of Faculty & Staff


The Department of Social Work, established on the Brockport campus in 1971, is part of the School of Education, Health and Human Services. The Department offers an undergraduate major in social work accredited by the Council on Social Work Education (CSWE). The CSWE accredited status of the undergraduate program provides an opportunity for students to apply for advanced standing in many graduate social work programs, thereby completing the MSW degree in one full year. The Department also offers an accredited Master’s Degree in Social Work.

SUNY Brockport and the Undergraduate Social Work Program take seriously the responsibility to provide students with a learning environment that fosters understanding and respect for diversity and difference without discrimination on the basis of an individual’s race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, body size, class or criminal conviction and to model affirmation and respect for diversity and difference.

College Statement of Nondiscrimination

The State University of New York, Brockport, is an Affirmative Action/Equal Opportunity Employer. The college is committed to fostering a diverse community of outstanding faculty, staff, and students, as well as ensuring equal educational opportunity, employment, and access to services, programs, and activities, without regard to an individual’s race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, or criminal conviction. Employees, students, applicants or other members of the college community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law, or treated adversely or retaliated against based upon a protected characteristic.

The College’s policy is in accordance with federal and state laws and regulations prohibiting discrimination and harassment. These laws include the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, Title VII of the Civil Rights Act of 1964 as Amended by the Equal Employment Opportunity Act of 1972, and the New York State Human Rights Law. These laws prohibit discrimination and harassment, including sexual harassment and sexual violence. College affirmative action policies are available at the following URL: /support/human_resources/affirmative_action

Title IX Policy

Sex and Gender discrimination, including sexual harassment, are prohibited in educational programs and activities, including classes. Title IX legislation and College policy require the College to provide sex and gender equity in all areas of campus life. If you or someone you know has experienced sex or gender discrimination, sexual harassment, sexual assault, intimate partner violence, or stalking, we encourage you to seek assistance and to report the incident through resources available at /about/title_ix/

Confidential assistance is available on campus at Hazen Center for Integrated Care and RESTORE. Faculty are NOT confidential under Title IX and will need to share information with the Title IX & College Compliance Officer. For these and other policies governing campus life, please see /support/policies/student.php

Social Work Department Mission

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

Social Work Undergraduate Program Mission

Firmly grounded in the liberal arts tradition and informed by the person-in-environment and global perspectives, the Undergraduate Social Work Program at SUNY Brockport, is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression. Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical generalist social workers for evidence-based practice with diverse populations, advocating for the well- being of all people in our shared global community.

Definition of Generalist Practice

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

Undergraduate Program Goals

The faculty assigned to the undergraduate program will:

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


All graduates of the Undergraduate Social Work Program at the State University of New York, Brockport, are expected to demonstrate the following competencies:

Competency 1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by principles of human rights and apply them toward realizing social, racial, economic, and environmental justice in their practice. Social workers understand frameworks of ethical decision making and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, antiracist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital technology and the ethical use of technology in social work practice. Social workers:

  • make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to context;
  • demonstrate professional behavior; appearance; and oral, written, and electronic communication;
  • use technology ethically and appropriately to facilitate practice outcomes; and
  • use supervision and consultation to guide professional judgment and behavior.

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

Social workers understand that every person regardless of position in society has fundamental human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices throughout history that result in oppression and racism, including social work’s role and response. Social workers critically evaluate the distribution of power and privilege in society in order to promote social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably and that civil, political, economic, social, and cultural human rights are protected. Social Workers:

  • advocate for human rights at the individual, family, group, organizational, and community system levels; and
  • engage in practices that advance human rights to promote social, racial, economic, and environmental justice.

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

Social workers understand how racism and oppression shape human experiences and how these two constructs influence practice at the individual, family, group, organizational, and community levels and in policy and research. Social workers understand the pervasive impact of White supremacy and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social workers understand how diversity and intersectionality shape human experiences and identity development and affect equity and inclusion. The dimensions of diversity are understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that this intersectionality means that a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege and power. Social workers understand the societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. Social workers understand cultural humility and recognize the extent to which a culture’s structures and values, including social, economic, political, racial, technological, and cultural exclusions, may create privilege and power resulting in systemic oppression. Social workers:

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

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

Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analysis, and they interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to a variety of clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources. Social workers:

  • apply research findings to inform and improve practice, policy, and programs; and
  • identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.

Competency 5: Engage in Policy Practice

Social workers identify social policy at the local, state, federal, and global level that affects wellbeing, human rights and justice, service delivery, and access to social services. Social workers recognize the historical, social, racial, cultural, economic, organizational, environmental, and global influences that affect social policy. Social workers understand and critique the history and current structures of social policies and services and the role of policy in service delivery through rights-based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis, implementation, and evaluation within their practice settings with individuals, families, groups, organizations, and communities. Social workers actively engage in and advocate for anti-racist and anti-oppressive policy practice to effect change in those settings. Social workers:

  • use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services; and
  • apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.

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

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of individuals, families, groups, organizations, and communities.

Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, and privilege as well as their personal values and personal experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social Workers:

  • apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies; and
  • use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies.

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

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities. Assessment involves a collaborative process of defining presenting challenges and identifying strengths with individuals, families, groups, organizations, and communities to develop a mutually agreed-upon plan. Social workers recognize the implications of the larger practice context in the assessment process and use interprofessional collaboration in this process. Social workers are self-reflective and understand how bias, power, privilege, and their personal values and experiences may affect their assessment and decision making

Social workers:

  • apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies; and
  • demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.

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

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings. Social workers:

  • engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals; and
  • incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.

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

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of diverse individuals, families, groups, organizations, and communities. Social workers evaluate processes and outcomes to increase practice, policy, and service delivery effectiveness. Social workers apply anti-racist and anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:

  • select and use culturally responsive methods for evaluation of outcomes; and
  • critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities.

Requirements for the Undergraduate Social Work Major

This major consists of professional courses, electives, and practicum experiences designed to prepare professional social work practitioners for skilled generalist practice at the baccalaureate level.

Prerequisite Requirements (9 Credits)

The prerequisite requirements must be completed before entering the Social Work major. The prerequisite requirements may be completed at Brockport or equivalent courses transferred in from other colleges/ universities. The prerequisite courses may be used to fulfill general education requirements of the College. Students must get a C or higher in their prerequisite course. Students must also maintain an overall 2.5 GPA or better.

Social Work Content Area Requirements (42 Credits)

Full List of Requirements

Field Practicum - Senior Year

Either a block (one semester) or concurrent (two semesters) field placement of 400 clock hours is required in the senior year. Concurrent internships are two days a week throughout fall and spring semesters, while block internships are four full days a week for one semester. Block internships are available only on a selected basis to students who make special application.

The Field Coordinator is responsible for arranging field placements. Internships for senior students cover a wide range of options in services to children, youth, adults and older citizens and in a variety of service settings.

Agency field instructors, all qualified professionals, are committed to providing quality field instruction to student interns. They work closely with liaison faculty members who regularly meet with supervisors and/or task managers at field placement agencies. Other ties between the agencies and the social work program include field instructor participation in program committees, and regularly scheduled meetings at the College. In addition, field instructors may be guest speakers in social work courses.

Availability during normal business hours of the agency for Field Placement: Most field sites require students to complete their field placement hours during the normal business hours of the agency and while exceptions may be made to this, students may make arrangements for evening and/or weekend hours providing the following occurs:

  • it is mutually agreed upon with the student’s field instructor; and
  • it is cleared through the coordinator of field education during the field planning process.

If arrangements are made after the field practicum begins, the students’ faculty liaison must approve the plan. In all circumstances, field instruction supervision must

be available. It is important to recognize that this is an exception and that ordinarily, students should expect that field placements require daytime responsibilities.

Eligibility for Field Placement: Before entering the field instruction courses, students must complete all Social Work pre-requisites and successfully complete all 200 and 300 level Social Work courses (earning a grade of C or above) required for the major, with the exception of SWO 310, Research Methods, which is taken concurrently with Field instruction. Students must have completed 84 credits total to have senior status for field placement and maintain a 2.5 or better institutional GPA. Students need to have a GPA 2.5 to apply for field placement.

Successful completion of field placement includes completion of a minimum of 200 hours of field placement each semester. More hours may be needed for some students. On occasion, it is necessary to place a student in a different field agency for the second semester of a two semester, concurrent field placement, and/or the two semesters are not completed sequentially. Additional hours beyond 200 hours and placement in a block seminar maybe negotiated at the discretion of the Field Coordinator and faculty advisor.

Students who do not successfully pass field placement in the first semester will not be able to continue field in the second semester. The decision to resume field placement the following fall will be made through a Full Academic Review process.

Passing Requirements for Field Practicum and Field Seminar: Students must earn a passing grade of Satisfactory in Field Practicum and a C or better in Field Seminar to receive credit for each senior semester field requirement. If a student is passing only one component (field practicum or field seminar) and failing the other component, they will be administratively withdrawn from the field course they are passing. An academic review will be scheduled within the first two weeks of the following semester for students failing either field practicum or field seminar. For a comprehensive description of the Field Education program, see the Field Manual.

Service Learning

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

Course Waiver for SWO 210 (Applied Statistics for Social Work Practice) & 310 (Research Methods)

If a student has successfully completed an Introduction to Statistics or Research Methods course in another major with a C grade or higher, they can request a 3-credit waiver for these courses. If approved, this will result in a reduction of total required social work credits; however, students are still required to complete the minimum number of credits for graduation per college policy including sufficient upper division coursework and other requirements.

Process: Students accepted to the major who meet the requirements for the course waiver must contact the BSW program director during fall semester of their junior year. The student will need to provide a complete syllabus for the course they have previously completed to the program director for review by research methods faculty for review. The program director will notify the student of the decision to accept or deny the waiver in writing by email. If the course waiver is approved the program director will meet with the student to complete a course waiver for SWO 310 and submit it to the registrar.


