BSW Program
Handbook
2021-2022
2
Revised August 2021
This handbook was prepared to provide information and does not constitute a contract. Although every effort has been
made to ensure the accuracy of the information in this University of Alabama BSW Student Handbook, those who
use the Handbook should note that policies and procedures change from time to time and the changes may not yet be
reflected in this document. In addition, a document of this size cannot include all of the policies and information
pertaining to students. More current or complete information may be obtained from your advisor, the Program
Director, the Associate Dean, or other appropriate individuals in the School of Social Work or The University of
Alabama.
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School of Social Work Mission Statement
The University of Alabama’s School of Social Work prepares scholar-practitioners and researchers
committed to ending adverse social conditions and promoting societal well-being through teaching,
research and service.
Teaching: We provide students with a high-quality educational experience to prepare them to
become tomorrow’s global leaders in the social work field. Our innovative degree programs are
designed to produce social workers for today’s workforce.
Research: Our students and highly distinguished faculty researchers use innovation in the
classroom and interdisciplinary, research-based knowledge to address social problems,
transform lives and develop solutions that change our world for the better.
Service: We provide resources and leadership by partnering with individuals, families, groups,
community agencies and organizations at all levels. Our goal is to improve the delivery of
social services, with an emphasis on public social services.
As a diverse community of teachers, researchers, learners, and support persons with shared
values and aspirations, the School promotes lifelong learning, research, and service initiatives to
individuals, families, groups, organizations, and communities.
BSW Program Mission Statement
The BSW Program prepares practitioners committed to promoting social justice and improving the
well-being of individuals, families, groups, and communities
BSW Program Goals
Graduates of the BSW program will be able to:
• Demonstrate skills in generalist social work practice informed by the best available evidence.
• Engage in culturally sensitive and culturally effective social work practice with diverse groups.
• Apply social work values and ethics.
• Advocate for vulnerable and oppressed populations.
• Create sustainable local and global change that improves societal wellbeing.
Cultural Diversity
The faculty adopted the following statement on December 11, 1991. As stated in the National
Association of Social Workers Code of Ethics and consistent with The University of Alabama's Equal
Opportunity Policy, we the faculty, staff, and students of the School of Social Work:
•
Advocate the elimination of any form of discrimination on the basis of race, color, gender,
sexual orientation, age, religion, national origin, marital status, political belief, mental or
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physical limitation, or socioeconomic status.
•
Are committed to teach, encourage, and promote an appreciation for and understanding of
diversity in the School of Social Work, The University of Alabama, our professions, and our
community.
•
Affirm the value of soliciting and incorporating diversity into all aspects of our
educational experiences, our profession, and our personal lives as one way to enrich our
total life experience individually and collectively as members of a world community.
Information Self-Reliance
The School of Social Work is dedicated to preparing social work students to retrieve, identify, and
assess information relevant to professional social work practice during their course of study at the
School. Our goal is that students be competent to identify, locate, and effectively use information in
print and electronic formats. These skills are essential to the competent practice of professional
social work. The faculty believes that these competencies not only contribute to the quality of
professional practice and scholarship but can also enhance an individual’s lifelong information needs
and quality of life (School Policy, adopted by the faculty on April 24, 1996).
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Greetings from the
BSW Program Director
Welcome to the Bachelor of Social Work program at The University of Alabama School of Social
Work. A degree in social work provides the rare opportunity to learn valuable professional skills while
improving the health and wellbeing of individuals, families, and communities. Our faculty, staff, and
administrators provide students with rich learning experiences both in the classroom and in the field,
while creating a friendly and supportive community within the larger university campus. Our rigorous
academic program prepares graduates for generalist social work practice, graduate study, and any
career that requires skills in critical thinking, problem-solving, communication, and inter-professional
collaboration. The program emphasizes the value of diversity and the importance of promoting social
and economic justice. Graduates of our program are prepared to assist people of all ages, from all
walks of life, in a variety of settings.
We offer many resources to help our students as they navigate through the BSW Program of study. In
this handbook, you will find information regarding requirements for admission to the professional
program, graduation, and the social welfare minor. As Director of the BSW Program, I am available to
answer your questions during my office hours, by e-mail, by phone, or by appointment. Other
members of the administration, faculty, and staff are available, as well, and you can find their contact
information on pages 13 through 15.
I wish you all the best as you begin this exciting and challenging academic journey in pursuit of your
BSW degree or your Social Welfare minor. Again, welcome to The University of Alabama School of
Social Work.
Amy Traylor, PhD, MSW
BSW Program Director
atraylor@sw.ua.edu
205-348-2189
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Table of Contents
School of Social Work Mission Statement ........................................................................................................................... 3
Cultural Diversity ..................................................................................................................................................................... 3
Information Self-Reliance ....................................................................................................................................................... 4
Greetings from the Program Director .................................................................................................................................. 5
Purpose of the Handbook .................................................................................................................................................... 10
The University of Alabama School of Social Work .......................................................................................................... 10
The School of Social Work in the University Context .................................................................................................... 10
History of the University of Alabama School of Social Work ..................................................................................... 8
School of Social Work Administrators and Staff .......................................................................................................... 13
School of Social Work Faculty ........................................................................................................................................ 14
The BSW Program ................................................................................................................................................................. 16
Goals and Core Competencies of the Undergraduate Program in Social Work ................................................... 16
Program Competencies and Practice Behaviors ........................................................................................................ 16
Admissions Requirements ............................................................................................................................................. 21
The BSW Program Curriculum ............................................................................................................................................ 22
Required Courses ............................................................................................................................................................ 22
Curriculum ....................................................................................................................................................................... 23
BSW Degree Requirements ........................................................................................................................................... 25
Admission to the Professional Program...................................................................................................................... 25
Field Education (SW 490) ............................................................................................................................................. 27
The Primarily Online Distance Learning BSW Program ................................................................................................. 28
The BSW Honors Program .................................................................................................................................................. 30
BSW Honors Program Description ............................................................................................................................. 30
Declaration of a Minor .................................................................................................................................................. 31
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Application for Degree Form ....................................................................................................................................... 31
Academic Advising and Student Responsibilities ...................................................................................................... 31
Academic Policies ........................................................................................................................................................... 32
Academic Bankruptcy .................................................................................................................................................... 33
Academic Misconduct .................................................................................................................................................... 33
Academic Progress and Academic Standing ............................................................................................................... 35
Course Substitution ........................................................................................................................................................ 36
Dropping and Adding Courses ..................................................................................................................................... 36
Final Examinations ......................................................................................................................................................... 36
The University Honors Program .................................................................................................................................. 36
Honors Designation ....................................................................................................................................................... 37
Independent Study .......................................................................................................................................................... 37
Pass/Fail Options ......................................................................................................................................................... `37
Registration ...................................................................................................................................................................... 37
Second Bachelor's Degree ............................................................................................................................................. 38
Social Welfare Minor ...................................................................................................................................................... 38
Student's Professional Preparedness ............................................................................................................................ 38
Study Week ...................................................................................................................................................................... 39
Transfer Credit ................................................................................................................................................................ 39
Class Attendance, Assignments, and Assessment ...................................................................................................... 40
University-wide Academic Grievance Procedures ..................................................................................................... 40
Voluntary Student Review Process .............................................................................................................................. 41
Withdrawal from the University ................................................................................................................................... 41
Resources for Students ......................................................................................................................................................... 41
ACTion Identification Cards ........................................................................................................................................ 41
Alabama REACH Program ........................................................................................................................................... 42
University of Alabama Online/Bama by Distance Services for Distance Learning Students ............................ 42
Blue Lights ....................................................................................................................................................................... 42
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Books ................................................................................................................................................................................ 42
Capstone Center for Student Success .......................................................................................................................... 42
Career Counseling ........................................................................................................................................................... 43
Crimson Ride ................................................................................................................................................................... 43
Disability Services ........................................................................................................................................................... 43
Email ................................................................................................................................................................................. 43
Food Assistance .............................................................................................................................................................. 44
Financial Aid Assistance ................................................................................................................................................ 44
International Student Services ...................................................................................................................................... 46
Library System ................................................................................................................................................................. 46
Parking Permits ............................................................................................................................................................... 46
Personal Counseling ....................................................................................................................................................... 46
Physical Facilities ............................................................................................................................................................ 47
Safe Zone Resource Center ........................................................................................................................................... 47
Sexual Assault Prevention and Education Services ................................................................................................... 47
Student Support Services (SSS) TRIO ......................................................................................................................... 47
Substance Use Intervention and Recovery Services .................................................................................................. 47
Technical Support Services ........................................................................................................................................... 48
The Social Work Computer Laboratory ...................................................................................................................... 48
The Writing Center ......................................................................................................................................................... 48
Title IX ............................................................................................................................................................................. 48
Tuscaloosa Trolley .......................................................................................................................................................... 49
UA Safety App ................................................................................................................................................................ 49
University Health Services ............................................................................................................................................. 49
University Police ............................................................................................................................................................. 49
University Recreation Center ........................................................................................................................................ 50
Women and Gender Resource Center/Sexual Assault Victim Advocate Program .............................................. 50
Student Activities ................................................................................................................................................................... 51
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Ethel Hall African-American Heritage Month ........................................................................................................... 51
Family Weekend .............................................................................................................................................................. 51
Get on Board Day .......................................................................................................................................................... 51
Honors Day ..................................................................................................................................................................... 51
Week of Welcome .......................................................................................................................................................... 51
Student Organizations .......................................................................................................................................................... 52
Academic Honor Council .............................................................................................................................................. 52
National Association of Social Workers (NASW) ..................................................................................................... 52
Phi Alpha Honorary Society-Psi Chapter ................................................................................................................... 52
Social Work Ambassadors ............................................................................................................................................. 52
Social Work Association for Cultural Awareness (SWACA) ................................................................................... 53
Student Government Association (SGA) ................................................................................................................... 53
Undergraduate Social Work Organization (USWO) ................................................................................................. 53
Appendix A: Educational Policy and Accreditation Standards ...................................................................................... 54
Appendix B: Summary of the NASW Code of Ethics..................................................................................................... 66
Appendix C: BSW Forms and Information ...................................................................................................................... 67
Appendix D: Academic Bankruptcy ................................................................................................................................... 98
Appendix E: The University of Alabama Academic Misconduct Discplinary Policy ................................................. 99
Appendix F: Policy on Plagarism and Falsification of Data ......................................................................................... 105
Appendix G: Independent Study Policy and Proposal Form ....................................................................................... 109
Appendix H: Univeristy-wide Academic Grievance Procedures .................................................................................. 111
Appendix I: ........................................................................................................................................................................... 114
Appendix J: The University of Alabama Sexual Harrassment Policy .......................................................................... 117
Appendix K: FAQ's ............................................................................................................................................................ 123
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Purpose of the Handbook
This handbook has been designed to supplement The University of Alabama 2021-2022 Undergraduate
Catalog with details about the BSW Program in the School of Social Work. It provides an overview
of the policies governing the BSW Program and of the procedures for successful progress toward
completion of a bachelor’s degree in Social Work at The University of Alabama. The faculty and
staff of the UA School of Social Work provide education, leadership, mentoring, and guidance to
assist students in obtaining the maximum possible benefit from their education. For additional
advice and/or clarification of policies and procedures, students should consult their assigned
academic advisor, student services office personnel, or the BSW Program Director. Please keep in
mind that the responsibility for completion of requirements for an undergraduate degree in social
work from The University of Alabama rests with the student.
The University of Alabama School of Social Work
The School of Social Work in the
University Context
The University of Alabama
The University of Alabama, the state's oldest public university, is the senior comprehensive doctoral-
level institution in Alabama. Established by constitutional provision with subsequent statutory
mandates and authorizations, the University's purpose is to advance the intellectual and social
condition of all the people of the state through quality programs of research, instruction, and
service.
The University offers a wide array of continuing educational opportunities to adult and
nontraditional students. UA recognizes the importance of educating students to live and work in a
global community of increasingly interdependent countries. Additionally, UA’s research and
instructional programs form a base for extensive service activities. This extends the University's
influence and continuing linkages with business, industry, and government beyond the bounds of the
state as it assists developmental efforts at regional, national, and international levels.
The Baccalaureate Program in Social Work
The primary goal of the BSW Program is to prepare students for generalist social work practice.
Graduates are prepared to assist people of all ages, from all walks of life, with all kinds of problems
in a variety of settings. As generalist practitioners, graduates are prepared with skills to assist
individuals, families, groups, organizations, and communities in achieving goals and solving
problems. The BSW is the first practice degree. Graduates of the program are expected to work in
beginning-level positions under the supervision of an experienced MSW practitioner. The BSW
Program also prepares students for graduate study in social work and related fields.
Students can declare a major in social work when they are freshmen, sophomores, or juniors. To
take 400- level practice courses, they must be accepted into the professional program. The Bachelor
of Social Work degree is awarded to students who complete a minimum of 120 semester hours of
course work as outlined in the BSW course requirements; achieve a “C-” or better in all courses
required by the School of Social Work, including two social work electives; and have a grade point
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averages of at least 2.25 overall GPA and 2.50 GPA in social work courses. An internship is required
during the senior year.
The UA School of Social Work offers a complete 18-credit-hour honors program. Students enrolled
in this program will gain extensive knowledge and skills to assist individuals, families, groups,
organizations, and communities in achieving goals and solving problems. In congruence with the
social work profession, the honors social work curriculum emphasizes the value of diversity and the
importance of the promotion of social and economic justice.
The School of Social Work also offers a minor in Social Welfare. Requirements for an
undergraduate minor in Social Welfare include SW 100, SW 200, SW 351, and nine additional hours
of social work courses. At least one of the additional courses must be at the 300 level or above.
Students must also maintain a 2.0 overall GPA and a 2.0 resident GPA on all SW courses to earn
the social welfare minor.
Graduate Programs in Social Work
The MSW program is designed to educate students for advanced practice and leadership roles.
Typically, students complete a one-year sequence of professional foundation courses followed by a
year in which they take courses in a specific content area. Students with a BSW from a CSWE-
accredited program, however, are eligible to apply to the advanced-standing program, in which the
foundation classes are completed in one full-time semester. Our MSW program is available on-
campus in Tuscaloosa, as well as in a primarily online format with some face-to-face skills labs on
Saturdays in several locations in Alabama. Graduate study at the doctoral level is designed for
students who wish to focus on
independent scholarship, originality, and competence in research.
Doctoral students prepare for
scholarly roles by advancing their knowledge and increasing their
skills in theory building, research methods, and critical evaluation of social work policies and
practice. See the UA Graduate School Catalog, the handbook for the program of interest, or the
School of Social Work website (www.socialwork.ua.edu) for further information.
History of the University of Alabama School of Social Work
The University of Alabama, located in Tuscaloosa, Alabama, is a public coeducational institution that
began admitting students in 1831. The School of Social Work was established in 1965 by the Alabama
Legislature to
address Alabama's critical shortage of and pressing need for professionally educated
social workers. The School’s first dean was appointed the following year. The School of Social Work
currently offers the degrees of Bachelor of Social Work (BSW), Master of Social Work (MSW),
Doctor of Social Work (DSW), and Doctor of Philosophy (PhD).
The bachelor’s and master’s programs of The University of Alabama School of Social Work are
accredited by the Commission on Accreditation of the Council on Social Work Education (CSWE).
Accreditation standards established by CSWE guide the manner in which curriculum and other
aspects of BSW and MSW programs are evaluated. These standards are described in the CSWE
Educational Policy and Accreditation Standards (see Appendix A). Students are encouraged to be familiar
with the accreditation process and the standards that guide social work educational programs.
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BSW Program
The undergraduate program in social work admitted its first students in 1970. In 1975, the Council on
Social Work Education began accrediting BSW programs and The University of Alabama’s was
accredited that year. The program’s accreditation was reaffirmed in 1995 and 2011 for eight years each
time, the maximum period for accreditation. Since 1971, the program has conferred over 1600 BSW
degrees.
MSW Program
The Council on Social Work Education first accredited the MSW program in 1969, and master’s
degrees were first awarded at UA that same year. The program’s accreditation was reaffirmed in 1995
and 2011 for the maximum period of eight years each time. Since 1979, the program has conferred
nearly 3,300 MSW degrees. For additional information about the MSW program, please see the
website: http://socialwork.ua.edu/academics/msw-program/.
DSW Program
The current DSW program was approved in November 2018, with the first cohort of DSW students
beginning in Fall 2019. Given increased demand for advanced clinical and administrative social work
education and training, the DSW was created as the state of Alabama’s first practice-based doctorate
degree in social work. For additional information about the DSW program, please see the website:
https://socialwork.ua.edu/dsw/.
PhD Program
The doctoral program began as a Doctor of Social Work (DSW) program in 1975 to prepare teachers
and
researchers for the social work profession. Over the years, recognizing the need for increased
emphasis on research within the profession, the faculty substantially revised the program. It became a
Doctor of Philosophy (PhD) program in 1992. It has conferred over 100 doctoral degrees since
1975. For additional information about the PhD program, please see the website:
http://socialwork.ua.edu/academics/phd-program/.
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School of Social Work Administrators and Staff
Schnavia Hatcher, PhD, Dean .......................................................................................................................... 1002-Little
Darcel Green, BA, Executive Secretary .................................................................................... 1001-Little
Laurie Wright
, BA, Director of Development (SSW & CCHS) ........................................... 1005-Little
Tameka Ross, AAS, Program Assistant ....................................................................................1006-Little
Angela Young-Hobbs, BS, Manager of Fiscal Affairs ............................................................1008-Little
Mallory Porch, BA,
Accounting Assistant ...............................................................................
.
1007-Little
Megan Stewart, BS, Accountant I .............................................................................................. 1007-Little
Daphne Cain, PhD, Associate Dean for Administrative Services ................................................................. 1024-Little
TBA, Program Assistant ............................................................................................................. 1006-Little
David Miller, BA, Communication Specialist.......................................................................... 1004-Little
Barry Durand, BS, Receptionist ................................................................................................ 1019-Little
Lindsey Johnson, BA, Coordinator of Events and Advancement ....................................... 1012-Little
Kristy Holt, MSW, Title IV-E Coordinator and Training Specialist ...................................TBA
Melody Denton, BS, Title IV-E/Training Specialist .............................................................TBA
Donna McCall-Harris, MS, Title IV-E Simulation Program Coordinator ........................TBA
Hee Lee, PhD, Associate Dean of Research..................................................................................................... 1022-Little
Bridgette Riter, MA, Contracts and Grants Specialist ............................................................. 1024-Little
Carrie Barnes, BS, Program Assistant ........................................................................................ 1025-Little
Daphne Cain, PhD, Interim Associate Dean for Educational Programs and
Student
Services ..................................................................................................................................................... 1024-Little
Aubrey Stewart, MPA, Recruitment Coordinator .................................................................. 3025-Little
Vicki Hobbs, Program Assistant ................................................................................................ 1033-Little
Heather Sullivan, BS,
Registrar .................................................................................................
.