Electives included in the course of study may be either courses outside of the undergraduate program in areas of the student’s own choice or they may be elective courses offered in the undergraduate program.

Electives are offered on a fairly regular basis and are designated as liberal arts courses in determining course credit distribution for graduation. The total number of social work credit hours for the major is 54 or 55, including prerequisites and co-requisites. Elective courses are supplemental to credit hour requirements in the major. However, no more than 54 credit hours may be taken in the social work discipline. (i.e. courses with SWO prefix).

Social Work Course Descriptions

View Full List of Undergraduate Course Descriptions

Part-time Program

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

Online Degree Completion Program

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

To be considered for Admission, applicants must meet the following requirements:

  • Have an Associate’s Degree or at least 64 transferrable credits
  • Have completed the program’s prerequisite courses or the equivalent with a C or higher [PSH 110 (Intro to Psychology), SOC 100 (Intro to Sociology), and BIO 221 or 281 (Human Biology)]
  • Out of state courses used to meet the prerequisites may need to be evaluated by the appropriate department upon admissions (contact us for more information on this process)
  • Have a 2.5 GPA or higher.
  • Students accepted to the University and program will need to complete 56 credits at a four-year college in addition to the credits that they transfer. Students need a total of 120 credits to graduate with a degree from SUNY Brockport. Please note this program is not open to current SUNY Brockport Students.

Field Placement

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

Field Placement Process

Student Responsibilities:

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

Field Coordinator Responsibilities:

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

Undergraduate Social Work Full-Time Plan of Study

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

View the Full-time Plan of Study

Example Three Year Part-Time Plan of Study

  • * Prerequisite course: SWO341
  • ** If students have successfully completed a research methods course in another major with a C grade or higher, they can request that the faculty review the course to ensure it is the equivalent to SWO310 and if it is, they can request a 3-credit course waiver for SWO310.
  • *** To be taken concurrently with SWO 454-456 when the block placement format is selected for students or with SWO 453-457 when the field placement format covers two semesters.

Program Policies

The Social Work Program Admission & Continuance Process

Social Work Intents will be assigned a departmental advisor to assist them with proper course planning and career orientation as they pursue the requirements for admission to the program. Students may indicate their desire to major in social work at any time during the first two years of undergraduate study by registering with the Department of Social Work as an Intent to Major.

Enrollment is limited to seat availability and meeting the program requirements. Students seeking acceptance to the major must meet the following criteria:

  • Cumulative grade point average of 5 or above.
  • Completion of a minimum of 54 credits, or an AA, AS or
    • Delta College Program students must complete 34 credits and meet all other criteria
  • Completion of the prerequisite courses with a C or higher (see below)
  • SOC 100 Introduction to Sociology
  • PSH 110 Principles of Psychology
  • BIO 281 Elements of Human Biology or BIO 221 Survey of Anatomy and Physiology

Transfer students are advised to consult with the undergraduate admissions coordinator, program director or department chair regarding equivalency of courses taken at other institutions. College policies regarding transfer credit is available at the following URL: /academics/advisement/transfer_year//

All new social work majors will be assigned an academic advisor. Students should meet with their advisors the first month after admission to the program.

No Credit for Life Experience or Previous Work Experience

The undergraduate social work program does not give academic credit for life experience or previous work experience. Such experience cannot be substituted for the field practicum or other courses required for the social work major. Social work major courses, or their equivalents, must be completed at SUNY Brockport or at a CSWE- accredited BSW program at a four-year college. No opportunity to test out of required social work courses is permitted.

Second degree majors are accepted into the undergraduate program using a second degree contract completed between the student, the undergraduate program, and the Admissions Office. Second degree majors must also complete the application for the undergraduate program. The GPA for the second degree can be calculated separately from the first degree when necessary.

Standards for Evaluating Academic Performance

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

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

All social work students will be expected to read the Standards for Evaluating Academic Performance, Policies and Procedures and the National Association of Social Workers (NASW) Code of Ethics (2017). Students will be asked to sign an acknowledgment that they have read, are aware of the contents of, and will abide by, the Undergraduate Social Work Academic Performance Standards. The signed form will be kept in the student’s active file.

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

1. Basic Abilities Necessary to Acquire Professional Skills
1.1 Communication: Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and feelings.

Written: Writes clearly, uses correct grammar and spelling, and applies appropriate writing style, including American Psychological Association (APA) referencing, appropriate source citation, and documentation. Demonstrates sufficient skills in written English to understand content presented in the program and to complete adequately all written assignments, as specified by faculty.

Oral: Communicates effectively and sensitively with other students, faculty, staff, clients, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates sufficient skills in spoken English to understand content presented in the Program, to complete adequately all oral assignments (with or without accommodations), and to meet the objectives of field placement experiences, as specified by faculty.

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

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

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

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

2.1 Stress Management: Demonstrates ability to deal with current life stressors through the use of appropriate coping Handles stress effectively by appropriate self-care and developing supportive relationships with colleagues, peers, and others.