1003-Little
Mary A. Sella, MSW, Student Services Coordinator (BSW) .................................................. 3023-Little
Morion Siler, MSW, Student Services Coordinator (MSW) .................................................. 3022-Little
Debra Nelson-Gardell, PhD, Director, PhD Program ................................................................................... 1030-Little
Gwen Montgomery, MA, Program Assistant ........................................................................ . 1029-Little
Sebrena Jackson, PhD, Director, MSW Program ............................................................................................ 1009-Little
Jonna Williams, BA, Program Assistant .................................................................................. 1010-Little
Kathleen Champion Welker, MSW, Instructor and Coordinator of Instructional Tech . 3013-Little
Christopher Blackmon, MEng, Program Manager/Distance Education Programs ......... 3006-Little
Amy Traylor, PhD, Director, BSW Program ................................................................................................... 1031-Little
Gwen Montgomery, MA, Program Assistant ......................................................................... 1029-Little
Allison Curington, MSW, Director, Field Education ..................................................................................... 1028-Little
Jonathan Bowen, MPA,
Field Education Specialist ............................................................. 1027-Little
Carroll Phelps, MSW, Director, Washington DC Program ................................................. 2016-Little
TBA, BSW Field Coordinator .................................................................................................. 2012-Little
Carrie Turner, MSW, MSW Field Coordinator ..................................................................... 2011-Little
Kimberly Gibson, MSW Field Coordinator .......................................................................... 2013-Little
John Gilmer, MA, Field Coordinator SSW Student Services ............................................. 2009-Little
Affirmative Action Officer ................................................................................................................................ Shayla Smith
Disabilities Liaison ............................................................................................................................................... Shayla Smith
Academic Misconduct ......................................................................................................................................... Daphne Cain
Sexual Harassment Resource Person ................................................................................................................ Shayla Smith
Institutional Review Board Representative ...................................................................................................... Ellen Csikai
Coordinator of International Program ............................................................................................................ .Debra Nelson-Gardell
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School of Social Work Faculty
Tania Alameda-Lawson
Associate Professor
3027, Little Hall
205.348.4396
David L. Albright
Hillcrest Foundation Endowed
Chair
2025, Little Hall
205.348.4416
M. Daniel Bennett
Assistant Professor
3005, Little Hall
205.348.4580
Daphne Cain
Interim Assoc. Dean, Educational
Programs and Student Services
1034, Little Hall
205.348.3926
Catherine Carlson
Assistant Professor
3026, Little Hall
205.348.0204
Leah Cheatham
Assistant Professor
3007, Little Hall
205.348.4654
Kevin Corcoran
Professor
[email protected]
Ellen Csikai
Professor
2032, Little Hall
205.348.4447
Allison Curington
Director, Field Education
1028, Little Hall
205.348.3934
Curtis Davis
Assistant Professor
2031, Little Hall
205.348.4323
Kimberly Gibson
MSW Field Coordinator
2013, Little Hall
205.348.4599
Sha-Rhonda Green
Assistant Professor
3008, Little Hall
205.348.0206
Schnavia Hatcher
Dean
1002, Little Hall
205.348.3924
Laura Hopson
Associate Professor
2006, Little Hall
205.348.5270
Sebrena Jackson
Assistant Professor/Director, MSW Program
1009, Little Hall
205.348.4726
Karen Johnson
Assistant Professor
2005, Little Hall
205.348.3939
Hee Lee
Assoc. Dean/Research
1022, Little Hall
205.348.6553
Lewis Lee
Assistant Professor
3010, Little Hall
205.348.4822
Teneshia Littleton
Assistant Professor
2007, Little Hall
205.348.0049
Robert McKinney
Assistant Professor
D208, UMC
205.348.7181
Debra Nelson-Gardell
Assoc. Professor/Director, PhD Program
1030, Little Hall
205.348.2990
Hyunjin Noh
Associate Professor
3020, Little Hall
205.348.5265
Nancy Payne
Instructor
1011, Little Hall
205.348.2186
Carroll Phelps
Instructor
Director, Washington DC Program
2016, Little Hall
205.348.5571
Nicole Ruggiano
Associate Professor
Director, DSW Program
3019, Little Hall
205.348.4655
Avani Shah
Associate Professor
3321, Little Hall
205.348.3937
Cassandra Simon
Associate Professor
2008, Little Hall
205.348.4586
15
Brenda D. Smith
Associate Professor
2027, Little Hall
205.348.6528
Shayla Smith
Chief Diversity Officer
2012, Little Hall
205.348.4529
Karen Starks
Assistant Professor
[email protected]a.edu
Peggy Swails
Instructor/Continuing Ed.
Coordinator
3009, Little Hall
205.348.7764
Amy Traylor
Associate Professor/Director,
BSW Program
1031, Little Hall
205.348.2189
Carrie Turner
MSW Field Coordinator
2011, Little Hall
205.348.7278
Kathleen Welker
Instructor/Coordinator/
Instructional Technology
3013, Little Hall
205.348.0033
Sherron Wilkes
Instructor
3012, Little Hall
205.348.4750
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The BSW Program
Goals and CSWE Core Competencies of the
Undergraduate Program in Social Work
Goals of the BSW Program
Graduates of the BSW program will be able to:
1. Demonstrate skills in generalist social work practice informed by the best available evidence.
2. Engage in culturally sensitive and effective social work practice with diverse groups.
3. Apply social work values and ethics.
4. Advocate for vulnerable and oppressed populations.
5. Create sustainable local and global change that improves societal wellbeing.
CSWE Core Competencies
2.1.1 Demonstrate ethical and professional behavior
2.1.2 Engage diversity and difference in practice
2.1.3 Advance human rights and social, economic, and environmental justice
2.1.4 Engage in practice-informed research and research-informed practice
2.1.5 Engage in policy practice
2.1.6 Engage with individuals, families, groups, organizations, and communities
2.1.7 Assess individuals, families, groups, organizations, and communities
2.1.8 Intervene with individuals, families, groups, organizations, and communities
2.1.9 Evaluate practice with individuals, families, groups, organizations, and communities
Program Competencies and Practice Behaviors
The following are the competencies and practice behaviors that guide the BSW curriculum,
instruction and assessment. Details of the CSWE competencies and practice behaviors are located
in Appendix A.
Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as
relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social
workers understand frameworks of ethical decision-making and how to apply principles of critical
thinking to those frameworks in practice, research, and policy arenas. Social workers recognize
personal values and the distinction between personal and professional values. They also understand
how their personal experiences and affective reactions influence their professional judgment and
behavior. Social workers understand the profession’s history, its mission, and the roles and
responsibilities of the profession. Social Workers also understand the role of other professions when
engaged in inter-professional teams. Social workers recognize the importance of life-long learning
and are committed to continually updating their skills to ensure they are relevant and effective. Social
17
workers also understand emerging forms of 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 as appropriate to context;
• use reflection and self-regulation to manage personal values and maintain professionalism in
practice situations;
• demonstrate professional demeanor in 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.
Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human experience
and are critical to the formation of identity. The dimensions of diversity are understood as the
intersectionality of multiple factors including but not limited to age, class, color, culture, disability and
ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political
ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers
understand that, as a consequence of difference, a person’s life experiences may include oppression,
poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also
understand the forms and mechanisms of oppression and discrimination and recognize the extent to
which a culture’s structures and values, including social, economic, political, and cultural exclusions,
may oppress, marginalize, alienate, or create privilege and power. Social workers:
• apply and communicate understanding of the importance of diversity and difference in shaping
life experiences in practice at the micro, mezzo, and macro levels;
• present themselves as learners and engage clients and constituencies as experts of their own
experiences; and
• apply self-awareness and self-regulation to manage the influence of personal biases and values
in working with diverse clients.
Advance Human Rights and Social, Economic, and Environmental Justice
Social workers understand that every person regardless of position in society has fundamental human
rights such as freedom, safety, privacy, an adequate standard of living, health care, and education.
Social workers understand the global interconnections of oppression and human rights, violations,
and are knowledgeable about theories of human need and social justice and strategies to promote
social and economic justice and human rights. Social workers understand strategies designed to
eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are
distributed equitably, and that civil, political, environmental, economic, social, and cultural human
rights are protected. Social workers:
• apply their understanding of social, economic, and environmental justice to advocate for
human rights at the individual and system levels; and
18
• engage in practices that advance social, economic, and environmental justice
Engage in Practice-informed Research and Research-informed Practice
Social workers understand quantitative and qualitative research methods and their respective roles in
advancing a science of social work and in evaluating their practice. Social workers know the principles
of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge.
Social workers understand that evidence that informs practice derives from multi-disciplinary sources
and multiple ways of knowing. They also understand the processes for translating research findings
into effective practice. Social workers:
• use practice experience and theory to inform scientific inquiry and research;
• apply critical thinking to engage in analysis of quantitative research methods and research
findings; and
• use and translate research evidence to inform an improve practice, policy, and service delivery.
Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and services,
are mediated by policy and its implementation at the federal, state, and local levels. Social workers
understand the history and current structures of social policies and services, the role of policy in
service delivery, and the role of practice in policy development. Social workers understand their role in
policy development and implementation within their practice settings at the micro, mezzo, and macro
levels and they actively engage in policy practice to effect change within those settings. Social workers
recognize and understand the historical, social, cultural, economic, organizational, environmental, and
global influences that affect social policy. They are also knowledgeable about policy formulation,
analysis, implementation, and evaluation. Social workers:
• identify social policy at the local, state, and federal levels that impacts well-being,
service delivery, and access to social services;
• assess how social welfare and economic policies impact the delivery of and access to social
services;
• apply critical thinking to analyze, formulate, and advocate for policies that advance human
rights and social, economic, and environmental justice.
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, diverse individuals, families, groups,
organizations, and communities. Social workers value the importance of human relationships. Social
workers understand theories of human behavior and the social environment, and critically evaluate
and apply this knowledge to facilitate engagement with clients and constituencies, including
individuals, families, groups, organizations, and communities. Social workers understand strategies to
engage diverse clients and constituencies to advance practice effectiveness.
Social workers understand how their personal experiences and affective reactions may impact their
ability to effectively engage with diverse clients and constituencies. Social workers value principles of
19
relationship-building and inter-professional collaboration to facilitate engagement with clients,
constituencies, and other professionals as appropriate. Social workers:
• apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
• use empathy, reflection, and interpersonal skills to effectively engage diverse clients and
constituencies.
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 with, and on behalf of, diverse individuals, families, groups,
organizations, and communities. Social workers understand theories of human behavior and the social
environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and
constituencies, including individuals, families, groups, organizations, and communities. Social workers
understand methods of assessment with diverse clients and constituencies to advance practice
effectiveness. Social workers recognize the implications of the larger practice context in the
assessment process and value the importance of inter-professional collaboration in this process. Social
workers understand how their personal experiences and affective reactions may affect their assessment
and decision-making. Social workers:
• collect and organize data, and apply critical thinking to interpret information from clients and
constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in the analysis of assessment data from clients
and constituencies;
• develop mutually agreed-on intervention goals and objectives based on the critical assessment
of strengths, needs, and challenges within clients and constituencies; and
• select appropriate intervention strategies based on the assessment, research knowledge, and
values and preferences of clients and constituencies.
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 with, and on behalf of, diverse individuals, families, groups,
organizations, and communities. Social workers are knowledgeable about evidence-informed
interventions to achieve the goals of clients and constituencies, including individuals, families, groups,
organizations, and communities. Social workers understand theories of human behavior and the social
environment, and critically evaluate and apply this knowledge to effectively intervene with clients and
constituencies. Social workers understand methods of identifying, analyzing and implementing
evidence-informed interventions to achieve client and constituency goals. Social workers value the
importance of inter-professional teamwork and communication in interventions, recognizing that
beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational
collaboration. Social workers:
• critically choose and implement interventions to achieve practice goals and enhance capacities
of clients and constituencies;
20
• apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
• use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
• negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
• facilitate effective transitions and endings that advance mutually agreed-on goals.
Evaluate Practice with Individuals, Families, Groups, Organizations, and 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 recognize the importance of evaluating processes and
outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand
theories of human behavior and the social environment, and critically evaluate and apply this
knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for
evaluating outcomes and practice effectiveness. Social workers:
• select and use appropriate methods for evaluation of outcomes;
• select and use appropriate methods for evaluation of outcomes;
• apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in the evaluation of outcomes;
• critically analyze, monitor, and evaluate intervention and program processes and outcomes;
and
• apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro
levels.
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Admissions Requirements
UA Requirements
For students applying for admission, The University of Alabama employs a holistic admission
process. Holistic admissions at The University of Alabama includes both academic and non-
academic criteria. Academic components considered include high school GPA, performance in
core subjects, academic honors and standardized test scores, should a student elect to submit them.
Non-academic items include leadership experience, volunteer experience, extracurricular activities,
employment and non-academic honors. All students must complete the minimum unit
requirements.
Minimum Unit Requirements
In terms of educational preparation, the college preparatory curriculum minimum unit
requirements for regular admissions are:
4 units of English
4 units of social sciences, including world history or a comparable course (second foreign language
will satisfy one of the four required social science requirements)
3 units of mathematics (must include algebra I, algebra II, and one unit of either geometry,
trigonometry, or calculus)
3 units of natural sciences, including two courses with lab components
1 unit of foreign language
5 additional units of academic courses (We recommend courses in fine arts or computer literacy,
with additional courses in mathematics, natural sciences, and foreign language.)
* For students at high schools where foreign language is not a graduation requirement or without a
foreign language program, UA will accept courses that reflect an enhanced understanding of global
and cultural perspectives.
For students seeking admission in Spring, Summer, or Fall, 2022 semesters, standardized test scores
from the SAT or ACT are optional. Students will not be penalized for choosing not to submit test
scores. However, only students who submit test scores will be eligible for automatic merit awards.
A medical history, including proof of current measles vaccination (MMR) and TB screening, must
be submitted prior to enrollment for classes. Medical examination forms will be provided by the
University upon admission.
Applications for admission are accepted as early as one year prior to the anticipated date of
enrollment. Transfer applicants must submit official transcripts of all college-level work attempted.
Currently, there is a $40.00 nonrefundable application fee for freshman and transfer applications.
Please see the 2021-2022 Undergraduate Catalog or the website (www.socialwork.ua.edu) for
additional information.
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School of Social Work Requirements
Students accepted to The University of Alabama as freshmen may enter the School of Social Work
as majors. The School accepts transfer credits according to University policy (see the Undergraduate
Catalog), but also requires students to meet the course requirements for the BSW degree. UA
students who have grade point averages of 2.0 or higher for all college work may transfer from
other divisions into the School of Social Work.
Residency
Questions regarding resident and nonresident status should be directed to the Office of the
University Registrar. The office is in room 206 of the Student Services Center, Box 870134,
Tuscaloosa, AL 35487-0134; (205) 348-2020.
The BSW Program Curriculum
Social Work majors spend much of their first two years completing general requirements and
introductory social work courses. To be eligible for the professional courses in the program, they
must be accepted into the Professional Program. The Professional Program includes courses in
social welfare policy; human behavior in the social environment; practice with individuals, families,
groups, organizations and communities; social work research; and field education and seminar.
Students must also complete two social work electives. These can be completed before beginning the
Professional Program or while in the Professional Program.
Required Courses
A list of required courses, a course requirement sheet, a sample schedule, and a schedule planning
form are provided in Appendix C. The sample schedule shows one way a student may complete
his/her program of study. Students can also log into the DegreeWorks system through their
MyBama accounts to complete an online academic plan.
The freshman and sophomore years are flexible, but flexibility decreases once the student enters the
Professional Program. Students have flexibility regarding most of the courses they take as part of
their core university requirements—which courses they take and when they take them. Some
courses, however, are prerequisites for the Professional Program, and the students’ advisors will
help them plan an appropriate schedule. The courses in bold in Appendix C are especially important
to take when advised because they are prerequisites for certain required courses.
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Curriculum
Five basic components of the BSW Program prepare the student for practice as a generalist social
worker:
1. Required liberal arts courses
2. Elective courses
3. Required social work courses
4. Elective social work courses
5. Supervised social work field education
Another way to look at the curriculum is to consider the general studies requirements (typically
completed during the freshman and sophomore years) and the professional course sequence (completed
in the junior and senior years). Most courses fall into these categories.
The following courses are required for the BSW degree and include University Core Curriculum
requirements as well as the state’s general education requirements.
Courses Hours
Two of the following courses¹ 6
ANT 100, ANT 102, ANT 103, ANT 225, EC 110, EC 111, GY 105, GY 110, PSC 101, PSC 103, or
PSC 211
Statistics (BER 345, CJ 381, PY 211, or ST 260) 3
BSC 108 with lab or BSC 109 with lab (N) 4
COM 123 or COM 122 (H) 3
EN 101 and EN 102, or EN 101 and EN 103 (FC) 6
HY 101 ,HY 102 or HY 117, HY 118 (HI)² 3
PY 101 (SB) 3
PY 358 or SW 415 3
SOC 101 (SB) 3
SOC 205 or PY 372 3
SW 100 or SW 105 (honors) 3
SW 101 3
SW 200 or SW 205 (honors) 3
SW 310 3
SW 351 (W) or SW 355 (W/ honors) 3
SW 401 (W) or SW 405 (W/ honors) 3
SW 410 3
SW 411 3
SW 420 or SW 425 (honors) 3
SW 440
4
(W), SW 441
4
, and SW 442
4
3
SW 444 1
SW 443 or SW 445 (honors) 3
SW 490 9
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Fine arts (FA) 3
Foreign language (FL) 4–8
Free electives 4–8
Humanities (HU) or fine arts (FA) or literature electives (L)² 3
Literature (L)² 3
Mathematics (MA)³ 3
Natural science with lab (N) 4
Social work electives (two courses) 6
Total:
120
¹At least one course must hold the SB designation and the two courses selected must not be from the same department. ²Students
must have a two-course sequence in either HI or L.
³Math courses have prerequisites that must be met.
4
Distance learning students completing these courses must also register for in-person skills labs
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BSW Degree Requirements
The Bachelor of Social Work Degree is awarded to students who satisfactorily meet several
requirements. Some are university requirements, and some are specific to the School of
Social Work. Students must:
1. Complete a minimum of 120 semester hours of coursework as outlined in the BSW
course requirements.
2. A minimum of 50 percent (60 hours) of the coursework required to earn a BSW
degree at The University of Alabama must be earned at a bachelor’s degree granting
institution (four-year college or university), and a minimum of 25 percent (30 hours)
of the coursework required for the BSW degree must be earned at The University of
Alabama.
1
3. Achieve a “C-” or better in all courses required by the School of Social
Work, including two social work electives.
4. Have grade point averages of at least 2.25 overall and 2.5 in social work courses
(students who have transferred must have a “C-” average at this institution) to
graduate from the program.
5. Be admitted into the Professional Program.
6. Pass the writing assessment in SW 101 (Orientation to Social Work) with an A or B.
Students who do not obtain an A or B on the writing assessment must enroll in and
successfully complete SW 310 (Professional Writing Course).
7. Successfully complete their field education experience.
8. Notify the School of their intention to graduate: a) in the semester preceding the
expected term of graduation or, b) no later than the beginning of the last semester
of enrollment prior to graduation.
9. Pass all courses taken and prescribed for the degree during the last semester.
Admission to the Professional Program
After the completion of 54 hours toward the social work degree with the required overall and social
work GPAs, students who have been admitted to the Professional Program begin taking the 400-
level professional social work courses. The priority deadline for application to enter the
Professional Program in social work (i.e., junior and senior level social work courses) is February
15th of each year for admission in the following fall semester and September 15 of each year for
spring semester admission. Application forms are available on the social work website:
https://socialwork.ua.edu/admissions/.
100100
1
A student who meets residence requirements and who, at the end of semester is within 9 semester hours of graduation may take the 9 hours by
means of independent study, or at another accredited institution with the prior approval of the dean of the student’s college provided the student is eligible to take such work.
This approval process begins in the program director’s office. If students do not complete degree requirements (as stated in the catalog for the academic year beginning each
August or September) within seven years from the date they entered the University, or began collegiate work, they must change to the current catalog under which they will
have seven years to complete requirements as stated. Within the period of seven years, if they so desire, they may choose a later catalog (including the current one). The
student must complete all degree requirements for the catalog chosen.
26
Once submitted, applications will be reviewed and scored by at least two School of Social Work
faculty members. Space for students in the Professional Program is limited. Depending on the
number of applications and spaces available, some applicants who meet minimum admissions
requirements may be placed on a waiting list. Students who are admitted must maintain an overall
GPA of at least 2.25 and a social work GPA of 2.5 through the semester they apply or the offer of
admission will be withdrawn.
Students must also maintain a 2.25 overall GPA and a 2.5 social work GPA throughout matriculation
in the Professional Program. Decisions about admission to the Professional Program for students on
the waiting list and for those who submitted their applications after the priority application deadline
are made as soon as possible but may not be made before some university classes are full. Therefore,
it behooves students to submit their applications before the application deadline.
Prerequisites for Admission to the Professional Program
To apply for admission to the Professional Program, students are expected to have completed at least
45 hours toward the degree with an overall grade point average of at least 2.25 and an earned Social
Work grade point average of 2.5. To be admitted unconditionally, students must have completed at
least 54 hours toward their degree and have completed 10 semester hours of the following courses
(or their equivalents in other institutions): SOC 101, PY 101, BSC 108 or 109, and be enrolled in the
other prerequisite courses at the time of application. Students must have qualified for UA Core
Curriculum/General Studies-level math courses by placement score or by having earned a “C-” or
higher in MATH 100.
Students must have also completed the “pre-professional” social work courses SW 101, SW 100 or
105, SW 200 or 205, and SW 351 or SW 355 or their equivalents at other institutions with a C- of
higher in order to be unconditionally admitted. Students required to take SW 310 must have
successfully completed with a C- or higher or be currently enrolled in this course at the time of
application. Students must have earned a social work grade point average of at least 2.5.
Professional Program Application Process
Students eligible to apply for the Professional Program should first complete the application
checklist found at https://socialwork.ua.edu/admissions/. Those who cannot check each
prerequisite should discuss their eligibility with their advisor. Some of those students may be eligible
for conditional admission.
Students who decide to apply should complete the application checklist and complete the
application, including the essays described on that page. These essays constitute an important part
of the application process and will be reviewed and scored by at least two School of Social Work
faculty members. These faculty members will not know the names of the applicants whose essays
they are reviewing and can recommend that a student be admitted or denied admission into the
Professional Program. They can also recommend that the Program Director meet with an applicant
to gather additional information. Thus, it is important that students put forth their best effort when
writing these essays. Students should submit their checklist, application form, and completed essays
to the BSW Program Assistant. The priority deadline is February 15th for fall admission and
September 15th for spring admission.
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Required Writing Assessment
Students must earn a minimum grade of “B-” on the designated writing assessment in SW 101
(Orientation to Social Work). Students who have not earned a “B-” or better on the writing
assessment will be required to enroll in SW 310, Professional Writing Course, prior to applying for
the professional program. Students must pass SW 310 with a C- or better in order to continue in the
BSW Professional Program.
Removal of Conditional Admission Standing
A student admitted to the Professional Program with conditional standing must remove the conditional
standing according to the requirements stated in the admission letter in order to gain full admission to the
Professional Program. It is the student’s responsibility to meet the conditions set forth and to notify
his/her advisor when those conditions have been met. The advisor will then notify the Program Director,
who will notify the Registrar. Students who do not have their conditional standing formally removed will
not be allowed to continue to enroll in Professional Program classes.
Field Education (SW 490)
As a part of the professional social work curriculum, social work majors are required to complete
SW 490, a nine-credit hour course in field education and SW 443 or SW 445, a field education
seminar during the fall semester of the senior year. SW 420 or SW 425, a research class, must be
taken prior to or concurrently with SW 490 and SW 443 or SW 445. Course prerequisites include
SW 101, 100 or 105, 200 or 205, 351 or 355, 310, 401 or 405, 410, 411, 440, 441, 442, and 444. All
400-level courses must have been completed with a grade of “C-” or better before a student can
enroll in SW 490 and SW 443 or SW 445. In addition, students must have passed the required
statistics class. Admission to field education requires an overall GPA of 2.25 and a GPA of 2.5 in
social work courses. Students on probation and those with a grade of “I” in any social work course
will not be admitted to field education nor will conditionally admitted students who have not met
their conditions.
Many agencies provide field education experiences for our students. Placements are
recommended by the field coordinator based on the student’s areas of interest and learning
needs. Students must then interview with the recommended agency. The field practicum
requires 450 clock hours during the semester with the student in the agency four days each
week. Field hours are completed during normal agency business hours (8:00 a.m.-5:00 p.m.) for
a minimum of 16 hours per week when their field instructor is on duty and available to the
student. Students are responsible for their own transportation to their agency. The Field
Education Handbook provides detailed information about the field experience.
Field Instructors and Field Liaisons
Students are supervised by a field instructor—an individual with a master’s degree in social work,
usually someone employed at the agency. The School of Social Work assigns a field liaison for
each student. The field liaison meets with the student and the field instructor at least twice during
the practicum and is available to both the instructor and the student for discussions of the field
experience and assistance with resolving any problems that may arise.
28
Policies and Procedures for Assigning Students to Field Education Sites
The field practicum (SW 490) is an educational experience. Consequently, the placement of
students is based upon the educational needs of the student. The School will consider personal
factors related to the location of placements, but the primary concern is the placement of the
student in a setting judged to have the best potential for promoting the student’s professional
development. Students in the Main Campus program will be placed within 60 miles of Tuscaloosa;
in Washington, DC; or in an international placement. Students in the online, distance learning
program wishing to complete placement in Alabama will be placed in Tuscaloosa, Birmingham,
Huntsville, Montgomery, or Mobile. Online, distance learning students are also eligible for
placement in Washington, DC or internationally. Please see the Field Education Handbook for
additional information about field education.
Misdemeanors and Felonies
Social Work students who have been charged with or convicted of a misdemeanor or felony
should be aware of the following:
1. All BSW students preparing to enter field placement are expected to submit ABI/FBI
background checks prior to beginning their field placement. BSW students should get
their forms from the Field Education Office during the spring semester. Additional
information about the background check is available in the Field Education Handbook.
2. Many agencies will not accept students for placement if the student has not been cleared
prior to the beginning of field placement. The Field Education Office will not place
students without background clearance.
3. Some state licensure laws for social workers (including Alabama’s) inquire about
whether the applicant has been charged with or convicted of a misdemeanor or a
felony prior to allowing the applicant to sit for the licensure examination.
The School strongly recommends that any student or prospective student in this
situation make an appointment with his or her advisor or the Associate Dean to discuss
how best to address this issue
Primarily Online Distance Learning BSW Program
The BSW Program offers students the option to complete their degree via Distance Learning through
University of Alabama Online/Bama by Distance. Students are required to have access to a
computer with a high-speed internet connection.
Prior to the start of the program, all students are required to attend a one-day on-campus orientation.
Students who do not attend orientation may be administratively withdrawn from the program. In
addition, distance learning students are required to complete the UA “Bama Ready” orientation
before registering for classes for the first time. Students who do not complete this orientation will
not be cleared for registration.
The distance learning program consists of 120 hours of coursework and includes the same general
education requirements, major courses, electives and field education as required for main campus
29
students. Most coursework can be completed online, although some professional program courses
(SW 440, SW 441, and SW 442) require that students attend in-person skills labs, which meet on
select Saturdays. Skills labs will be offered in Tuscaloosa, and may be offered in Huntsville, Birmingham,
Mobile and Montgomery, depending on the number of students enrolled in those areas.
Field education is also completed in person. Field education is completed in the fall semester of the
senior year. Students are required to successfully complete 450 hours under the supervision of an
experienced social worker in a social service agency in one of the following locations in Alabama:
Huntsville, Tuscaloosa, Birmingham, Montgomery or Mobile. Field hours are completed during
normal agency business hours (typically 8:00 a.m.-5:00 p.m.) for a minimum of 16 hours per week
when their field instructor is on duty and available to the student. Students are not permitted to
complete field placements outside the state of Alabama.
Prior to entering the field, students must earn a grade of C- or higher in SW 444, attend a three-hour
orientation to field education and obtain a background check. Corequisites include enrolling in field
seminar (SW 443).
Most classes required for the completion of the BSW degree are offered by the University of Alabama.
However, at this time, two required classes are not offered online by the University. Distance Learning
students will need to take the equivalency of SOC 205 or PY 372 and COM 122 or COM 123 at
another institution.
A student can only change status from campus to distance learning one time, and students must change
before taking SW 444. Once a student has taken SW 444, permission to change status will be granted
only in extreme circumstances. So, if a student changes from a main campus learner to a distance
learner, they will not be able to switch back to being a campus learner. Also, distance learners do not
have student activity privileges. Student activity privileges include access to Student Recreation Center,
Student Health Center, student football tickets, etc. Students wishing to change status from main
campus to distance learning should contact their academic advisor and the BSW Program Director for
more information.
30
BSW Honors Program
BSW Honors Program Description
Students enrolled in this program will gain extensive knowledge and skills to assist
individuals, families, groups, organizations, and communities in achieving goals and
solving problems. In congruence with the social work profession, the honors social
work curriculum emphasizes the value of diversity and the importance of the promotion
of social and economic justice. Students who have declared social work as a major and
who are enrolled in the UA Honors College are eligible to apply for admission to the
honors social work Professional Program.
Admission requirements for the honors social work Professional Program:
• Completion of the application process for admission to the BSW Professional
Program
• At least a 3.5 social work GPA
• Completion of 6 hours in lower-division social work honors courses, including
SW 105, SW 205, SW 355 or any other 300/400 level social work courses taken
as Honors by Contract
• Approval of Capstone Honors Project Proposal
Retention Requirements for the BSW Honors Program include:
• Maintain good standing in the Honors College
• Maintain at least an overall GPA of 3.3 and a 3.5 in social work courses
Requirements for graduation for the Honors BSW Degree include:
• Completion of course requirements for the BSW degree
• Completion of at least 3 Professional Program credit hours (SW 405
Honors Social Welfare Policy or SW 425 Honors Research for Social Work
Practice)
• Completion of Social Work Honors Seminar (SW 445, 3 credit hours)
• Completion of a Capstone Honors Project to be developed by the student in
consultation with a faculty mentor.
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Declaration of a Minor
Students in the BSW Program are not required to have a minor. A student may declare a minor
course of study in another college or school of the University, subject to the requirements of the
department offering the minor. Requirements for minors are outlined in the University’s 2021-
2022 Undergraduate Catalog. Students who wish to complete a minor should first speak with their
advisor and an advisor in the minor department. Then, the student should log in to MyBama and
click the “student” tab. Under the “student services” tab, the student should then click the “change
of major/minor” tab and type in their CWID. These, will then, provide the student with the
instructions in completing the form. Upon graduation, with completion of all requirements for the
minor, the minor will appear on the student’s transcript.
Application for Degree Form
Candidates for graduation should file the Application for Degree Form with the School of Social
Work registrar no later than the beginning of their last semester. Students who fail to complete all
requirements by the time stated on their application must file another degree application form.
The graduation fee is payable at the Office of Student Receivables at least ten days prior to
graduation. A partial refund will be made if the student fails to meet graduation requirements at
the expected time.
Academic Advising and Student Responsibilities
The School of Social Work provides academic advising to each student in the program and offers
guidance in helping students progress toward the degree. The student, however, is responsible for
the satisfactory completion of the degree program. Students are assigned their advisors by the
Program Director soon after they register as social work majors. A student may request a change
of advisor from the Program Director.
Frequent contact is encouraged between students and advisors to enable students to receive
maximum benefit from the advising process. Students are required to meet with an advisor in
order to be cleared register for the next semester. Faculty advisors maintain office hours and can
be reached by telephone and by email. See pages 13-15 of this handbook for faculty office
locations and telephone numbers.
The advisor will:
1. Engage the student in a process of evaluating his/her ability and motivation for a
career in social work.
2. Engage the student in a process of evaluating his/her performance in the total
educational program.
3. Assist the student in academic program planning, including course selection.
4. Assist the student in preparing for field placement.
5. Refer students with academic or personal problems to appropriate resources within the
University and the community.
32
The student will:
1. Plan his/her schedule each term to ensure reasonable progress towards the degree.
2. Satisfactorily complete all courses for which he/she registers.
3. Review The University of Alabama Undergraduate Catalog and the BSW Program Student
Handbook for policies governing enrollment in and completion of this degree program.
4. Maintain contact with his/her advisor during each term for academic planning.
5. Participate in registration advising.
6. Ensure that a current mailing address and phone number are on file in the social work
registrar’s office and in the Banner System.
7. Respond promptly to all communications from the School of Social Work or the
University
.
Student Responsibilities
The academic setting provides a learning environment for students to obtain and practice social
work skills that will prepare them for further studies and/or direct practice. This is also a place to
acquire and improve habits important for professional practice. Students should realize that the
ability to perform well academically does not automatically earn them the professional respect of
their instructors, advisors, and classmates. To help in this regard, students would do well to:
1. Be on time and prepared for class.
2. Be attentive and show interest during class.
3. Read the syllabus on the first day of class.
a. Highlight assignment deadlines and other important dates.
4. Read the syllabus at least one more time to become more familiar with the
instructor’s expectations.
5. Make appointments with advisors and with instructors when necessary.
. a. Be courteous, but persistent in arranging appointments.
b. Notify the advisor or instructor immediately and offer apologies if an appointment is
missed or must be cancelled.
Remember, this is a time for students to demonstrate (a) they are acquiring social work practice
skills and a liberal education, and (b) they are responsible individuals the faculty would be proud to
recommend for further studies or professional employment.
Degree Works
The DegreeWorks System is designed to provide students, advisors, and faculty with a clear and
organized presentation of the students’ academic record. The DegreeWorks System can be used
to check degree progress, plan for future course, and review course history. Students, faculty,
and advisors can access the DegreeWorks System through their MyBama accounts.
Academic Policies
This section describes several School of Social Work and University-wide policies. Other
University policies that apply to undergraduate students can be found in the 2021-2022
33
Undergraduate Catalog (https://www.ua.edu/academics/catalogs/, the Student Affairs Handbook, and
The University of Alabama Policies section of the Schedule of Classes and Information Guide.
The UA School of Social Work supports all University policies. Among the policies of relevance
for students are those regarding Academic Grievance Procedures, Academic Misconduct,
Harassment, and Protection of Human Participants in Research. These and other University
policies are printed in the 2021-2022 Undergraduate Catalog and the Student Affairs Handbook of the
Office of Student Life and are available on the University website. The Associate Dean for
Educational Programs and Student Services of the School of Social Work oversees the policies
related to harassment and academic misconduct.
Academic Bankruptcy
In the course of a four-year undergraduate career, it occasionally happens that during one
particular semester, any number of personal, emotional, or financial disasters can strike a student
to the extent that the student’s usual, good academic performance is simply impossible in that
semester.
If the student has not had the foresight to withdraw from the University during the course of
that semester, or if the student’s problem occurs after the “withdrawal passing” deadline, it is
sometimes possible to withdraw from the semester retroactively by a procedure called Academic
Bankruptcy.
When an Academic Bankruptcy petition is filed (See Appendix D for guidelines and procedures),
two general concepts are always considered:
• In those semesters prior to and after the semester in question, the student’s record
shows a pattern of consistently good academic performance. The student who has
consistently poor performance, or a pattern of good grades one semester and bad ones
the next, is not usually a candidate for Academic Bankruptcy.
•
Reasons for academic bankruptcy involve problems that are unique to that student.
Most students have trouble adjusting to
the new environment in their first term at the
University. Many students have a semester in which they obtain a lower GPA than in
others. Academic Bankruptcy is not designed for these circumstances. Academic
Bankruptcy is addresses problems over which a student has little control and severely
affects the student’s performance. The problems must be documented and verifiable.
Academic Bankruptcy is not granted lightly. When a student releases a transcript of his or her
work at the University to a potential employer, to another undergraduate program, or to a
graduate school for admission to another degree program, the person who sees the transcript has
every reason to presume it is a true and accurate history of the student’s academic career here.
Academic Bankruptcy is an alteration of that history and is, therefore, rarely granted.
Academic Misconduct
Academic Misconduct includes all acts of dishonesty in any academically related matter and any
knowing or intentional help or attempt to help, or conspiracy to help another commit an act of
academic dishonesty. Academic dishonesty includes, but is not limited to, the following acts when
performed in any type of academic or academically related matter, exercise, or activity:
34
1. Cheating—using or attempting to use unauthorized materials, information, study aids, or
computer- related information.
2. Plagiarism—representing words, data, works, ideas, computer program or output, or
anything not generated in an authorized fashion as one’s own.
3. Fabrication—presenting as genuine any invented or falsified citation or material.
4. Misrepresentation—falsifying, altering, or misstating the contents of documents or
other
materials
related to academic matters; including schedules, prerequisites, and
transcripts.
See Appendix E for further details regarding Academic Misconduct and the related University
policies and procedures and Appendix F for details regarding plagiarism and falsification of data.
35
Academic Progress and Academic Standing
Scholastic Progress Standard (SPS)
To meet social work graduation requirements, students need to earn a GPA of 2.25 or above. The
Scholastic Progress Standard, however, specifies the minimum GPA required for a student to remain
in good standing
in the University. It varies with the number of credit hours the student has earned at
The University of
Alabama.
Required Minimum Grade Point Average on Work Attempted at UA
2
Credit Hours Earned
3
Required UA GPA
0-30
1.50
31-60
1.70
61-90
1.90
91 or more
2.00
Academic Warning and Suspension
A student at The University of Alabama will be placed on academic warning at the end of any term in
which
his/her University of Alabama grade point average is below a 2.0 based on a 4.0 grading
system. A student may be removed from academic warning only by achieving a cumulative 2.0 average
on work attempted at The University of Alabama.