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

  • Compromise scholastic and other performance,
  • Interfere with professional judgment and behavior, or
  • Jeopardize the best interests of those with whom the social work student has a professional responsibility (as outlined in the current Code of Ethics by the National Association of Social Workers).
3. Professional Performance Skills: necessary for work with clients and professional practice

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

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

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

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

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

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

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

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

  • Continued earning of a grade of “C” or better in every social work course required for the major
  • Retaking any social work course in which a grade below a “C” is received if such a course is a requirement of the major.
  • Maintaining a cumulative institution GPA of 5 or better, overall and within the major

Students who receive a GPA of below 2.5 are placed on program probationary status. Students will be given one semester to remedy the conditions of this probation.

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

Use of Electronic Devices in the Classroom

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

Policies and Procedures for Review of Academic Performance & Academic Reviews

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

Phase 1: Observation of Performance

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

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

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

Phase 2: Implementation and Evaluation

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

Phase 3: Review Hearing:

  • The Undergraduate Program Director will ask a neutral party to facilitate the review. This person is responsible for:
    • reviewing the Academic Policies,
    • contacting the student and getting several dates in the immediate future of when the student is available,
    • inviting other participants based on the student’s availability,
    • ensuring that the student as well as others invited to the meeting have a written copy of the concern/s being addressed,
    • collecting any written evidence from interested parties to be distributed prior to the meeting date
    • overall facilitation of the meeting
    • facilitation of the executive meeting after
    • writing up the notes and decision of the executive meeting for the Undergraduate Program Director so that a letter can be sent to the student and placed in their academic file.
  • The student is encouraged to be present, face to face or virtually, unless the circumstances warrant immediate dismissal. This would include, but is not limited to, behaviors that harm self or others.
  • Others who may be invited to the review include: the student’s social work advisor, the program chairperson, the Field Coordinator, the field supervisor, and one or more other faculty having direct knowledge of the student’s academic performance.
  • If the faculty identifying the performance concern is also the student’s academic advisor, the student may choose to have another member of the faculty serve as advisor during the review.
  • The student, as well as other persons involved in the review may present information both verbally and in writing as part of the Review. However, all written evidence must be distributed to all parties prior to the date of the review.
  • At the conclusion of the meeting, an executive meeting, without the student, will be held.
  • Upon conclusion of the executive meeting, a written decision will be made within ten business days of the Review and sent to the student and other participants and a copy will also be placed in the student’s permanent student record.
Student notification on conclusion of the Full Academic Review:
  • A formal notification of the review decisions must be made within ten business days of the Review and sent by certified mail to the student.
Possible Actions may include, but are not limited to the following:
  • Remedial actions to address the concerns may include the following:
    • The student may be required to take specific actions to address academic concerns related to the four performance standards (basic abilities to acquire professional skills, mental and emotional abilities, professional performance skills, and scholastic performance). The remedial actions identified should specify implementation actions to be taken, demonstrated outcomes, and Because there is a time frame, the remedial action plan will be reviewed at least once before the close of the timeframe to help support the student and ensure they are making the needed changes addressed in the plan.
    • The student may choose to take a leave of absence from the program and reapply at a later If this option is chosen it should include specific tasks that must be accomplished to be considered for return to the program.
    • The student may choose to withdraw from the program
    • The student may be terminated from the program

General Academic Review Appeal:

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

Degree Completion Timeline Policy

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

Readmission/ Reapplication

A student that departs from the College without a Leave of Absence must complete all degree requirements that are in place upon return.

Students that drop or withdraw from all courses without taking a leave of absence must reapply to SUNY Brockport and must be in good standing, meeting the undergraduate program’s prerequisites in order to be a social work major.

Students who have been dismissed from the undergraduate program for academic or suitability reasons must appeal to the co-chair for readmissions. Students dismissed from the program, must demonstrate to the co-chair & admissions committee that they have successfully remedied the academic standards identified as concerns that lead to dismissal before they can be readmitted.

Student Advisement

Students are encouraged to schedule individual advisement to discuss educational plans with their social work advisor at a mutually convenient time. Program faculty and staff welcome student inquiries and will take time to help students assess educational needs and professional interests. Students are required to meet a minimum of once per semester during Majors Reservation in order to register for their social work classes. This is not considered an advisement session, rather it is registration for SWO courses. Students are advised to meet with their social work advisor more frequently or as needed to make sure they are on track to graduate. All faculty advisors will hold regular office hours for advisement. The following times are especially important:

  • Following any report of unsatisfactory academic
  • Prior to withdrawal from the
  • When planning for their future (going to graduate school or taking a position in the field)

Freshmen and sophomores at Brockport may fill out a major declaration form and be assigned a specific departmental advisor for early course planning, but will continue to be a social work intent, until they have met all of the undergraduate program requirements. Once a student is in the program, advisement is done on a regular, individualized or group basis and focuses on personal and professional questions related to career planning and programming. Students are helped to make decisions not only about their course of study, but about the future direction they wish to take in social work practice or graduate education.