A student on academic warning who has never been suspended and whose GPA does not meet the
Scholastic Progress Standard will be suspended for a period of one regular academic semester at the
end of the spring term. A student readmitted to The University of Alabama after one suspension
must achieve the SPS by the end of one semester. Otherwise, she/he will be suspended indefinitely.
For the purpose of this rule, the grade point average will be computed at the end of each grading
period and only courses attempted at The University of Alabama will be considered. Grade point
averages will be computed on only the following grades: “A, A-, B, B-, C, C-, D, D-, F.”
Please refer to the Undergraduate Catalog for procedures to be followed for appeals of suspension
and for reinstatement and readmission following suspension.
Professional Program Academic Standards
Students in the Professional Program must maintain an overall GPA of at least 2.25 and a social work
GPA of
at least 2.50 each semester. Students whose GPA drops below the minimum will not be able
to continue in the Professional Program until their GPA improves to the standard.
100100
2
All students who are using the 1999 catalog or a later one is required to meet the SPS.
3
Includes transfer credit
36
Course Substitution
Occasionally, students wish to substitute another course for a required course. All such requests
should be presented first to the student’s advisor who will weigh the merits of the proposed course
substitution and determine whether the content of the proposed course is appropriate as a substitute.
If the advisor agrees, the advisor will recommend that the Program Director approve the
substitution. The advisor will notify the student of the decision that is made, and a record of the
substitution will be placed in the student’s file. Academic credit for life experience and previous work
experience will not be given in whole or in part in lieu of the field education course or any other
course in the BSW Program.
Dropping and Adding Courses
After the registration period for each term, students may make schedule adjustments at times
indicated on the academic calendar found at https://registrar.ua.edu/academiccalendar/.. The
calendar also provides dates for withdrawal without receiving a grade notation and for withdrawal
with a “W” (withdrawal passing) or an “F.” Students should discuss their schedules with their
advisors before they drop or add a course. After the time period noted in the academic calendar,
schedule changes require the permission of the Program Director and the Associate Dean. In any
case, it is the student’s responsibility to ensure that classes are appropriate for his/her program of
study.
Final Examinations
Information about final exam schedules can be found on the University Registrar’s website at
https://registrar.ua.edu/academics-policies/final-exam-schedules-policies/. Students should
consult the schedule before making any travel plans; instructors are not required to provide an
alternative examination date because of conflicts with students’ travel plans.
Students may petition to reschedule exams only if (a) three or more exams are scheduled on the
same day, or (b) two or more exams are scheduled at the same time.
The University Honors Program
Students may be admitted to the University Honors Program in several ways. National Merit
Finalists, National Hispanic Finalists, National Achievement Finalists, University of Alabama
Presidential Scholars, Alumni Honors Scholars, and students with ACT composite scores of at least
30 or SAT scores of at least 1360 are admitted automatically upon application. In-state students with
a 29 ACT/1310 SAT who graduated in the top 5 percent of their class are also automatically
admitted. Students who are not automatically admitted may apply after they complete at least 12
hours at UA with a minimum GPA of 3.3. Unfortunately, at this time, there is not an Honors
Program for distance learning students. For more information about the University Honors Program
and other programs in the Honors College, please see the websites: www.honors.ua.edu or
www.uhp.ua.edu.
37
Honors Designations
The University recognizes high academic achievement with three classes of honors at graduation.
The School of Social Work requirements are:
Summa Cum Laude: GPA of 3.9 or above for all college level work
Magna Cum Laude: GPA of 3.7 or above, but less than 3.9 for all college level work
Cum Laude: GPA of 3.5 or above, but less than 3.7 for all college level work
For honors designations, grade point averages are not rounded. Averages are calculated for
performance in
all courses in which the student is enrolled prior to receiving the degree.
Independent Study
The option of an Independent Study is available to allow students to enhance their capacity in
independent investigation and learning. In the BSW Program, only one Independent Study can be
included in the calculation of credit hours required for the degree. There must be a compelling,
academic reason for an Independent Study. Students who request approval for an Independent
Study must do so with a well-defined plan that is consistent with the requirements of the BSW
Program. The plan must provide evidence that the student will perform at a level of effort
consistent with regularly offered courses. Independent Studies should not be used as substitutes
for courses provided in the curriculum. Information regarding proposals for Independent Study is
provided in Appendix G.
Pass/Fail Options
A student may request permission to receive a grade of pass (“P”) or fail (“F”) for a course
instead of conventional letter grades. A “P” does not affect the student’s GPA; an "F"
negatively affects the GPA. To enroll in a course on a pass/fail basis, students must meet the
following requirements:
1. Students must be of at least sophomore-standing with a grade point average of at least 2.0.
2. Only general elective courses may be taken pass/fail (SW 490, Field Education, is an
exception. It is a pass/fail course for all students).
3. A maximum of four courses or 12 hours, whichever comes first, may be taken pass/fail.
4. Not more than one course per regular semester or summer session may be designated
pass/fail.
5. Students may not rescind their option to take a course pass/fail after the drop/add deadline.
6. Transfer students must have completed 15 or more credit hours at the University with a
GPA of at least 2.0.
Registration
Information regarding registration is provided by the University’s Records Office prior to the
beginning of each semester. Students already enrolled in the University are expected to participate in
the registration advising process each term. The advising period for spring classes is typically in
October; advising for fall and summer is typically during the two weeks preceding Spring Break.
Every semester, BSW students must meet with an advisor before they will be able to register for
classes.
38
Schedules for registration and schedule adjustments are posted at https://registrar.ua.edu/student-
services/registration/.Current students normally register in October/November for spring semester
classes and in March/April for interim, summer, and fall classes. Each semester, students should make
an appointment with their advisors to discuss their class schedules for the next semester. Before making
that appointment, students should prepare by reviewing this handbook and by using DegreeWorks in
MyBama on the University website. Advisors will not clear students to register who have not attended an
advising appointment.
Second Bachelor’s Degree
Individuals who already have a baccalaureate degree may enroll in the BSW Program to
achieve a second baccalaureate degree. Although those students need not satisfy the
University’s core curriculum
requirements, they must satisfy the graduation requirements of
the BSW Program. For example, regardless of
how many natural science courses a student
has completed, he/she/they must complete a course in biology equivalent to our BSC 108 or
BSC109. At the appropriate time, students seeking a BSW degree must apply for admission
to the Professional Program. Students seeking a second degree are expected to complete
coursework at The University of Alabama with the required overall and social work GPAs
and a minimum of 42 hours of specified social work courses over and above the
requirements of the first baccalaureate degree.
Social Welfare Minor
Non-majors may declare a minor in Social Welfare, subject to the requirements of their college
or school. Requirements for an undergraduate minor in Social Welfare are SW 100, SW 200,
SW 351, and nine additional hours of social work courses. One of these additional courses
must be at the 300-or 400 level. Courses must be completed with a C- or higher
Social Welfare minors may not take social work practice courses (SW 420 or SW 425, SW 440, SW
441, SW 442, SW 443 or SW 445, and SW
490).
Students’ Professional Preparedness
Members of the School of Social Work community have an obligation to the social work
profession to make reasonable efforts to ensure that graduates of its professional programs are
emotionally and ethically prepared for the demands of ethical practice. This duty is consistent with
the Code of Ethics of the National Association of Social Workers (2.09, 2.10 and 2.11) and with
the academic objective of the BSW program that requires students to “understand the value-base
of the profession and its ethical standards and principles and practice accordingly.”
Therefore, according to the policy outlined in Appendix I, the BSW Program Director and
relevant School of Social Work faculty and staff will consult with any BSW student who a) exhibits
“impairment that is due to personal problems, psychosocial distress, substance abuse, or mental
health difficulties” that is deemed by that Program Director likely to interfere with social work
practice effectiveness or b) who engages in other behavior proscribed by the National Association
of Social Workers. The Program Director in consultation with relevant School of Social Work
faculty and staff will (if appropriate) make reasonable efforts to assist the student in resolving
behavioral concerns regarding the student’s ability to practice effectively and responsibly in the
39
social work profession.
The results of this student/Program Director consultation may include: a determination that the
alleged behavior does not constitute an ethical violation or impairment serious enough to interfere
with practice effectiveness;
1. the development of a plan for remediation of the behavior while the student continues in the
social work program;
2. the student’s temporary withdrawal from the social work program; or
3.
the student’s indefinite withdrawal from the social work program.
Additional details regarding this policy can be found in Appendix I.
Study Week
The week immediately before the final examination period each semester is reserved as a time
during which students may concentrate on completing coursework and preparing for final
examinations. Only laboratory examinations omitted from the Final Examination Schedule are
permitted during study week. The University prohibits all other examinations and extended
assignments during this study week.
Transfer Credit
The University of Alabama and the School of Social Work accept credits from accredited
Associate of Arts programs. An evaluation of each transcript is made by the Office of Academic
Records and social work courses are reviewed by the Program Director to determine
comparability with both the general education and the social work requirements for all students
transferring to the School. A maximum of 60 semester hours of community college credit may be
applied toward graduation requirements. If at the time of initial enrollment at this University,
students transfer less than the maximum amount of such credit, additional community college
credit may be transferred later. After 60 semester hours of credit from all sources have been
accumulated, no more than 12 semester hours from a two-year college may be transferred. The
additional transfer courses also must be equivalents of 100-level or 200-level courses at The
University of Alabama.
Similarly, transfer credit is accepted from accredited four-year institutions. Credit for 400-level
social work courses can be granted only for such courses taken in a CSWE accredited social work
program. Social Work courses below the 400-level taken in programs without CSWE accreditation
are evaluated for transfer credit on a course-by-course basis. The number of social work courses
required at the junior and senior levels may make it difficult for students who enter the School of
Social Work after the first semester of their junior year to complete their degree over a four-year
period. Most transfer students attend at least one summer session.
Students who wish to take courses at another college or university during a summer or a regular
semester should, after talking with their advisor, check with the social work registrar to determine
whether the courses will transfer into the School of Social Work and obtain a letter of good
standing. English Composition courses in which a grade below “C-” is received will not transfer to
The University of Alabama. Similarly, for classes requiring a C- or higher by the School of Social
Work, students must earn a C- or higher in those classes taken at other institutions.
40
Class Attendance, Assignments, and Assessment
The 2021-2022 Undergraduate Catalog states: “Students are expected to attend all classes for which
they are registered. Class attendance is regarded as an academic matter, and the use of attendance
records in grading (or for other purposes) is left to the discretion of the faculty member responsible
for the course. This will be explained in the course attendance policy written and distributed by the
faculty member. The faculty member is responsible for handling any excuses for absences from his
or her class. A student-athlete should go to the Center for Student Athletic Services at
http://www.rolltide.com/sports/2016/6/10/ot-cass-html.aspx and read the Student-Athlete Handbook.”
Student class attendance and other matters are also governed by the following policy in the
University’s Faculty Handbook.
Faculty members are required to give their students written notice at the start of
each course of relevant policies and requirements. Items to be covered include:
attendance policy; the planned number and timing of major tests and assignments
including the final examinations; grading policy; the policy for making up missed
course work (including examinations); required texts and other course material.
Faculty members are required to give an appropriate number of assignments and
periodic assessments of the progress of their students. Students must be given
timely information about the results and must have an opportunity to discuss the
results with their instructor. It is the responsibility of the student who has questions
about attendance requirements to ask for clarification at the beginning of the
semester. If a student is not present when information regarding class attendance
and assignments are given or fails to understand the requirements, the student is not
excused from the terms of the requirements and is subject to any penalties
prescribed.
Absences from Class/Field Education to attend Meetings, Conferences, etc.
Students are expected to participate in assigned instructional activities (classroom and field
education) in accordance with University policy. The School of Social Work cannot make
systematic exceptions to this general University policy. Therefore, permission to attend a non-
assigned activity (e.g., committee meetings, professional conferences) must be obtained from the
classroom instructor(s) and/or field instructor whose class and/or fieldwork would be missed to
attend other activities. Instructors are not required to provide permission to attend non-assigned
activities.
University-wide Academic Grievance Procedures
A student academic grievance is broadly defined as a student complaint regarding an academic
action taken by instructional or administrative personnel at The University of Alabama. An
academic grievance may be filed by a student against University personnel including instructional
personnel, administrators, or staff members. Examples of academic grievances include, but are not
limited to, allegations of unfairness in grading, alleged violation of a written or oral agreement with
a student (e.g., course requirements for graduation), and alleged inconsistent applications of
existing policies. Please see Appendix H for a description of the grievance procedures.
41
Voluntary Student Review Process
Students who experience academic difficulties that may impede their continuation in the program
may request a review of their academic situation. This review will be held with the student, the
advisor, and the Director of the BSW Program. Students may also invite another faculty member
or student to be present if they wish to do so. The purpose of the review is to explore the
alternatives available to the student. If the student requests an exception to a policy of either the
School or the University and the review group agrees, the Program Director will make a
recommendation to the Dean. It is expected that a review will be initiated only after the student
has attempted to work through the difficulty with his or her advisor. (See also Difficulties in Field
Placement in the Field Education Handbook.)
Withdrawal from the University
Students who wish to withdraw from the University may do so through the last day of classes in the fall, spring,
or summer semesters after being cleared by the Office of the University Registrar. For more information on the
policy and process, which is initiated through MyBama, refer to the 2021-2022 Undergraduate Catalog at
https://catalog.ua.edu/undergraduate/about/academic-regulations/policies/withdrawal/.
Students experiencing a documented physical, emotional, or psychological condition that significant impairs their
ability to function successfully as a student may be eligible for a medical withdrawal. Students seeking a medical
withdrawal may do so provided they have not taken a final exam or otherwise completed coursework for the final
grade. For more information on the policy and process for medical withdrawal, refer to the 2021-2022
Undergraduate Catalog at https://catalog.ua.edu/undergraduate/about/academic-regulations/policies/medical-
withdrawal/.
Students should investigate the effects of withdrawal on academic record and on tuition, fee payments, and
financial aid before initiating the withdrawal process. For information regarding the financial implications of
withdrawing from the University, visit https://studentaccounts.ua.edu/withdrawal-from-the-university/.
Resources for Students
ACTion Identification Cards
The University requires that students have an identification card with the student’s name and
picture. Called the ACT Card, it is both a debit and an identification card that can be kept in
digital or hard copy form. As a hard copy card, the student’s identification number is encoded
magnetically in the student’s card along with the services to which the student has access. Students
can also download a digital ACT Card that holds the same information and is used in the same
manner as the hard copy card. This card provides identification for library services, university
sporting events, access to certain buildings and parking decks, meal ticket and vending machine
charge privileges, ATT calling, printing in the computer lab, and many other services. It is
invaluable for using university resources and for cashing checks in the Tuscaloosa community. For
more information or to report lost or stolen cards, contact the ACTion Office (348-2288) or visit
https://actcard.ua.edu/.
42
Alabama REACH Program
The Alabama REACH Program serves as a resource to help students access support services with
the goal of successfully graduating from college. Services focus on providing emotional, academic,
financial, and social support. The program provides support to:
• Current and Former Foster Youth
• Legal Orphans
• Emancipated/ Independent Youth
• Current and former Kinship/ Guardianship Youth
• Homeless Youth
To learn more about Alabama REACH and the resources they provide, visit https://reach.ua.edu/
or call 205-348-5819.
University of Alabama Online/Bama by Distance Services for Distance Learning Students
University of Alabama Online/Bama by Distance provides a variety of academic and financial resources
for distance learning students. To learn more about academic resources, including Online Student
Success Coaching services, visit https://bamabydistance.ua.edu/current-students/academic-resources/.
To find out more about financial resources available to distance learning students, visit
https://bamabydistance.ua.edu/current-students/financial-resources/.
Blue Lights
Emergency phones are located around the campus. Each of the 38 bright blue outdoor
emergency phones is clearly marked and each is a direct line to the UA Police Department
Communications Operator. No dialing is necessary. In an emergency, all you need to do is take
the phone off the hook or push the red button. The communications operator knows your
location and usually has sent a UA police officer to help you even before answering your line.
Books
Textbooks and supplies may be purchased from the University Supply Store (The Supe Store).
There are two locations of The Supe Store and textbook orders are divided between the two
locations. Therefore, students may need to check both locations when purchasing textbooks. For
store locations, visit https://www.universitysupplystore.com/ or call 205-348-6168.
Capstone Center for Student Success
The Capstone Center for Student Success, located in Russell Hall, provides a variety of services
aimed at supporting students’ academically. Services include academic coaching, tutoring, skill
development, and access to a variety of support programs. To learn more about the services
provided by the Capstone Center for Student Success, visit https://success.ua.edu/ or call 205-
348-7011.
43
Career Counseling
Career counseling is available to the student through the student’s faculty advisor and the School's
Student Services Office. Career counseling and other career-related services are also available to
the student free of charge at the Career Center in 3423, Ferguson Center. To learn more about
the Career Center’s services, visit https://career.sa.ua.edu/.
Crimson Ride
Crimson Ride is The University of Alabama’s Transit System. Crimson Ride provides safe,
reliable, and convenient on-campus transportation, as well as enhanced mobility and access
around campus and some limited off-campus transportation. For more information on
Crimson Ride bus route information and answers to frequently asked questions, visit
http://crimsonride.ua.edu/ or call 205-348-7433.
The University of Alabama has contracted with Lyft and their Ride Smart program to give
students a safe and affordable ride home during late-night hours. Specifically, the program
offers discounted rides to all students, faculty, and university staff. Those who enroll in the
University of Alabama’s Ride Smart program receive a 10% discount off their late-night
rides between 9 PM and 3 AM Thursday through Saturday, subject to published blackout
dates, primarily home football game Saturdays. For more information about this program,
visit http://crimsonride.ua.edu/lyftinformation/.
Disability Services
The Office of Disability Services (ODS) is the central contact point for UA students with
disabilities. The goal of ODS is to provide a physically and educationally accessible university
environment that ensures an individual is viewed on the basis of ability, not disability. ODS works
individually with students to determine appropriate and reasonable academic accommodations and
to ensure that students’ academic performance is evaluated apart from the limiting effects of
disability. For more information, contact ODS at (205) 348-4285 or 348-3081(TTY), or write the
Office of Disability Services at Box 870185, Tuscaloosa, AL 35487-0185. ODS is located at 1000
Houser Hall. Please see their website for additional information and for forms: www.ods.ua.edu.
The School's liaison for services for students with disabilities is the Associate Dean for
Educational Programs and Student Services.
Students and
faculty members with questions or
concerns about the special arrangements or accommodations should consult with the Office of
the Associate Dean for Educational Programs and Student Services in the School of Social Work.
Email
All students will have a Crimson email account. This account serves as a primary method by which
University and School of Social Work administration and professors communicate with students.
Those of you who prefer to use another email account should forward your Crimson email to
your preferred account; information about how to do this is available through MyBama. The staff
of the Seebeck Computer Center Help Desk (348-5555), located in 125 Gordon Palmer, can assist
you with email problems. You can also email the Help Desk at https://oit.ua.edu/service/it-
service-desk.
44
Food Assistance
The University of Alabama provides two food assistance programs for students. The Office of
Student Care and Wellbeing operates a food pantry that students may request to access once a
week. They also operate the “Got Meals” meal donation program that allows students to apply for
an allotment of on-campus meals. To apply for either of these programs, visit
https://bamacares.sa.ua.edu/student-assistance/got-meals/ or call 205-348-2461.
Financial Aid Assistance
University of Alabama financial assistance is available to students in social work primarily through
University sources. To apply for financial assistance through the University, contact the Office of
Student Financial Aid, 106 Student Services Center (348-6756). Assistance can take the form of
scholarships, grants, loans, or work study assignments.
Emergency Assistance
The Office of Student Care and Wellbeing administers several emergency assistance programs that
provide short-term financial assistance to students during times of need. Students can contact the
Office of Student Care and Wellbeing (https://bamacares.sa.ua.edu/ or 204-348-2461) for
information about applying for temporary emergency assistance with expenses, including food,
transportation, and housing costs.
School of Social Work Financial Aid
The School of Social Work currently has the following sources of financial aid for BSW students: 1)
School of Social Work Scholarships, 2) Title IV-E Child Welfare stipend (subject to availability), 3)
Stipend Funds. Information about each and where and how to apply are given below.
School of Social Work Scholarships. Students who wish to apply for scholarships available
through the School should first complete the University’s application for undergraduate
scholarships. Applicants to the University receive this scholarship application as part of the
application for admission. This application should be sent to the University’s Admissions Office
by entering freshmen by December 1, prior to the award period in the spring semester, and by
January 15 for transfer students.
Currently enrolled, continuing full-time UA undergraduate students should complete a scholarship
application by going to the current Guide to Undergraduate Scholarships (www
.
scholarships.ua.edu). The
School’s individual requirements (such as transcripts, etc.) are listed. Use the links on the first page
of the guide to locate the section you need. December 1 is the priority postmark date for
scholarship applications for the following spring semester.
The School’s undergraduate scholarships and requirements are listed below. Be sure to check the
School’s website and the BSW bulletin board regularly. You should also have already completed the
University’s scholarship application as part of the process for applying for School scholarships.
Howard B. Gundy Scholarship. Established in 1985 in honor of Howard B. Gundy, founding
dean of the School. This fund provides a scholarship to an outstanding entering freshman. It is
45
renewable if academic standards for the scholarship are maintained.
Frank R. Egan Scholarship. Established in 1987 in memory of Frank R. Egan, first
chairperson of the program. This fund provides a scholarship to promote the education of
students in the School of Social Work. At this time, priority consideration is given to fulltime
undergraduates.
Laura Langley Scholarship. Established in 2013 in honor of Laura Langley, a BSW
alumna who died very early in her career. This fund provides a scholarship to an
undergraduate to graduate student with financial need who demonstrates the greatest
potential to succeed in making the world a better place through social work.
The School of Social Work Board of Friends Endowed Scholarship. Established in 2002, this
fund provides a scholarship to promote the education of students in the School of Social Work. At
this time, priority consideration is given to fulltime undergraduates.
School of Social Work Title IV-E Child Welfare Stipends. Through a partnership with the State
Department of Human Resources Child Welfare Division, the School of Social Work has a few
federally-
funded child welfare stipends to award BSW students. Students, typically BSW seniors who
are selected through an application and interview process, are awarded a monthly stipend while in
classes and field education. The stipend carries an obligation for the student to complete a specific
child welfare field placement with the Alabama Department of Human Resources (DHR) and to be
available for employment with DHR’s Child Welfare Division for a period of time after graduation.
BSW students who are in the Professional Program and who are interested in applying for such a
stipend should contact the Field Education Coordinator.
Social Work Stipends. The School of Social Work can provide stipends to social work students to
assist with academic-related expenses that are not covered by other sources of financial aid. In order to
be eligible, students must be in good academic standing and have a record of good professional
preparedness. More information and applications for stipends can be obtained from the BSW Program
Office.
46
International Student Services
The Office of International Student and Scholar Services in 105 B. B. Comer Hall (348-5402),
provides a broad range of services and programs specifically designed to meet the unique needs of
international students and scholars and their families. Services, such as orientation to the University
and community, counseling, academic support services, and information about financial assistance are provided by
this office.
Library System
The University of Alabama provides library facilities and services to its faculty, students, staff, and
other scholars and information users through a system of discipline-related libraries. Amelia Gayle
Gorgas Library, serving the humanities, social sciences, and arts is centrally located on the University
Quadrangle. Three other units are located adjacent to their discipline-related teaching areas: Angelo
Bruno Business Library, McLure Education Library, and Eric and Sarah Rodgers Library for Science
and Engineering. The W. S. Hoole Special Collections Library is located on the second floor of the
Scientific Collections Building. Under separate administration are the Health Sciences Library located
in the Educational Tower at DCH Regional Medical Center, and the Bounds Law Library located in
the Law Center. The University of Alabama Library System has been granted membership in the
select Association of Research Libraries, and it also belongs to the National Center for Research
Libraries.
Library materials are available in the main library and other campus libraries. Materials that are not
owned by our library may be available through interlibrary loan. Many journal articles and eBooks are
available in full text versions downloadable from the internet at the UA library website:
https://www.lib.ua.edu/#/home. The Social Work Librarian, Ms. Karleigh Reisen, can help students
with their library research.
Parking Permits
To park on campus, all students, faculty, and staff must display appropriate parking permits on their
vehicles. Permits will allow vehicles to be parked in the areas identified by the color on the permit.
Student parking permits can be obtained from the Parking Services Office at Campus Drive Parking
Deck, located at 451 Campus Drive East; (348-5471), or through the MyBama portal. Students will
need to have their ACTcard and their license tag number. For those who register online, parking
hang tags will be mailed to the student's permanent address. For additional information, visit the UA
Parking Services website at http://bamaparking.ua.edu/.
Personal Counseling
Personal counseling by qualified professionals is available to students at the Counseling Center located
at 1000 South Lawn Office Building (1101 Jackson Avenue), or call (205) 348-3863;
the Psychology
Clinic,
McMillan Building off Hackberry Lane, Building #140l, telephone,
(205-348-5000); and the
Women and Gender Resource Center located at South Lawn Office Building, telephone (205) 348-
5040.
Distance learning students living in the state of Alabama are eligible for online counseling services
through the Counseling Center. In addition to individual counseling services, the Counseling Center’s
website (https://counseling.sa.ua.edu/) provides a variety of mental health screening, self-help tools,
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and off-campus provider referral resources.
Physical Facilities
The School of Social Work is housed in Little Hall. The building is accessible for persons with physical
disabilities. Other faculty offices are located on the first floor of Farrah Hall
just across
the street from Little Hall.
The Social Work Reading Room is housed in room 2021, Little Hall.
Safe Zone Resource Center
The Safe Zone Resource Center promotes equity and inclusion for LGBTQIA+ individuals at the
University of Alabama. The Center provides educational outreach, community support and crisis
intervention resources for LGBTQIA+ members of The University of Alabama community and their
allies. For more information on Safe Zone resources, visit https://diversity.ua.edu/safe-zone/.
Sexual Assault Prevention and Education Services
The University of Alabama is committed to providing preventive, informative, and supportive
programming for all members of the University community. Campus-wide programs coordinated by
the Women’s Resource Center (https://wgrc.sa.ua.edu/) are designed to increase safety awareness,
develop self-defense techniques, improve communication skills between men and women, helps
prevent acquaintance and stranger rape, build self-esteem, and provide information on steps to take in
the event of a sexual assault. Educational information about the involvement of alcohol and drugs in
sexual assaults is provided. Informational brochures and pamphlets focusing on sexual assault are
available for the University community. These materials include definitions of various types of sexual
assaults, information concerning their prevalence and general occurrence, options and services
available for victims, and possible penalties and sanctions for assailants. Additional written material on
rape will be provided for victims, their family members, and friends.
All members of the University community are urged to take responsibility for themselves by taking
advantage of educational programs offered at the University, by reviewing literature available at the
Women’s Resource Center, and by avoiding conditions that may pose a threat to their personal
safety. Individuals are encouraged to report potentially unsafe areas or circumstances to the
Department of Public Safety.
Student Support Services (SSS) TRIO Program
The SSS program provides academic and personal support services to a limited number of eligible
students each year. Applications are accepted from all undergraduates, but priority is given to first-time,
incoming freshmen. The mission of the SSS program is to increase the retention and graduation rates of
first-generation college students, students with limited family income, and students with disabilities. For
more information about the SSS TRIO program, eligibility requirements, and the application process,
visit https://success.ua.edu/support-programs/student-support-services-trio.
Substance Use Intervention and Recovery Services
Collegiate Recovery and Intervention Services (CRIS) provides a comprehensive continuum of care for
students with substance use concerns. Services range from prevention, awareness, and exploration of
48
consequences for high risk behaviors to a supportive, safe, and engaging environment that supports
students seeking or contemplating recovery. To learn more about the services provided by CRIS, please
visit https://cris.sa.ua.edu/. To schedule counseling or intervention services, call 205-348-2727. For
emergence services after 5pm, call 911.
Technical Support Services
Main campus students can access some software and receive technical support through the Office
of Information Technology. Their website is https://oit.ua.edu/. To request technical assistance,
you can contact the IT Service desk at 205-348-5555 or [email protected].
Distance learning students receive technical support from the College of Continuing Studies
Instructional Technology as Academic Services (ITAS) Support Team. This team is available 24/7,
except during official UA holidays. For more information about their services, visit
https://itas.ua.edu/about-us/technical-support/. To request assistance, call 866-205-1011 or
submit an online request at https://bamabydistance.zendesk.com/hc/en-
us/requests/new?ticket_form_id=360001842834.
The Social Work Computer Laboratory
The School of Social Work maintains a student computer laboratory in 2018, Little Hall. The lab is
equipped with computers and a pay-as-you-print laser print service. Your ACTion card is used to
pay for printing. Students may not store files on the machines or on the social work server. Social
Work students may use the computer lab during those hours that classes are in session, except
when the lab has been reserved.
Students may use a variety of software packages and interfaces in the lab, including word processing,
spreadsheets, statistics, social work licensure preparation exams, electronic mail, electronic interface
with the UA libraries, and access to the Internet. For assistance with using the lab, students should
consult with Ms. Karleigh Reisen, 2022, Little Hall.
The Writing Center
The Writing Center, 322 Lloyd Hall, (348-5049) offers free individual tutorial sessions in writing.
These services are available each weekday and some evenings to accommodate students'
schedules. The Writing Center closes during exam week. For additional information, please see
the Writing Center website: http://www.writingcenter.ua.edu/.
Title IX
Title IX investigates reports of sexual assault, sexual harassment, and sexual violence and
protects against illegal gender discrimination and illegal discrimination related to related to
pregnancy or parental status. For more information about the UA Title IX office, visit their
website at https://titleix.ua.edu/. If you need to report an incident of sexual misconduct, visit
https://uact.ua.edu/report/. If you are pregnant and will need accommodations for class, please
review the University’s FAQs at https://uact.ua.edu/information/pregnancy. The Title IX
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Office is located at 2418 Capital Hall, (205) 348-3947.
Tuscaloosa Trolley
The Tuscaloosa Trolley is like a city bus that provides transportation around the city and the UA
campus. It is run by Tuscaloosa Metro Transit. The SGA sponsors the Tuscaloosa Trolley to take
students anywhere on the route free of charge. Students just need an ACT card to ride for free.
UA Safety App
The UA Safety App provides students, employees and visitors with immediate access to
information in case of an emergency. Features include a built-in GPS to every campus building and
shelter locations, AEDs and safety guidelines for potential hazards. Users also receive exclusive
UA Alerts and current UAPD advisories for up-to-date information. Additional features include
National Weather Service Information for Tuscaloosa County and an emergency contact list for
instant dialing with one push.
The app is available for download on iOS and Android devices. Questions about the app can be
directed to the Office of Emergency Management at [email protected].edu.
University Health Services
Health services are available to all registered students at the Student Health Center (SHC) which is
located at 750 5th Avenue East; (348-6262). Students' spouses may be eligible for health services by
paying a health fee. Services are not available during the semester break in late December, early
January, or at other times when school is not officially in session. Distance learning students are
not eligible to use services provided by the Student Health Center.
The student health fee provides access to all SHC services and covers the cost of SHC's nursing,
assessment, triage, health education, health promotion, and counseling services. Services include
outpatient treatment of illnesses, injuries, and minor surgical procedures. Preventive care, physicals,
and gynecological examinations are also available. There is a charge for office visits with SHC's
health care providers, X-rays, and laboratory tests. SHC accepts all health insurance plans and will
bill the student’s health insurance carrier for these services. SHC provides health care for all eligible
students whether or not they have health insurance and without regard for their ability to pay.
SHC charges for any co-payments required under students' health insurance plans, and there are
fees for certain products and services such as orthopedic appliances issued, and prescriptions
filled at its pharmacy. The student is responsible for fees for any services of non-staff physicians
or consultants and for the costs of hospitalization or services other than those provided at the
Student Health Center.
University Police
The University of Alabama Police provide a variety of services including patrol, investigations,
community policing, and security officers. For police assistance or to report a crime or
suspicious incident, call 911 or 205-348-5454.
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University Recreation Center
The Student Recreation Center is designed to meet the fitness needs of the UA community and
serve as home to certain intramural sports. The center features a hardwood gymnasium, free
weights, resistance equipment, cardio area, indoor and outdoor swimming pools, outdoor
patio/lounge, twelve racquetball courts, two squash courts, five multi-purpose courts, 1/8-mile
jogging track, men's and women's locker rooms, dry and steam saunas, and two aerobics rooms.
Distance learning students are not eligible to utilize the University Recreation Center as a student
but may apply for a community member membership. Please see the website:
http://urec.sa.ua.edu.
Women and Gender Resource Center/ Sexual Assault Victim Advocate Program
The Women and Gender Resource Center, located at the South Lawn Office Building, Suite 2000,
1101 Jackson Avenue; Telephone, (348-5040), provides the services of a Sexual Assault Victim
Advocate who is on-call 24 hours a day. The center is open from 8:00 a.m. to 5:00 p.m. Monday
through Friday.
The Women and Gender Resource Center provides a Sexual Assault Victim Advocate Program.
This program provides needed support in a time of crisis to victims of sexual assault. The advocate
will help victims, their families, and friends by providing information and support. Alternative
living arrangements may be available to victims that reside in University housing. Also, if requested
by the victim and if reasonably available, rearrangement of academic class schedules for the victim
and the accused may be provided. The Women and Gender Resource Center Sexual Assault Victim
Advocate can be contacted at 348-5040.
The SAFE Center (https://www.tuscaloosasafecenter.com/) seeks to meet the emotional, medical,
and forensic needs of sexual assault survivors by providing quality medical care including
assessment, treatment, forensic examination, and follow-up. They work with Women and Gender
Resource Center Sexual Assault Victim Advocates, law enforcement, and other service providers
to meet the needs of sexual assault survivors. When necessary, they provide expert testimony if the
patient chooses to seek justice. They can be contacted 24/7 at 205-860-7233.
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Student Activities
Ethel Hall African American Heritage Day
Since 1989, during African-American Heritage Month, the School of Social Work has sponsored a
colloquium to celebrate African-American Heritage Month. This celebration usually features an
inspirational speaker. A committee, including student representatives, plans the celebration each
year.
Family Weekend
Family Weekend at The University of Alabama is an exciting time full of tradition, pride, and Tide
spirit! Highlights from the weekend included a variety of programs and events for families
including: college open houses, informational sessions, historical tours, and a tailgate before the
football game for parents to enjoy.
Get on Board Day
Students can get information about many campus groups and national organizations during Get on
Board Day.
Sponsored by the University, Get on Board Day is held on the Quad early in the fall and
spring semesters. More information can be found at https://thesource.sa.ua.edu/get-involved/get-
board-day/
Honors Day
Honors Day, in April is set aside to honor students who have excelled in academics and in-service
contributions and leadership while attending the University. The School of Social Work has an
Honors Day Ceremony to honor its outstanding students. The BSW Writing Award, BSW Research
Award, and two memorial awards are presented at Honors Day. There awards are:
The Danielle Downs Most Improved Student Award. The Danielle Downs Most Improved
Student Award awarded to the student with the most improved student in the BSW Professional
Program. This award is to honor the memory of Danielle Downs, a social work student who died
during the April 27, 2011 tornado in Tuscaloosa.
The Laura Langley Social Justice Award. The Laura Langley Social Justice Award is awarded to
the student who has demonstrated a commitment to social justice and human rights. This award is
to honor the memory of Laura Langley, a BSW alumna, who died in an automobile accident in the
summer of 2012.
Weeks of Welcome
Weeks of Welcome is a series of programs and fun events hosted by the university to help first
year and transfer students in their transition to academic and student life at the University of
Alabama. Weeks of Welcome occurs across at sites across campus just before and at the beginning
of fall semester.
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Student Organizations
Academic Honor Council
The University of Alabama Academic Honor Council was established as a means of providing student
voices in matters related to academic integrity. The Academic Honor Council is an appellate and
judicial body comprised of student justices who strive to promote an atmosphere of integrity on
campus. The council exists under The University’s expectation that all students are to be honorable
and to observe standards of conduct appropriate to a community of scholars. Representative councils
comprised of students and faculty advisors from each college meet to discuss how they can actively
work to create new and different ways to remind students of The University’s standard on academic
integrity. The goal of the council is to encourage the campus community to always act according to
the values of the Capstone Creed.
National Association of Social Workers (NASW)
The faculty of the School of Social Work encourages students to become members of the National
Association of Social Workers (NASW). Membership entitles the student to national, state, and local
NASW publications and NASW personnel information. A student member benefit is a reduced
membership fee. Other direct benefits include reduction of fees for workshops and other special
events. Appropriate activities and workshops are held, and honors awarded each year during Social
Work Awareness Month (March). Applications for NASW membership can be obtained online at
http://www.naswdc.org/.
Phi Alpha Honorary Society—Psi Chapter
To become an active member of this national social work honorary, undergraduate students must
have declared social work as a major, completed nine semester hours in social work courses, and
must rank in the top 35% of their program. Membership is by invitation.
Social Work Ambassadors
Ambassadors serve the School by assisting in a variety of functions serving recruitment and retention
purposes. For example, they assist with BamaBound (freshman and new student orientation),
Capstone Scholars Day, Homecoming events, and Career Days. Eligibility requirements are (a)
declared major in social work and completion of at least 9 hours of social work courses; (b)
enrollment at The University of Alabama for at least one year; (c) a social work GPA of at least 3.25;
and (d) a UA GPA of at least 3.0. To apply, students must submit to Ms. Mary Sella, Coordinator for
Student Services, a statement of interest in the Ambassador Program; a resume; a letter of
recommendation from two faculty members; and a letter of recommendation from two students. An
application form is provided in Appendix C. Additional information is available from the BSW
Program Director.