Student Responsibilities:
  • To take advantage of advising services and associated
  • To understand the requirements of the degree program and to return various program forms by the deadlines.
  • To know the policies of the College that govern baccalaureate
  • To contact their advisor for advising and or to set a date to register for classes during majors reservations.
Advisor Responsibilities:
  • To discuss the rationale for degree requirements, institutional and/ or program requirements, policies, and procedures.
  • To assist in developing the student’s plan of study and provide guidance for revisions as needed.
  • To review the student’s academic performance and provide consultation and guidance as needed.
  • To provide consultation and referral as needed, regarding academic or personal issues that may arise related to the student’s participation in the Program.
  • To provide guidance for the student’s professional
  • To review of the student’s degree audit in order to provide guidance toward the successful completion of the BS degree in social work
  • To get back to the student once contacted in a timely manner (2 to 3 days during regular work hours. (Please note that faculty are not responsible for getting back to students over the week-end our outside or regular work-day hours 9 am to 5 pm)

Professional Conduct

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

Upon their entrance to the program, students sign an acknowledgement that they have received, will read, and will adhere to the policies set forth in the Undergraduate Student Handbook. This usually happens in SWO 221.

During the academic experience in the Undergraduate Social Work Program, students are given guidelines and standards to assist their transition to a professional role.

Professional Conduct is a significant part of the professional and academic standards in the social work degree program. Professional conduct involves the core performance behaviors of:

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

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

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

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

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

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

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

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

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

Student Rights and Responsibilities

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

Student Rights

Students have the right of protection against improper disclosure of their views, beliefs, academic records, and political associations, and from limitations upon freedom of expression with all due process of law.

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

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

Student Responsibilities

Although Social Work faculty make great effort to inform students of their rights, the students have the responsibility to familiarize themselves with the policies and procedures of SUNY Brockport, and the Undergraduate Social Work Program.

Students are also primarily responsible for knowing the degree requirements and following the policies that govern their academic program. Students are expected to adhere to the highest standards of professionalism as student.

The above mentioned rights and responsibilities are intended to facilitate:

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

Academic Integrity

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

Below please find Context of Policy for Students and Definitions of Academic Dishonesty as Covered by this Policy:

Context of Policy for Students: Academic dishonesty, “cheating” and other forms of misrepresenting others’ work as your own, such as plagiarism, are considered serious breaches of academic integrity and are major violations of the standards of ethical behavior that the College expects from all its students. When detected, as it often is, academic dishonesty can result in a range of disciplinary actions including failure on an assignment, failure of a course, or even Conduct Dismissal from the College. Records of disciplinary actions for dishonesty are kept and conduct dismissals are noted on College transcripts. The best rule is to assume that instructors expect all work (exams, papers, projects, etc.) submitted for grading to be entirely your own, done without collaboration. If the instructor allows or desires collaboration, you should assume that the instructor will make that clear in the assignment. If the instructor has not explicitly stated that collaboration is permitted, all work submitted should be entirely your own.

I. Definitions of Academic Dishonesty Covered by this Policy

Violations of the Student Academic Dishonesty Policy refer to actions related to the standards of honesty required in submission and evaluation of coursework in any undergraduate or graduate course bearing SUNY Brockport credit. These violations include, but are not limited to the following:

  1. Plagiarism — presenting as one’s own, the exact words of another, not properly indicated by quotation marks, paraphrased text too similar to the original, ideas, or creative products of another without providing an adequate standard form of documentation to identify the source — such as footnotes, endnotes, or bibliographic documentation. Students are advised to scrupulously acknowledge and properly cite all sources to give appropriate credit for borrowed materials.
  2. Fabricating facts, data, statistics, or other forms of evidence included in papers, laboratory experiments, theses, or other assignments.
  3. Presenting someone else’s examination results, paper, computer work, or other material as one’s own This includes work done as part of group/team effort unless collaboration has been specifically approved by the instructor for any particular assignment. Students should always assume that any out-of-class assignments or take home examinations are to be done individually and without help or collaboration unless the instructor specifically states otherwise. Students should not generalize from one assignment to another as instructors may permit collaboration on some assignments but not on others.
  4. Representing one’s own performance as another’s or knowingly allowing such misrepresentation to occur, e.g., signing another student into class; taking an exam for another student; writing or attempting to write an examination, paper, computer work, or other material for another student.
  5. Buying and selling, or sharing of examinations or assignments; being in possession of examinations or answers to examinations without the instructor’s permission.
  6. Using “cheat sheets,” looking onto another’s paper, talking to someone other than the instructor or proctor during an examination, or using any other method of communication (e.g. cell phones, text messaging) during an examination without the instructor’s permission.
  7. Failing to follow the rules of conduct for taking an examination as stipulated by the instructor prior to the examination or as stated in a written course syllabus.
  8. Presenting work for a current course (e.g. papers, projects, research) that is substantially the same as a previous submission for another course without obtaining the current instructor’s prior consent to do When the courses are taught in the same semester, informing and obtaining prior approval of both course instructors is required to avoid a possible dishonesty charge.