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Social Work Association for Cultural Awareness (SWACA)
This organization provides a structure and forum through which social work students and
students from other disciplines can exchange ideas, offer services, and develop programs in the
interest of minority communities and the community at large.
Student Government Association (SGA)
The Student Government Association is the official representative organization of the student
body at The University of Alabama. Forty-six senators from ten different colleges, including the
Graduate and Law Schools, make up the SGA Senate. If you are interested in participating in the
Student Government Association on a committee level, you can visit the SGA website
(http://sga.ua.edu) or its office in 2617, Ferguson Center, or
call (205) 348-2742.
Undergraduate Social Work Organization (USWO)
All undergraduate students enrolled in the School of Social Work are eligible to become members of
the USWO. This organization provides a format for student discussion of issues, both professional
and academic as well as for socializing and fun. This organization allows the students to come
together in the mutual interest of the community and of the School. Members of USWO select
student representatives to serve with faculty on various school committees. All students are
encouraged to become active in this organization.
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Appendix A: Educational Policy and Accreditation Standards
Educational Policy and Accreditation Standards
Purpose: Social Work Practice, Education,
and Educational Policy and Accreditation Standards
The purpose of the social work profession is to promote human and community well-being. Guided
by a person-in-environment framework, a global perspective, respect for human diversity, and
knowledge based on scientific inquiry, the purpose of social work is actualized through its quest for
social and economic justice, the prevention of conditions that limit human rights, the elimination of
poverty, and the enhancement of the quality of life for all persons, locally and globally.
Social work educators serve the profession through their teaching, scholarship, and service. Social work
education at the baccalaureate, master’s, and doctoral levels shapes the profession’s future through the
education of competent professionals, the generation of knowledge, the promotion of evidence-
informed practice through scientific inquiry, and the exercise of leadership within the professional
community. Social work education is advanced by the scholarship of teaching and learning, and
scientific inquiry into its multifaceted dimensions, processes, and outcomes.
The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation
Standards (EPAS) to accredit baccalaureate and master’s level social work programs. EPAS supports
academic excellence by establishing thresholds for professional competence. It permits programs to
use traditional and emerging models and methods of curriculum design by balancing requirements that
promote comparable outcomes across programs with a level of flexibility that encourages programs to
differentiate.
EPAS describe four features of an integrated curriculum design: (1) program mission and goals, (2)
explicit curriculum, (3) implicit curriculum, and (4) assessment. The educational policy and the
accreditation standards are conceptually linked to each other. Educational Policy describes each
curriculum feature. Accreditation standards are derived from the Educational policy and specify the
requirements used to develop and maintain an accredited social work program at the baccalaureate (B)
or master’s (M) level.
Copyright © 2015, Council on Social Work Education, Inc. All rights reserved.
“It permits programs to use traditional and emerging models and methods of
curriculum design by balancing requirements that promote comparable
outcomes across programs with a level of flexibility that encourages
programs to differentiate.”
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Program Missions and Goals
Educational Policy 1.0—Program Mission and Goals
The mission and goals of each social work program addresses the profession’s purpose, are
grounded in core professional values, and are informed by context.
Values
Service, social justice, the dignity and worth of the person, the importance of human relationships,
integrity, competence, human rights, and scientific inquiry are among the core values of social
work.
These values underpin the explicit and implicit curriculum and frame the profession’s
commitment to respect for all people and the quest for social and economic justice.
Program Context
Context encompasses the mission of the institution in which the program is located, and the needs
and opportunities associated with the settings and program options. Programs are further
influenced by their practice communities, which are informed by their historical, political,
economic, environmental, social, cultural, demographic, local, regional, and global contexts and
by the ways they elect to engage these factors. Additional factors include new knowledge,
technology, and ideas that may have a bearing on contemporary and future social work education,
practice, and research.
Accreditation Standard 1.0—Program Mission and Goals
The social work program’s mission and goals reflect the profession’s purpose and values and the
program’s context.
1.0.1 The program submits its mission statement and explains how it is consistent with the
profession’s purpose and values.
1.0.2 The program explains how its mission is consistent with the institutional mission and the
program’s context across all program options.
1.0.3 The program identifies its goals and demonstrates how they are derived from the program’s
mission.
2015 Educational Policy and Accreditation Standards
“Service, social justice, the dignity and worth of the person, the
importance of human relationships, integrity, competence, human
rights, and scientific inquiry are among the core values of social
work.”
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Explicit Curriculum
The explicit curriculum constitutes the program’s formal educational structure and includes the courses
and field education used for each of its program options. Social work education is grounded in the liberal
arts, which provide the intellectual basis for the professional curriculum and inform its design. Using a
competency-based education framework, the explicit curriculum prepares students for professional
practice at the baccalaureate and master’s levels. Baccalaureate programs prepare students for generalist
practice. Master’s programs prepare students for generalist practice and specialized practice. The explicit
curriculum, including field education, may include forms of technology as a component of the curriculum.
Educational Policy 2.0—Generalist Practice
Generalist practice is grounded in the liberal arts and the person-in-environment framework. To promote
human and social well-being, generalist practitioners use a range of prevention and intervention methods
in their practice with diverse individuals, families, groups, organizations, and communities based on
scientific inquiry and best practices. The generalist practitioner identifies with the social work profession
and applies ethical principles and critical thinking in practice at the micro, mezzo, and macro levels.
Generalist practitioners engage diversity in their practice and advocate for human rights and social and
economic justice. They recognize, support, and build on the strengths and resiliency of all human beings.
They engage in research-informed practice and are proactive in responding to the impact of context on
professional practice.
The baccalaureate program in social work prepares students for generalist practice. The descriptions of the
nine Social Work Competencies presented in the EPAS identify the knowledge, values, skills, cognitive
and affective processes, and behaviors associated with competence at the generalist level of practice.
Accreditation Standard B2.0—Generalist Practice
B2.0.1 The program explains how its mission and goals are consistent with generalist practice as
defined in EP 2.0.
B2.0.2 The program provides a rationale for its formal curriculum design demonstrating how it is used to
develop a coherent and integrated curriculum for both classroom and field.
B2.0.3 The program provides a matrix that illustrates how its curriculum content implements the nine
required social work competencies and any additional competencies added by the program.
Accreditation Standard M2.0—Generalist Practice
M2.0.1 The program explains how its mission and goals are consistent with generalist practice as
defined in EP 2.0.
M2.0.2 The program provides a rationale for its formal curriculum design for generalist practice
demonstrating how it is used to develop a coherent and integrated curriculum for both classroom
and field.
M2.0.3 The program provides a matrix that illustrates how its generalist practice content implements the
nine required social work competencies and any additional competencies added by the program.
2015 Educational Policy and Accreditation Standards
57
Educational Policy M2.1—Specialized Practice
Specialized practice builds on generalist practice as described in EP 2.0, adapting and extending the Social
M2.1.1 The program identifies its area(s) of specialized practice (EP M2.1) and demonstrates how it builds
on generalist practice.
M2.1.2 The program provides a rationale for its formal curriculum design for specialized practice
demonstrating how the design is used to develop a coherent and integrated curriculum for both
classroom and field.
M2.1.3 The program describes how its area(s) of specialized practice extend and enhance the nine Social
Work Competencies (and any additional competencies developed by the program) to prepare
students for practice in the area(s) of specialization.
M2.1.4 For each area of specialized practice, the program provides a matrix that illustrates how its
curriculum content implements the nine required social work competencies and any additional
competencies added by the program.
Educational Policy 2.2—Signature Pedagogy: Field Education
Signature pedagogies are elements of instruction and of socialization that teach future practitioners the
fundamental dimensions of professional work in their discipline—to think, to perform, and to act ethically
and with integrity. Field education is the signature pedagogy for social work. The intent of field education
is to integrate the theoretical and conceptual contribution of the classroom with the practical world of the
practice setting. It is a basic precept of social work education that the two interrelated components of
curriculum—classroom and field—are of equal importance within the curriculum, and each contributes to
the development of the requisite competencies of professional practice. Field education is systematically
designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the
Social Work Competencies. Field education may integrate forms of technology as a component of the
program.
Accreditation Standard 2.2—Field Education
2.2.1 The program explains how its field education program connects the theoretical and conceptual
contributions of the classroom and field settings.
B2.2.2 The program explains how its field education program provides generalist practice
opportunities for students to demonstrate social work competencies with individuals, families,
groups, organizations, and communities and illustrates how this is accomplished in field settings.
M2.2.2 The program explains how its field education program provides generalist practice opportunities
for students to demonstrate social work competencies with individuals, families, groups,
organizations, and communities and illustrates how this is accomplished in field settings.
M2.2.3 The program explains how its field education program provides specialized practice
opportunities for students to demonstrate social work competencies within an area of specialized
practice and illustrates how this is accomplished in field settings.
2015 Educational Policy and Accreditation Standards
58
2.2.4 The program explains how students across all program options in its field education program
demonstrate social work competencies through in-person contact with clients and
constituencies.
2.2.5 The program describes how its field education program provides a minimum of 400 hours of
field education for baccalaureate programs and a minimum of 900 hours for master’s programs.
2.2.6 The program provides its criteria for admission into field education and explains how its field
education program admits only those students who have met the program’s specified criteria.
2.2.7 The program describes how its field education program specifies policies, criteria, and
procedures for selecting field settings; placing and monitoring students; supporting student
safety; and evaluating student learning and field setting effectiveness congruent with the social
work competencies.
2.2.8 The program describes how its field education program maintains contact with field settings
across all program options. The program explains how on-site contact or other methods are used
to monitor student learning and field setting effectiveness.
B2.2.9 The program describes how its field education program specifies the credentials and practice
experience of its field instructors necessary to design field learning opportunities for students to
demonstrate program social work competencies. Field instructors for baccalaureate students
hold a baccalaureate or master’s degree in social work from a CSWE-accredited program and
have 2 years post-social work degree practice experience in social work. For cases in which a
field instructor does not hold a CSWE-accredited social work degree or does not have the
required experience, the program assumes responsibility for reinforcing a social work perspective
and describes how this is accomplished.
M2.2.9 The program describes how its field education program specifies the credentials and practice
experience of its field instructors necessary to design field learning opportunities for students to
demonstrate program social work competencies. Field instructors for master’s students hold a
master’s degree in social work from a CSWE-accredited program and have 2 years post-master’s
social work practice experience. For cases in which a field instructor does not hold a CSWE-
accredited social work degree or does not have the required experience, the program assumes
responsibility for reinforcing a social work perspective and describes how this is accomplished.
2.2.10 The program describes how its field education program provides orientation, field instruction
training, and continuing dialog with field education settings and field instructors.
2.2.11 The program describes how its field education program develops policies regarding field
placements in an organization in which the student is also employed. To ensure the role of
student as learner, student assignments and field education supervision are not the same as those
of the student’s employment.
2015 Educational Policy and Accreditation Standards
2015 Educational Policy and Accreditation Standards
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Implicit Curriculum
The implicit curriculum refers to the learning environment in which the explicit curriculum is presented. It
is composed of the following elements: the program’s commitment to diversity; admissions policies and
procedures; advisement, retention, and termination policies; student participation in governance; faculty;
administrative structure; and resources. The implicit curriculum is manifested through policies that are fair
and transparent in substance and implementation, the qualifications of the faculty, and the adequacy and
fair distribution of resources. The culture of human interchange; the spirit of inquiry; the support for
difference and diversity; and the values and priorities in the educational environment, including the field
setting, inform the student’s learning and development. The implicit curriculum is as important as the
explicit curriculum in shaping the professional character and competence of the program’s graduates.
Heightened awareness of the importance of the implicit curriculum promotes an educational culture that is
congruent with the values of the profession and the mission, goals, and context of the program.
Educational Policy 3.0—Diversity
The program’s expectation for diversity is reflected in its learning environment, which provides the
context through which students learn about differences, to value and respect diversity, and develop a
commitment to cultural humility. The dimensions of diversity are understood as the intersectionality of
multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity,
gender, gender identity and expression, immigration status, marital status, political ideology, race,
religion/spirituality, sex, sexual orientation, and tribal sovereign status. The learning environment consists
of the program’s institutional setting; selection of field education settings and their clientele; composition
of program advisory or field committees; educational and social resources; resource allocation; program
leadership; speaker series, seminars, and special programs; support groups; research and other initiatives;
and the demographic make-up of its faculty, staff, and student body.
Accreditation Standard 3.0—Diversity
3.0.1 The program describes the specific and continuous efforts it makes to provide a
learning environment that models affirmation and respect for diversity and difference.
3.0.2 The program explains how these efforts provide a supportive and inclusive learning environment.
3.0.3 The program describes specific plans to continually improve the learning environment to affirm and
support persons with diverse identities.
Educational Policy 3.1—Student Development
Educational preparation and commitment to the profession are essential qualities in the admission and
development of students for professional practice. Student participation in formulating and modifying
policies affecting academic and student affairs are important for students’ professional development. To
promote the social work education continuum, graduates of baccalaureate social work programs admitted
to master’s social work programs are presented with an articulated pathway toward specialized practice.
2015 Educational Policy and Accreditation Standards
60
Accreditation Standard 3.1—Student Development: Admissions; Advisement, Retention, and
Termination; and Student Participation
Admissions
B3.1.1 The program identifies the criteria it uses for admission to the social work program.
M3.1.1 The program identifies the criteria it uses for admission to the social work program. The criteria
for admission to the master’s program must include an earned baccalaureate degree from a
college or university accredited by a recognized regional accrediting association. Baccalaureate
social work graduates entering master’s social work programs are not to repeat what has been
achieved in their baccalaureate social work programs.
3.1.2 The program describes the policies and procedures for evaluating applications and notifying
applicants of the decision and any contingent conditions associated with admission.
M3.1.3 The program describes the policies and procedures used for awarding advanced standing. The
program indicates that advanced standing is awarded only to graduates holding degrees from
baccalaureate social work programs accredited by CSWE, recognized through its International
Social Work Degree Recognition and Evaluation Services* or covered under a memorandum of
understanding with international social work accreditors.
3.1.4 The program describes its policies and procedures concerning the transfer of credits.
3.1.5 The program submits its written policy indicating that it does not grant social work course credit
for life experience or previous work experience. The program documents how it informs
applicants and other constituents of this policy.
Advisement, retention, and termination
3.1.6 The program describes its academic and professional advising policies and procedures.
Professional advising is provided by social work program faculty, staff, or both.
3.1.7 The program submits its policies and procedures for evaluating student’s academic and
professional performance, including grievance policies and procedures. The program describes
how it informs students of its criteria for evaluating their academic and professional performance
and its policies and procedures for grievance.
3.1.8 The program submits its policies and procedures for terminating a student’s enrollment in the
social work program for reasons of academic and professional performance. The program
describes how it informs students of these policies and procedures.
Student participation
3.1.9 The program submits its policies and procedures specifying students’ rights and opportunities to
participate in formulating and modifying policies affecting academic and student affairs.
3.1.10 The program describes how it provides opportunities and encourages students to organize in
their interests.
* This and all future references to degrees from social work programs accredited by CSWE, include degrees from CSWE-accredited programs or recognized through
CSWE’s International Social Work Degree Recognition and Evaluation Service, or covered under a memorandum of understanding with international social work
accreditors.
2015 Educational Policy and Accreditation Standards
61
Educational Policy 3.2—Faculty
Faculty qualifications, including experience related to the Social Work Competencies, an appropriate
student-faculty ratio, and sufficient faculty to carry out a program’s mission and goals, are essential for
developing an educational environment that promotes, emulates, and teaches students the knowledge,
values, and skills expected of professional social workers. Through their teaching, research, scholarship,
and service—as well as their interactions with one another, administration, students, and community—the
program’s faculty models the behavior and values expected of professional social workers. Programs
demonstrate that faculty is qualified to teach the courses to which they are assigned.
Accreditation Standard 3.2—Faculty
3.2.1 The program identifies each full- and part-time social work faculty member and discusses his or her
qualifications, competence, expertise in social work education and practice, and years of service to
the program.
3.2.2 The program documents that faculty who teach social work practice courses have a master’s
degree in social work from a CSWE-accredited program and at least 2 years of post–master’s social
work degree practice experience.
3.2.3 The program documents a full-time equivalent faculty-to-student ratio not greater than 1:25 for
baccalaureate programs and not greater than 1:12 for master’s programs and explains how this ratio
is calculated. In addition, the program explains how faculty size is commensurate with the number
and type of curricular offerings in class and field; number of program options; class size; number of
students; advising; and the faculty’s teaching, scholarly, and service responsibilities.
B3.2.4 The baccalaureate social work program identifies no fewer than two full-time faculty assigned to the
baccalaureate program, with full-time appointment in social work, and whose principal assignment is
to the baccalaureate program. The majority of the total full-time baccalaureate social work program
faculty has a master’s degree in social work from a CSWE-accredited program, with a doctoral
degree preferred.
M3.2.4 The master’s social work program identifies no fewer than six full-time faculty with master’s degrees
in social work from a CSWE-accredited program and whose principal assignment is to the master’s
program. The majority of the full-time master’s social work program faculty has a master’s degree in
social work and a doctoral degree, preferably in social work.
3.2.5 The program describes its faculty workload policy and discusses how the policy supports the
achievement of institutional priorities and the program’s mission and goals.
3.2.6 Faculty demonstrate ongoing professional development as teachers, scholars, and practitioners
through dissemination of research and scholarship, exchanges with external constituencies such as
practitioners and agencies, and through other professionally relevant creative activities that support
the achievement of institutional priorities and the program’s mission and goals.
3.2.7 The program demonstrates how its faculty models the behavior and values of the profession in the
program’s educational environment.
2015 Educational Policy and Accreditation Standards
62
Educational Policy 3.3—Administrative and Governance Structure
Social work faculty and administrators, based on their education, knowledge, and skills, are best suited to
make decisions regarding the delivery of social work education. Faculty and administrators exercise
autonomy in designing an administrative and leadership structure, developing curriculum, and formulating
and implementing policies that support the education of competent social workers. The administrative
structure is sufficient to carry out the program’s mission and goals. In recognition of the importance of
field education as the signature pedagogy, programs must provide an administrative structure and adequate
resources for systematically designing, supervising, coordinating, and evaluating field education across all
program options.
Accreditation Standard 3.3—Administrative Structure
3.3.1 The program describes its administrative structure and shows how it provides the necessary
autonomy to achieve the program’s mission and goals.
3.3.2 The program describes how the social work faculty has responsibility for defining program
curriculum consistent with the Educational Policy and Accreditation Standards and the institution’s
policies.
3.3.3 The program describes how the administration and faculty of the social work program participate in
formulating and implementing policies related to the recruitment, hiring, retention, promotion, and
tenure of program personnel.
3.3.4 The program identifies the social work program director. Institutions with accredited baccalaureate
and master’s programs appoint a separate director for each.
B3.3.4(a) The program describes the baccalaureate program director’s leadership ability
through teaching, scholarship, curriculum development, administrative experience,
and other academic and professional activities in social work. The program documents
that the director has a master’s degree in social work from a CSWE-accredited
program with a doctoral degree in social work preferred.
B3.3.4(b) The program provides documentation that the director has a full-time appointment to
the social work baccalaureate program.
B3.3.4(c) The program describes the procedures for calculating the program director’s assigned
time to provide educational and administrative leadership to the program. To carry
out the administrative functions specific to responsibilities of the social work
program, a minimum of 25% assigned time is required at the baccalaureate level. The
program discusses that this time is sufficient.
M3.3.4(a) The program describes the master’s program director’s leadership ability through
teaching, scholarship, curriculum development, administrative experience, and other
academic and professional activities in social work. The program documents that the
director has a master’s degree in social work from a CSWE-accredited program. In
addition, it is preferred that the master’s program director have a doctoral degree,
preferably in social work.
M3.3.4(b) The program provides documentation that the director has a full-time appointment to
the social work master’s program.
2015 Educational Policy and Accreditation Standards
63
M3.3.4(c) The program describes the procedures for determining the program director’s
assigned time to provide educational and administrative leadership to the program.
To carry out the administrative functions specific to responsibilities of the social
work program, a minimum of 50% assigned time is required at the master’s level. The
program demonstrates this time is sufficient.
3.3.5 The program identifies the field education director.
3.3.5 (a) The program describes the field director’s ability to provide leadership in the field
education program through practice experience, field instruction experience, and
administrative and other relevant academic and professional activities in social work.
B3.3.5(b) The program documents that the field education director has a master’s degree in
social work from a CSWE-accredited program and at least 2 years of post-
baccalaureate or post-master’s social work degree practice experience.
M3.3.5(b) The program documents that the field education director has a master’s degree in
social work from a CSWE-accredited program and at least 2 years of post-master’s
social work degree practice experience.
B3.3.5(c) The program describes the procedures for calculating the field director’s assigned
time to provide educational and administrative leadership for field education. To
carry out the administrative functions of the field education program, at least 25%
assigned time is required for baccalaureate programs. The program demonstrates this
time is sufficient.
M3.3.5(c) The program describes the procedures for calculating the field director’s assigned
time to provide educational and administrative leadership for field education. To
carry out the administrative functions of the field education program at least 50%
assigned time is required for master’s programs. The program demonstrates this time
is sufficient.
3.3.6 The program describes its administrative structure for field education and explains
how its resources (personnel, time and technological support) are sufficient to
administer its field education program to meet its mission and goals.
Educational Policy 3.4—Resources
Adequate resources are fundamental to creating, maintaining, and improving an educational environment
that supports the development of competent social work practitioners. Social work programs have the
necessary resources to carry out the program’s mission and goals and to support learning and
professionalization of students and program improvement.
Accreditation Standard 3.4—Resources
3.4.1 The program describes the procedures for budget development and administration it uses to
achieve its mission and goals. The program submits a completed budget form and explains how its
financial resources are sufficient and stable to achieve its mission and goals.
64
3.4.2 The program describes how it uses resources to address challenges and continuously improve the
program.
3.4.3 The program demonstrates that it has sufficient support staff, other personnel, and technological
resources to support all of its educational activities, mission and goals.
3.4.4 The program submits a library report that demonstrates access to social work and other
informational and educational resources necessary for achieving its mission and goals.
3.4.5 The program describes and demonstrates sufficient office and classroom space and/or computer-
mediated access to achieve its mission and goals.
3.4.6 The program describes, for each program option, the availability of and access to assistive
technology, including materials in alternative formats.
Assessment
Educational Policy 4.0—Assessment of Student Learning Outcomes
Assessment is an integral component of competency-based education. Assessment involves the systematic
gathering of data about student performance of Social Work Competencies at both the generalist and
specialized levels of practice.
Competence is perceived as holistic, involving both performance and the knowledge, values, critical
thinking, affective reactions, and exercise of judgment that inform performance. Assessment therefore
must be multi-dimensional and integrated to capture the demonstration of the competencies and the
quality of internal processing informing the performance of the competencies. Assessment is best done
while students are engaged in practice tasks or activities that approximate social work practice as closely as
possible. Practice often requires the performance of multiple competencies simultaneously; therefore,
assessment of those competencies may optimally be carried out at the same time.
Programs assess students’ demonstration of the Social Work Competencies through the use of multi-
dimensional assessment methods. Assessment methods are developed to gather data that serve as evidence
of student learning outcomes and the demonstration of competence. Understanding social work practice is
complex and multi-dimensional, the assessment methods used, and the data collected may vary by context.
Assessment information is used to guide student learning, assess student outcomes, assess and improve
effectiveness of the curriculum, and strengthen the assessment methods used.
Assessment also involves gathering data regarding the implicit curriculum, which may include but is not
limited to an assessment of diversity, student development, faculty, administrative and governance
structure, and resources. Data from assessment continuously inform and promote change in the explicit
curriculum and the implicit curriculum to enhance attainment of Social Work Competencies.
2015 Educational Policy and Accreditation Standards
65
Accreditation Standard 4.0—Assessment
4.0.1 The program presents its plan for ongoing assessment of student outcomes for all identified
competencies in the generalist level of practice (baccalaureate social work programs) and the
generalist and specialized levels of practice (master’s social work programs). Assessment of
competence is done by program designated faculty or field personnel. The plan includes:
• A description of the assessment procedures that detail when, where, and how each competency is
assessed for each program option.
• At least two measures assess each competency. One of the assessment measures is based on
demonstration of the competency in real or simulated practice situations.
• An explanation of how the assessment plan measures multiple dimensions of each competency, as
described in EP 4.0.
• Benchmarks for each competency, a rationale for each benchmark, and a description of how it is
determined that students’ performance meets the benchmark.
• An explanation of how the program determines the percentage of students achieving the
benchmark.
• Copies of all assessment measures used to assess all identified competencies.
4.0.2 The program provides its most recent year of summary data and outcomes for the assessment of
each of the identified competencies, specifying the percentage of students achieving program
benchmarks for each program option.
4.0.3 The program uses Form AS 4(B) and/or Form AS 4(M) to report its most recent assessment
outcomes for each program option to constituents and the public on its website and routinely up-
dates (minimally every 2 years) its findings.
4.0.4 The program describes the process used to evaluate outcomes and their implications for program
renewal across program options. It discusses specific changes it has made in the program based on
these assessment outcomes with clear links to the data.
4.0.5 For each program option, the program provides its plan and summary data for the assessment of
the implicit curriculum as defined in EP 4.0 from program defined stakeholders. The program
discusses implications for program renewal and specific changes it has made based on these
assessment outcomes.
2015 Educational Policy and Accreditation Standard
66
Appendix B: Summary of the NASW Code of Ethics
Summary of Ethical Principles
1
Value: Service
Ethical Principle: Social Workers' primary goal is to help people in need and to address
social problems.
Value: Social Justice
Ethical Principle: Social Workers challenge social injustice.
Value: Dignity and Worth of the Person
Ethical Principle: Social Workers respect the inherent dignity and worth of the person.
Value: Importance of Human Relationship
Ethical Principle: Social Workers recognize the central importance of human relationships.
Value: Integrity
Ethical Principle: Social Workers behave in a trustworthy manner.
Value: Competence
Ethical Principle: Social Workers practice within their areas of competence and develop
and enhance their professional expertise.
100100
1
A complete copy of the NASW Code of Ethics is available online at: https://www.socialworkers.org/pubs/code/default.asp
67
Appendix C: BSW Forms and Information
Social Work Requirements for Students
BSW Requirement Sheet Sample Course Schedule Program of Study Plan
Certification of Clearance to Register Form
Student Checklists
Application for the Professional Program
Application for the Professional Program (Honors)
Ambassador Application
FAQs
68
BSW Requirement Sheet – 2021 Catalog (example only; please use DegreeWorks)
Name CWID #
Overall GPA SW GPA UA GPA
Writing Exam Passed Admission to Program Advisor
Area I (6)
English Composition (101/102)
6
Area II (12)
Humanities/Fine Arts
FR/SO
Fine Arts
3
COM 123 or COM 122
Humanities or Fine Arts or Literature
3-6
Literature * 3-6
Area III (11)
Natural Science/
Mathematics
FR/SO
BSC 108 or 109 w/Lab
Natural Science w/Lab
8
Mathematics 110 or higher
3
Area IV (15)
History/Social &
Behavioral Sciences
FR/SO
At least 12 hours
must have the
HI/SB designation
PY 101
3
SOC 101
3
HY 101, 102, 117, or 118 * 3-6
Two courses in two different departments:
ANT 100, 102, 103, 225;
EC 110, 111; GY 105, 110;
PSC 101, 103, 211
6
Pre-Professional
(31) – JR
UA Free Electives
11-15
Foreign Language (Not Computer Science)
4-8
Statistics (BER 345, PY 211,
ST 260, CJ 381, SOC 301) ++
3
PY 358 or SW 415+
PY 372 or SOC 205
6
SW 100 (SW 105- honors program), SW 200 (SW 205-
honors program), SW 351 (SW 355
-honors program)
9
SW 101
3
SW 310
3
Social Work (48)
JR/SR
SW 401 (SW 405-honors program), SW 410, SW 411**
9
SW 440, SW 441, SW 442
** 9
SW 444
1
SW 420 (SW 425- honors program) ++, SW 443 (SW 445
honors program), SW 490
15
Two SW electives
6
Honors
Requirements
(Honors program
Only)
UH 100 or 110, UH 200
Students must select Option 1 (Honors College Option)
or
Option 2 (Departmental Honors Option), both
requiring 14 hours. Option 2 hours are satisfied by SW
honors courses. A Capstone Project is required of both
options. Contact your advisor for information.
Totals
> 120
A grade of ‘C-’ or better must be earned in all required courses: BSC 108 or 109, COM 122 or 123, PY 101, SOC 101, PY 358, PY 372 or SOC 205, statistics, and all
Social Work (SW) courses.
* Must have a 6-hour sequence in either literature or history. History courses must be from the same history sequence (HY 101 and 102 or HY 117 and 118).
** Admission to the Professional Program is required prior to enrolling in 400-level courses. Distance learning students completing SW 440, SW 441, and SW 442 must also register for in-person skills labs.
+ SW 415 also counts as a social work elective.
++ Statistics must be taken prior to SW 420 (Research)
69
BSW 2
nd
Degree Requirement Sheet – 2021
Name Student #
Overall GPA SW GPA UA GPA
Writing Exam Admission to Program Advisor
BSC 108 or 109
4
PY 101, SOC 101
6
COM 123 or COM 122
3
Two courses in two different departments: ANT 100, 102, 103, 225;
EC 110, 111; GY 105, 110; PSC 101, 103, 211
3
General
Education
Courses
(28 hours)
3
PY 372 or SOC 205
3
PY 358 or SW 415
3
Statistics**
3
SW 101
3
SW 310
3
SW 100/105, SW 200/205, SW 351/355
9
SW 401/405, SW 410*, SW 411
9
Social Work (48)
SW 440, SW 441, SW 442
9
SW 444
1
SW 420/425**, SW 443/445, SW 490 15
Two SW electives
6
Total 76
Effective for students seeking a second bachelor’s degree Hours completed toward degree
Remaining hours
A grade of “C” or better must be earned in all required courses: BSC 108 or 109, Math, COM 123 or COM 122, PY 101, SOC 101, PY 358, PY
372 or SOC 205, statistics and all social work (SW) courses.
* Prerequisites for 410 and 440 are Math 100, PY 101, SOC 101 and BSC 108 or 109
** Statistics must be taken successfully prior to SW 420/425 (Research)
Degree Last 60 hours GPA
70
Sample Course Schedule
Fall Semester
Spring Semester
Summer Sessions
Course
Hours
Course
Hours
Course Hours
Freshman Year
EN 101
3
EN 102 or EN 103
3
SW 101
3
Math above Math 100
3
PY 101
3
HY 101,102, 117, or 118
3
Foreign Language
3-4
Foreign Language
3-4
SW 100/105
3
SOC 101
3
15-16
Sophomore Year
15-16
Fine Arts
3
Literature
3
Social Behavioral (from
approved list) 3 COM 122 or 123
3
SW 200/205
3
SOC 205 or PY 372
3
Core BSC with lab
4
SW 351/355
3
SW 310
3
Core Natural Science (with
lab)
4
16
Junior Year
16
Statistics
3
Social Behavioral (approved)
3
SW Elective
3
SW 411
3
SW 410
3
SW 441
3
SW 401/405
3
SW 442
3
SW 440
3
SW 444
1
15
SW 420/425
Senior Year
3
16
SW 490
9
PY 358 or SW 415
4
SW 443/445
3
HY or LIT sequence
3
SW Elective
3
Free electives
2-5
12
12-15
71
The University of Alabama School of Social Work BSW Program (use DegreeWorks)
Program of Study Plan for , CWID , PHONE
Date: Advisor:
(Fall Professional Program Admission)
Fall Spring Interim
Summer
Hours
Hours
Hours
Fall Spring Apply for Prof Prog Interim
Summer
Hours
Hours
Hours
Fall Spring Interim
SW 410 3
SW 444
1
SW 440(W) 3 SW 411 3 Summer
SW 401 (W)
3
SW 441 3
SW 442 3
SW 420
3
Hours 9 Hours 13 Hours
Fall Spring Interim
SW 443 3
SW 490 9
Summer
Hours 12 Hours
Hours
*A minimum of 120 hours is required; no more than 60 hours from a 2-year college will be credited.
72
The University of Alabama School of Social Work BSW Program (use DegreeWorks)
Program of Study Plan for , CWID , PHONE
Date: Advisor:
(Part-time Professional Program-Fall Admission)
Fall Spring Interim
Summer
Hours
Hours
Hours
Fall Spring Apply for Prof Prog Interim
Summer
Hours
Hours
Hours
Fall Spring Interim
SW 410 3
SW 401 (W) 3
SW 440(W) 3 SW 411 3 Summer
SW 444
1
SW 441 3
SW 442 3
Hours 6 Hours 7 Hours 6
Fall Spring Interim
SW 443 3
SW 490 9
Summer
SW 420 3
Hours 15 Hours
Hours
*A minimum of 120 hours is required; no more than 60 hours from a 2-year college will be credited.
73
The University of Alabama School of Social Work BSW Program (use DegreeWorks)
Program of Study Plan for , CWID , PHONE
Date: Advisor:
(Spring Professional Program Admission)
Fall Spring Interim
Summer
Hours
Hours
Hours
Fall Spring Apply for Prof Prog Interim
Summer
Hours
Hours
Hours
Fall Spring Interim
SW 401 (W) 3
SW 440 (W) 3 Summer
SW 410
3
SW 411
3
SW 444
1
SW 441
3
SW 420 3
SW 442
3
Hours
Hours 13 Hours 9
Fall Spring Interim
SW 443 3
SW 490 9
Summer
Hours 12 Hours
Hours
*A minimum of 120 hours is required; no more than 60 hours from a 2-year college will be credited.
74
The University of Alabama School of Social Work BSW Program (use DegreeWorks)
Program of Study Plan for , CWID , PHONE
Date:
Advisor:
(Honors)
Fall Spring Interim
Summer
Hours
Hours
Hours
Fall Spring Apply for Prof Prog Interim
SW 101
3
SW 310
3
*SW 100 (105)
3
UH 200 3
*SW 200 (205)
3
Summer
*SW 351 (355)
3
UH 100 or 110 3
Hours 1
5
Hours
Hours
Fall Spring Interim
SW 410
3
SW 420 (SW 425) **
3
SW 440 (W)
3
SW 411
3
Summer
**SW 401 (W) (SW 405)
3
SW 441
3
SW 442
3
SW 444
1
Hours 9 Hours 13 Hours
Fall Spring Interim
SW 443 (445) 3
SW 490 9
Summer
Hours 12 Hours Hours
A minimum of 120 hours is required; no more than 60 hours from a 2-year college will be credited.
*These courses do not have to be taken together but should be completed prior to entering the professional program (400-level SW courses). At least 2 of these courses must be taken as honors
courses.
**At least one of these courses must be taken as honors courses.
75
The University of Alabama School of Social Work
Certification of Clearance to Register
(The student must ensure that the social work registrar gets the original of this form.
Copies may be used, but each semester there must be original signatures.)
The following signatures signify that the student (a) understands and agrees to abide by the honor code and (b) has
been advised regarding registration for the upcoming semester(s). This form must be signed each spring before
the student is cleared for interim, summer, and/or fall, and each fall before the student is cleared for spring.
Student Name / CWID Date Advisor
UA Student Honor Code
All students in attendance at The University of Alabama are expected to be honorable and observe standards of
conduct appropriate to a community of scholars. The University of Alabama expects from its students a higher
standard of conduct than the minimum required to avoid discipline. At the beginning of each semester and on
tests and projects, at the discretion of the course instructor, each student will be expected to sign an Honor Pledge.
The Academic Honor Pledge reads as follows:
I promise or affirm that I will not at any time be involved with cheating, plagiarism,
fabrication, or misrepresentation while enrolled as a student at The University of
Alabama. I have read the Academic Honor Code, which explains disciplinary procedures
that will result from the aforementioned. I understand that violation of this code will result
in penalties as severe as indefinite suspension from the University.
76
Fall Checklist for Freshmen
Need to Do... When
Attend Orientation during BamaBound.
1
Before fall classes begin
With your advisor, develop a tentative schedule for completing
the BSW Program. Update academic plan in DegreeWorks.
Before fall classes begin
Learn your Campus-Wide Identification number (CWID), email
address, and MyBama username and password.
By the end of the first week
of classes
Attend all your classes regularly; participate in them. Throughout the semester
Participate in a student organization (e.g., USWO, SWACA,
SGA) or extra- or co-curricular activities. See the BSW Student
Handbook and student newsletter (sent to your email) for
information.
Throughout the semester
Make an appointment with your advisor anytime you would like
to discuss your plans and progress.
Throughout the Semester
Check MyBama, Blackboard, and your email. Daily
Check your midterm grades. First two weeks in October
Prepare for the spring semester by reviewing the BSW Student
Handbook, your tentative schedule, and the spring schedule of
classes—you may want to modify your tentative schedule in
DegreeWorks.
Last two weeks in October
Review your tentative schedule with your advisor and make
changes as necessary. Remember, you can’t register without
meeting with your advisor!
Last two weeks in October
Register for spring classes in MyBama. Begin last week in October
100100
1
If you did not attend a summer orientation session, please schedule one with Ms. Mary Sella, Coordinator of Student Services.
77
Spring Checklist for Freshmen
Need to Do... When
Attend all your classes regularly; participate in them. Throughout the semester
Participate in a student organization (e.g., USWO, SWACA,
SGA) or extra- or co-curricular activities.