Non-Discrimination Policy

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

Social Media

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

Student/Faculty Concerns

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

Assessment: The Social Work Department is committed to ongoing assessment of student learning outcomes. Sometimes individual student work products (e.g. papers, exams, etc.) will be used, without identity or grade information, for programmatic assessment purposes.

Attendance: Student attendance in all sessions and are expected to actively participate in the activities scheduled for each session. “Absences will be excused for

  1. documented illness,
  2. official representation of the College,
  3. death of a close relative,
  4. religious holiday, and
  5. other circumstances beyond the control of the student. Substantiation of excused absences is the responsibility of the student.

Excuses for official representation of the College must be obtained from the official supervising the activity or event. Absences deemed excessive by the Instructor may result in a lowered grade. Students whose unexcused absences exceed 15% of the scheduled classes and laboratories will be subject to failure at the instructor’s discretion.” (Faculty Senate, 1983)

Students with Disabilities:

SUNY Brockport is committed to fostering an optimal learning environment by applying current principles and practices of equity, diversity, and inclusion. If you are a student with a disability and want to utilize academic accommodations, you must register with Student Accessibility Services (SAS) to obtain an official accommodation letter which must be submitted to faculty for accommodation implementation. If you think you have a disability, you may want to meet with SAS to learn about related resources. You can find out more about Student Accessibility Services, or by contacting SAS via sasoffice@brockport.edu, or (585) 395-5409. Students, faculty and staff can report physical access barriers to Facilities & Planning at 585-395-2408 or through the SAS webpage. Students, faculty, staff, Facilities, and SAS work together to create an inclusive learning environment.

  • A 4.00 = 95-100%
  • A- 3.67 = 90-94%
  • B+ 3.33 = 87-89%
  • B 3.00 = 83-86%
  • B- 2.67 = 80-82%
  • C+ 2.33 = 77-79%
  • C 2.00 = 73-76%
  • C- 1.67= 70-72% 
  • D+ 1.33 = 67-69% 
  • D 1.00 = 63-66%
  • D- .67 = 60-62%
  • E .00 = 59.49%

A/A- = Outstanding Performance: You demonstrated that you understood the concepts, gave appropriate examples, no writing or grammatical errors. Ideas were well developed. Demonstrated excellent critical thinking skills.

B+/B- = Good Performance: You demonstrated that you understood most of the concepts and your examples were a little weak. There are a few problems in the development of your ideas, in writing and grammar; however, they are not severe. Demonstrated good critical thinking skills.

C+/C = Average Performance: You did not demonstrate clearly that you understood the concepts. Your work does not indicate clear thinking or that much thought went into the assignments. Ideas were not clearly presented and there are several grammatical and writing errors. Demonstrated average critical thinking skills.

*Note! A “C” grade in a required social work course – especially a methods course, often disqualifies a student from eligibility for advanced standing in MSW programs.

**Note! A “C-” grade in a required social work course is not a passing grade; the course must be taken again for a BSW degree.

D+/D- = Marginal, just passing (this applies to social work electives only; a grade of “D+, D, or D-“ is not a passing grade in a required social work course). You barely demonstrate an understanding of the concepts. There are numerous problems in development of your ideas, grammar and writing. Demonstrated little if any ability for critical thinking.

E = Unacceptable: You demonstrate no understanding of the concepts. There are serious to severe problems in development of your ideas, grammar, and writing. Demonstrated no critical thinking skills

Student Grade Appeals

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

Attendance Appeals

The student shall discuss the attendance issue informally with the instructor who enforced the attendance guidelines. The student must confer with the chair of the department if the instructor is off campus or otherwise unavailable. The department chair will attempt to contact the instructor, or, failing that, to ascertain the facts of the case.

Step 1

By mid-semester of the next regular semester, the student, after having conferred with the instructor and not receiving satisfaction, shall initiate the Attendance Guidelines Appeal Process by preparing a written statement, which shall meet the following criteria:

  1. It sets forth the student’s case in
  2. It indicates the date on which the student conferred with the
  3. It sets forth the reasons why the student believes the attendance guideline was unfairly enforced.
  4. It includes all relevant supporting materials, documents, evidence, , identified and listed in an index.

The student shall submit complete copies of the written statement and all attachments to the chair of the department that offered the course in question and to the instructor. In an effort to resolve the matter, the chairperson shall carefully review the student’s written statement and confer with the student and the instructor, individually, and/or together. The chairperson will review the material provided by the student and may also employ other means to review and investigate the matter.

Step 2
  1. If the matter is not resolved to the student’s satisfaction in Step 1, the student may write the vice president for academic affairs and request a hearing, forwarding the documentation as outlined above. The vice president for academic affairs shall assign a dean to convene a hearing by a panel of three faculty members. These three faculty members must be acceptable to the student, the instructor and the dean. If an acceptable panel cannot be agreed upon, then the dean and the president of the College Senate or their designee shall prepare a list of seven faculty members and the student and the instructor shall alternately strike names until three names are left.
  2. The panel shall meet and solicit a response from the instructor regarding her/his application of her/his attendance guidelines and the student’s case against her/his attendance guidelines. The panel members will familiarize themselves with the attendance guidelines for the course. Their concern shall be limited to consideration of the fairness of the application of the attendance guidelines and whether the attendance guidelines were known to the student in a reasonable manner and as required by the College The burden of proof shall be on the student, who may be asked to appear before the panel.
  3. If, in the opinion of a majority of the panel members, no case can be made, the original application of the attendance guidelines will remain in effect. If they find the attendance guidelines were not made known to the student as required by College guidelines or was unfairly applied, they may recommend a different outcome and give their reasons for so The panel shall report its findings in writing to the student, the instructor, the dean and the vice president for academic affairs.
  4. If the panel recommends a different outcome, the instructor shall have ten (10) working days from the receipt of the panel’s report to implement the recommendation of the panel or appeal the decision to the vice president for academic affairs.
  5. Either the student or the instructor may appeal to the vice president for academic affairs when:
    1. There is substantial new evidence;
    2. There is clear evidence of substantial irregularity on the part of the
    3. If the vice president for academic affairs supports the appeal, s/he will convene a new panel, whose decisions are final.
  6. If the panel recommends an alternative solution and the instructor does not appeal, or, upon appeal, is denied, the vice president for academic affairs will instruct the appropriate administrative office to implement the recommendation of the panel. (approved February 2017) /support/policies/adopted/aa_vprovost_academicaffai html

More Program Information

Student Participation in the Undergraduate Social Work Program Students are encouraged to be active learners, taking responsibility for their own education. They should be able to evaluate their learning needs and to ask for guidance from faculty when it is needed. As part of the professional orientation process, we encourage students and expect that they will actively engage in activities sponsored by the Social Work Department (Educational sessions scheduled outside of scheduled class time).

Phi Alpha Social Work National Honor Society.

Undergraduate program majors are eligible for membership in SUNY Brockport Chapter of the Phi Alpha Social Work National Honor Society when they meet the requirements in the Bylaws of the Society found in this guide. Students can also be recommended by faculty for membership in the campus chapter of the Alpha Chi National Honor Society. A student is eligible for active membership when she or he has:

  1. Declared social work as an undergraduate major,
  2. Achieved junior status,
  3. Completed one semester in major courses,
  4. Achieved an all college grade Point average of 25,
  5. Achieved a 50 grade point average in major courses

The Family Educational Rights and Privacy Act

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

Student Records

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

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

Student Awards

Outstanding undergraduate students are eligible for awards that are given at the Honors Convocation in April each year, or other award ceremonies. The faculty assigned to the undergraduate program frequently nominate distinguished students for the college’s major awards: President’s Citation, Student Leadership Award, School of Professions Award, and Outstanding Adult Students Awards. Additionally, departmental awards (Al Landy Award, Diane Dwyer Distinguished Service/Leadership Award, Departmental Scholar Award, Marghi Rich Award, Class of 1998 Michael O’Connor Memorial Award, and the Outstanding Junior Award) are given annually. There are also a variety of other awards students can receive in specific programs of the College. Following are the criteria for the awards listed above:

The Department of Social Work Undergraduate Social Work Program Golden Eagle Award.

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

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

Al Landy Award

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

  • A minimum of 0 GPA overall and 3.5 in the major;
  • Active membership in the major through committees, the Student Social Work Organization, or the completion of extracurricular tasks of some major importance;
  • Service as a volunteer in community and/or campus activities that demonstrate significant accomplishments;
  • Recommendation by at least one faculty member in the undergraduate program;
  • Supported by a significant number of undergraduate program

Diane Dwyer Distinguished Service/Leadership Award

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

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

The student nominated must have a letter of support from one of his/her current faculty members from SUNY Brockport and/or the SUNY Brockport MSW program. A resume, including GPA, should also be submitted along with a cover letter. The student will be chosen by an ad hoc Committee of each program’s faculty appointed by the Chair of SUNY Brockport Social Work Department.

The nomination packet should be submitted electronically to the Chair of the department by March 15th. The recipient of this distinguished award will be announced April 15th and will be recognized during pre-graduation celebrations within each program.

Departmental Scholar

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

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

Marghi Rich Award

Purpose: To recognize accomplished work in the area of policy analysis

The award is given annually to one student or group of students of each professor who completes SWO 411 with an A or A-, and whose policy project demonstrates:

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

Class of 1998 Michael O’Connor Memorial Award

This award was initiated by the Class of ’98 in memory of their friend and colleague, Michael O’Connor.

Purpose: To recognize a student who demonstrates skills in the area of community organization and activism. It is awarded annually to

  • A student who questions authority, fights conformity and enthusiastically attempts the impossible. Someone with a vision of a better society and who doesn’t really accept the words “it can’t be done.” This student also is able to connect with others, help them to believe in themselves, and tirelessly dedicate themselves to the cause. In the tradition of Bertha Capen Reynolds, this student constantly asks the question - “adjustment to what”?

Dr. Carmen Aponte Equity, Diversity & Inclusion Award

The Social Work Department will recognize students within the department (one undergraduate and one graduate) that promote the values ofsocial work

in the area of equity, diversity and inclusion. The promotion of equity, diversity and inclusion is in direct support of the primary mission of thecollege and the social work profession, which is to enhance human well-beingand help meet the basic human needs of all people, with particular attention tothe needs and empowerment of people who are vulnerable, oppressed, and living in poverty (NASW, 2017).

The Equity, Diversity & Inclusion (EDI) Award will be given to students inthe Social Work Department that display awareness and understanding between person of different races, gender, age groups, ethnicity, religious affiliations, national origin, indigenous heritage, socio-economic status, disability, gender identities, sexual orientation or other areas of difference. EDI nominees help to create a welcoming and supportive climate, promote diversitythroughout the department, campus and/or within the larger community throughan ongoing commitment to and demonstrated leadership in equity, diversity and inclusion

Nominees must be in good academic standing with the department. Further, nominees are asked to submit the following supporting materials:

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

The undergraduate faculty can also nominate students for the following awards:

School of Education, Health and Human Services Award


  1. Graduating Senior (December, May, August).
  2. Minimum GPA of 5.
  3. Matriculated student in a professional, degree granting/ certification
  4. Minimum number of 42 credits at
  5. Significant contribution to service and activities and/or college wide activities.

Student Leadership Award


  1. Minimum of 54 credits completed by the end of the Fall
  2. Minimum 50 GPA.
  3. Student must meet at least one of the following qualifications at the time of nomination:
    1. Serving or has served in an elected/appointed position or positions of leadership in recognized clubs or organizations g., departmental clubs, campus newspaper, radio station, etc., or in campus governance (e.g., B.S.G., or academic department).
    2. In such a position, the student:
      1. is excelling or has excelled in the normal responsibilities
      2. defined for the position(s) held, and/or
      3. is showing or has shown extraordinary leadership beyond the normal responsibilities defined for the position(s) held.
    3. The student is or has been an informal leader of students involved in campus related services or other activities, other than those in (b) above, and which have been or are of significant benefit to the College and/or Brockport community.
    4. Demonstrates leadership characteristics of commitment and dedication to the organization with whom the nominee is affiliated, ability to inspire others, makes a positive impact on campus life and/or the Brockport community, creativity in the student leader role, effective communication skills, ability to work within the existing governance structure of the College, and efficiency in decision making in implementing the organization’s programs.

President’s Citation

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

  1. Senior who will graduate during the calendar year in which the award will be presented;
  2. Has earned a GPA of 75 or better;
  3. Has a strong record of extracurricular activities and contributions to the Brockport college and community;
  4. Shows evidence of professional

Outstanding Adult Student Award


  1. Matriculated graduate and undergraduate students are eligible. Graduate students should have completed 15 credit hours of graduate work at SUNY Brockport; undergraduate students should have completed 75 credit hours, at least 15 of which are at Brockport.
  2. Nominees must have a 5 cumulative GPA for all work completed at Brockport.
  3. Nominees may be either full or part time students, but must be enrolled at Brockport during either Fall or Spring semester, or both, and must be 25 or
  4. Students who expect to graduate in May, may be nominated: December graduates may also be nominated.
  5. Nominees should be those who have been especially successful at combining college study with their other adult responsibilities of family, job, career and community service.
  1. Students may be nominated by an administrator, faculty member, or staff member at SUNY Brockport and must complete a student biographical
  2. Both forms must be received in the Office of Adult and Continuing Education, no later than February.

The Britt’ni Iverson Memorial Award

This award is given in honor of Britt’ni Iverson, an undergraduate social work student who tragically was killed in the Fall of 2021. During her time in the Undergraduate Social Work Program, Britt’ni was a constant source of encouragement and support to her classmates. As a non-traditional college student working in community mental health services already, Britt’ni served as a role model to her peers, modelling professional and ethical behavior. She loved her work. It was her passion to work in the field of mental health, hoping to one day become a the director of a community mental health center.

In her memory, this award is given to a graduating senior who has demonstrated an invested interest in mental health—especially community mental health. To be eligible, students must demonstrate:

  1. academic persistence and determination (are in good standing),
  2. a commitment to the values, ethics, and standards of the social work profession and the Undergraduate Social Work Program, and
  3. are completing their field placement or are currently employed in a mental health setting.

To be considered, students must submit a brief 1 page statement describing their motivation for a social work career in community mental health and how their experience at SUNY Brockport has prepared them for the field.


Appendix A

The NASW Code of Ethics is available electronically at https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Appendix B

The Federation of International Social Work Code of Ethics is available electronically at https://www.iassw-aiets.org/wp-content/uploads/2015/10/Ethics-in-Social-Work-Statement-IFSW-IASSW-2004.pdf

Appendix C

The Council on Social Work Education 2015 EPAS is available electronically at https://www.cswe.org/accreditation/standards/2022-epas/

Table of Contents