Throughout the semester
Make an appointment with your advisor anytime you would like
to discuss your plans and progress.
Throughout the semester
Prepare for the summer and fall semesters by reviewing the BSW
Student Handbook, your tentative schedule, and the schedule of
classes—you may want to modify your tentative schedule.
Throughout the semester
Review your tentative schedule with your advisor and make
changes as necessary. Remember, you can’t register if you don’t
meet with your advisor!
Throughout the semester
Register for fall classes (and summer if you wish) in MyBama. Last two weeks of March
If you plan to take summer classes elsewhere, get a letter of good
standing from our registrar.
End of Semester
Check MyBama, Blackboard, and your email. Daily
78
Fall Checklist for Sophomores
Need to Do... When
Attend all your classes regularly; participate in them. Throughout the semester
Participate in a student organization (e.g., USWO, SWACA,
SGA) or extra- or co-curricular activities.
Throughout the semester
Make an appointment with your advisor anytime you would like
to discuss your plans and progress.
Throughout the semester
Check MyBama, Blackboard, and your email. Daily
Check your midterm grades. First two weeks in October
Prepare for the spring semester by reviewing the BSW Student
Handbook, your tentative schedule, and the spring schedule of
classes—you may want to modify your tentative schedule.
Last two weeks in October
Review your tentative schedule with your advisor and make
changes as necessary (Be sure that you will have successfully
completed PY 101, SOC 101, and BSC 109 by the end of next
semester; be sure that you will have completed the Math
classes,
prerequisite
for MATH 110/112). Remember, you cannot register
without having met with your advisor!
Last two weeks in October
Register for spring classes in MyBama. Begin last week in October
Participate in a student organization (USWO) or extra- or co-
curricular activities.
Throughout the semester
Get an application for the Professional Program (download from
BSW website) and start working on your essays if you would like
to enter the program next fall.
Toward end of semester
79
Spring Checklist for Sophomores
Need to Do... When
Attend all your classes regularly; participate in them. Throughout the semester
Participate in a student organization (e.g., USWO, SWACA,
SGA) or extra- or co-curricular activities.
Throughout the semester
Make an appointment with your advisor anytime you would like
to discuss your plans and progress.
Mid-January
Complete the BSW Professional Program application checklist
and discuss it with your advisor.
Mid-January
Complete the application for the BSW Professional Program
and submit it to the BSW Program Assistant if you are
entering the Professional Program in the fall.
First week of February
Check MyBama, Blackboard, and your email. Daily
Prepare for the summer and fall semesters by reviewing the BSW
Student Handbook, your tentative schedule, and the schedule of
classes.
Mid-Semester
Review your tentative schedule with your advisor and make
changes as necessary (If you have been accepted into the
Professional Program, be sure you register for SW 410 and SW
440. Be sure you will have completed your statistics class
by the end of the summer. Be sure you will have completed
SW 100, 200, and 351 before next fall semester if you have
been accepted into the fall Professional Program).
Remember, you cannot register for classes until you meet with
your advisor.
Mid-February
Register for fall classes (and summer if you wish) in MyBama. Last two weeks in March
Get an application for the Professional Program (download
from BSW website) and start working on your essays if you
would like to enter the program next Spring. Be sure you will
have completed SW 101, 100, 200, and 351 before next
Spring semester. Complete or enroll in SW 310 (if required)
before next Spring semester.
Toward the end of the
semester
80
Fall Checklist for Juniors
Need to Do... When
Attend all your classes regularly; participate in them. Throughout the semester
Participate in a student organization (e.g., USWO, SWACA, Phi
Alpha, SGA) or extra- or co-curricular activities.
Throughout the semester
Make an appointment with your advisor anytime you would like
to discuss your plans and progress.
Throughout the semester
Complete the application for the BSW Professional
Program and submit it to the BSW Program Assistant if
you are entering the Professional Program in the spring.
First week of September
Check MyBama, Blackboard, and your email. Daily
Check midterm grades. First two weeks in October
Prepare for the spring semester by reviewing the BSW Student
Handbook, your tentative schedule, and the spring schedule of
classes—you may want to modify your tentative schedule.
Last two weeks in October
Review your tentative schedule with your advisor and make
changes as necessary. (Be sure to register for SW 401, SW 411, SW
441, SW 442, and SW 444 for spring if you are in the fall
program).
If you
have been accepted into the Professional Program for the
Spring, be sure you register for SW 410, SW 440, and
SW 444.
Remember, you can’t register for classes without meeting with an
advisor
Last two weeks in October
Register for spring classes in MyBama. Begin last week in October
Be sure you have completed or registered for a statistics
class.
Before taking SW 420/425
Have an audit done by our registrar. Make sure all classes you
have taken at other schools have been transferred.
After midterm if you haven’t
received one.
If you were conditionally admitted to the Professional Program,
be sure you have removed all the conditions.
As noted on your letter
81
Spring Checklist for Juniors
Need to Do...
When
Attend all your classes regularly; participate in them. Throughout the semester
Participate in a student organization (e.g., USWO, SWACA, Phi
Alpha, SGA) or extra- or co-curricular activities.
Throughout the semester
Make an appointment with your advisor anytime you would like
to discuss your plans and progress.
Throughout the semester
Check MyBama, Blackboard, and your email. Daily
Prepare for the summer and fall semesters by reviewing the BSW
Student Handbook, your tentative schedule, and the schedule of
classes—
you may want to modify your tentative schedule.
Last two weeks March
Review your tentative schedule with your advisor and make
changes as necessary. If you are in the spring program, be sure to
register for SW 411, SW 441, and SW 442 for summer (and
register
for SW 420, SW 443, and SW 490 for the fall). Remember to
complete your statistics course before taking SW 420/425.
Remember that you can’t register for classes until you meet with
an advisor.
.
Last two weeks in March
Register for fall classes (and summer if you wish) in MyBama. Last two weeks in March
Attend field information sessions.
Submit field forms as required in SW 444.
Make an appointment with the field coordinator to discuss
potential placements. Set up interviews with the recommended
agencies. Information about these tasks will be provided in SW
444.
IF YOU ARE GRADUATING NEXT SEMESTER (FALL):
Complete your degree application form; available on MyBama.
1
Toward the end of
the semester
Meet with your advisor to ensure you have met all requirements.
Toward the end of
the semester
106106
1
If you are not graduating next fall, you will need to complete your commencement application activities during the semester prior
to your anticipated graduation date.
82
Fall Checklist for Seniors
Need to Do... When
Attend all your classes regularly; participate in them. Throughout the semester
Participate in a student organization (e.g., USWO, SWACA, Phi
Alpha, SGA) or extra- or co-curricular activities.
Throughout the semester
Make an appointment with your advisor anytime you would like
to discuss your plans and progress.
Throughout the semester
Check MyBama, Blackboard, and your email. Daily
Check midterm grades. First two weeks in October
IF YOU ARE NOT GRADUATING THIS SEMESTER:
prepare for the spring semester by reviewing the BSW Student
Handbook, your tentative schedule, and the spring schedule of
classes—you may want to modify your tentative schedule.
Last two weeks in October
Review your tentative schedule with your advisor and make
changes as necessary. Remember that you cannot register for
classes until you meet with an advisor.
Last two weeks in October
Register for spring classes. Begin last week in October
IF YOU ARE GRADUATING THIS SEMESTER:
Order your cap and gown. Toward the end of the
semester
Start your job search or start applying to graduate school! Throughout the semester
Access graduation information from the Office of Student
Services and Alumni Office ... Read this thoroughly.
Throughout the semester
IF YOU ARE GRADUATING NEXT SEMESTER
(SPRING):
Fill out your degree application form, available on MyBama. Toward the end of the
semester
Start your job search or start applying to graduate school if that is
in your plan!
Throughout the semester
83
Spring Checklist for Seniors
Need to Do... When
Attend all your classes regularly; participate in them. Throughout the semester
Participate in a student organization (e.g., USWO, SWACA, Phi
Alpha, SGA) or extra- or co-curricular activities.
Throughout the semester
Make an appointment with your advisor anytime you would like
to discuss your plans and progress.
Throughout the semester
Check MyBama. Daily
IF YOU ARE GRADUATING THIS SEMESTER:
Order your cap and gown. Toward the end of the
semester
Access graduation information from Office of Student Services
and Alumni Office...Read this thoroughly.
Throughout the semester
Start your job search or start applying to graduate school! Throughout the semester
84
The University of Alabama School of Social Work BSW Program
BSW Professional Program
Application for Admission - Preliminary Checklist
First, read about the Professional Program in the BSW Student Handbook. Then complete this checklist.
NOTE: The courses listed below must be passed with a grade of C- or higher.
For the first 9 statements, circle or highlight either “passed”, “am enrolled in”, or “have not enrolled in”
depending on
whether or not you have completed the course in question.
1. I passed/ am enrolled/ have not enrolled in BSC 108, BSC 109, BSC 114/115 or BSC 116/117.
2. I passed/ am enrolled/ have not enrolled in PY 101.
3. I passed/ am enrolled/ have not enrolled in SOC 101.
4. I passed/ am enrolled/ have not enrolled in SW 100 or SW 105.
5. I passed/ am enrolled/ have not enrolled in SW 200 or SW 205.
6. I passed/ am enrolled/ have not enrolled in SW 351 or SW 355
7. I passed/ am enrolled/ have not enrolled in SW 101
8. I passed/ am enrolled/ have not enrolled in SW 310
9. I have completed/ am enrolled/ have not enrolled in the core Math requirement (MA 110 or 112)
10. If not enrolled, have you passed Math 100?
YES NO
11. I have completed at least 45 hours toward my BSW degree.
YES NO
12. I will have completed at least 54 credit hours toward my BSW degree by the time I begin the professional
BSW program.
YES NO
13. My overall GPA is at least a 2.25. YES NO
My overall GPA is ______Date __________
14. My SW GPA is at least 2.5. YES NO
My SW GPA is _________Date__________
15. If I have completed any college-level academic work at any institution other that UA, I have submitted
ALL of my transcripts to the UA Registrar’s Office.
YES NO
16. I understand that my field placement will require me to learn in an agency 32 hours/week, typically
during office hours (M-F/ 8am-5pm) for an entire semester. Main campus students will be placed in
85
Tuscaloosa, Birmingham, or a 60-mile radius of Tuscaloosa (or in Washington, DC or internationally).
Distance learning students will be placed in one of these counties depending on the student’s location:
Madison, Jefferson, Tuscaloosa, Montgomery, or Mobile (or in Washington, DC or internationally).
YES NO
17. I have read and agree to abide by the NASW Code of Ethics.
YES NO
18. I agree to abide by the Capstone Creed (see below).
86
“As a member of The University of Alabama community, I will pursue knowledge, act with
fairness, integrity and respect; promote equity and inclusion; foster individual and civic
responsibility; and strive for excellence in all I do.”
Signature: ______________________________________________
19. Please review and sign:
Violations of the NASW Code of Ethics or the Capstone Creed may result in dismissal from the
Social Work program and the University of Alabama.
Signature:____________________________ Date:_______________________
Printed Name:______________________________
CWID:_______________________________
87
The University of Alabama School of Social Work BSW Program Application
for Admission to the Professional Program
Essay Instructions and Application Cover Page
If you have answered all the items on the application checklist, or if your advisor indicated you
should apply, follow the instructions here.
1. Provide the information requested in the box below.
2. Type three essays using the prompts below and respond to the field statement in a paragraph.
Attach these to this cover page.
Do not put your name on the essays or field statement
paragraph.
Each essay must be at least 350 words. In each essay and the field statement, be
sure to address each prompt provided. Essays and field statement paragraphs will be
evaluated for content and quality of writing.
a. Essay I: Why do you want to enter the professional program in social work? What
experiences led you to think that social work is an appropriate career goal for you? What
special circumstances, if any, should be considered by reviewers of your application?
b. Essay II: Identify a major social justice problem that interests you and discuss it. What do you think might be
some of the causes of the problem? Imagine that you are a social worker and describe how you might intervene to
address the problem. It is expected that you will use research literature or other credible sources to support your
assertions. Cite and reference your sources according to APA style guidelines. Information about APA style
guidelines can be found at
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_
format.html.
c. Essay III: What is the NASW Code of Ethics and what is its purpose? Discuss one of the
principles or standards in the Code of Ethics, explaining how you would apply it as a social
worker who works with clients. If you use language from the Code of Ethics, be sure to cite
and reference your source according to APA styles guidelines.
d. Field Statement: Field placements are completed during the fall semester of your
senior year after you have taken most of your Professional Program courses. Students
typically complete 32 hours per week in a social service agency for the entire semester
(Total of 450 clock hours in agency). You will be required to be in field a minimum of
16 hours per week during normal business hours/days (M-F/8:00 am -5:00 pm). Main
Campus students will be placed in Tuscaloosa, Birmingham or 60-mile radius of
Tuscaloosa. Distance Learning students will be placed in one of the following
geographic locations including the county in which the city is located: Huntsville,
Birmingham, Tuscaloosa, Montgomery, and Mobile.
In a paragraph explain how you plan to accommodate field requirements into your
personal, family, and/or professional responsibilities.
88
3. Submit your application (this cover page, the checklist, and your essays/field
statement paragraph) to Ms. Gwen Montgomery, 1029 Little Hall or
gmontgomery@sw.ua.edu.
Name CWID#
Local Address
Phone Email
List all colleges and universities, other than UA, that you have attended
Signature Date
89
THE CAPSTONE CREED
The Capstone Creed is a statement of UA student values developed by the Student Leadership
Council. The Capstone Creed is the pledge made at convocation by each incoming freshman class at
the start of the academic year.
Denny Chimes
“As a member of The University of Alabama community, I will pursue knowledge, act with fairness,
integrity and respect; promote equity and inclusion; foster individual and civic responsibility; and strive
for excellence in all I do.”
90
The University of Alabama School of Social Work BSW Program
Honors BSW Professional Program
Application for Admission - Preliminary Checklist
First, read about the Professional Program in the BSW Student Handbook. Then complete this checklist.
NOTE: The courses listed below must be passed with a grade of C- or higher.
1. I am currently enrolled and in good standing with the UA Honors College. YES NO
For the next 9 statements, circle or highlight either “passed”, “am enrolled in”, or “have not enrolled in”
depending on whether or not you have completed the course in question.
2. I passed/ am enrolled/ have not enrolled in BSC 108, BSC 109, BSC 114/115 or BSC 116/117
3. I passed/ am enrolled/ have not enrolled in PY 101.
4. I passed/ am enrolled/ have not enrolled in SOC 101.
5. I passed/ am enrolled/ have not enrolled in SW 100 or SW 105.
6. I passed/ am enrolled/ have not enrolled in SW 200 or SW 205.
7. I passed/ am enrolled/ have not enrolled in SW 351 or SW 355
8. I passed/ am enrolled/ have not enrolled in SW 101
9. I passed/ am enrolled/ have not enrolled in SW 310
10. I have completed/ am enrolled/ have not enrolled in the core Math requirement.
11. If not enrolled, have you passed Math 100? YES NO
12. I have completed at least 6 lower division hours in honors pre-professional social work courses (SW 105, 205,
355)? YES NO
13. I have completed at least 45 hours toward my BSW degree.
YES NO
14. I will have completed at least 54 credit hours toward my BSW degree by the time I begin the professional BSW
program. YES NO
15. My overall GPA is at least 3.3. YES NO
My overall GPA is ______Date __________
16. My SW GPA is at least 3.5. YES NO
My SW GPA is _________Date__________
17. If I have completed any college-level academic work at any institution other that UA, I have submitted ALL of
my transcripts to the UA Records Office, BOX 870134.
YES NO
18. I have read and agree to abide by the NASW Code of Ethics.
YES NO
19. I understand that my field placement will require me to learn in an agency 32 hours/week, typically during office
hours (M-F/ 8am-5pm) for an entire semester. Main campus students will be placed in Tuscaloosa, Birmingham,
91
or a 60-mile radius of Tuscaloosa (or in Washington, DC or internationally). Distance learning students will be
placed in one of these counties depending on the student’s location: Madison, Jefferson, Tuscaloosa,
Montgomery, or Mobile (or in Washington, DC or internationally).
YES NO
20. I have read and agree to abide by the NASW Code of Ethics.
YES NO
21. I agree to abide by the Capstone Creed (see below).
“As a member of The University of Alabama community, I will pursue knowledge, act with fairness,
integrity and respect; promote equity and inclusion; foster individual and civic responsibility; and strive for
excellence in all I do.”
Signature: ______________________________________________
22. Please review and sign:
Violations of the NASW Code of Ethics or the Capstone Creed may result in dismissal from the Social
Work program and the University of Alabama.
Signature:____________________________ Date:_______________________
Printed Name:______________________________
CWID:_______________________________
92
The University of Alabama School of Social Work BSW Program Application
for Admission to the Honors Professional Program
Essay Instructions and Application Cover Page
If you have answered all the items on the application checklist, or if your advisor indicated you
should apply, follow the instructions here.
1. Provide the information requested in the box below.
2. Type three essays using the prompts below and respond to the field statement in a paragraph.
Attach these to this cover page.
Do not put your name on the essays or field statement
paragraph.
Each essay must be at least 350 words. In each essay and the field statement, be
sure to address each prompt provided. Essays and field statement paragraphs will be
evaluated for content and quality of writing.
a. Essay I: Why do you want to enter the professional program in social work? What
experiences led you to think that social work is an appropriate career goal for you? What
special circumstances, if any, should be considered by reviewers of your application?
Essay II: Identify a major social justice problem that interests you and discuss it. What do
you think might be some of the causes of the problem? Imagine that you are a social worker
and describe how you might intervene to address the problem. It is expected that you will
use research literature or other credible sources to support your assertions. Cite and
reference your sources according to APA style guidelines. Information about APA style
guidelines can be found at
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_g
uide/general_format.html(changes to essays)
b. Essay III: What is the NASW Code of Ethics and what is its purpose? Discuss one of the
principles or standards in the Code of Ethics, explaining how you would apply it as a social
worker who works with clients. If you use language from the Code of Ethics, be sure to
cite and reference your source according to APA style guidelines.
c. Field Statement: Field placements are completed during the fall semester of your senior
year after you have taken most of your Professional Program courses. Students typically
complete 32 hours per week in a social service agency for the entire semester (Total of
450 clock hours in agency). You will be required to be in field a minimum of 16 hours
per week during normal business hours/days (M-F/8:00 am -5:00 pm). Main Campus
students will be placed in Tuscaloosa, Birmingham or 60-mile radius of Tuscaloosa.
Distance Learning students will be placed in one of the following geographic locations
including the county in which the city is located: Huntsville, Birmingham, Tuscaloosa,
Montgomery, and Mobile.
In a paragraph explain how you plan to accommodate field requirements into
your personal, family, and/or professional responsibilities.
93
3. Submit your application (this cover page, the checklist, and your essays/field
statement) to Ms. Gwen Montgomery, 1029 Little Hall or
gmontgomery@sw.ua.edu.
Signature Date
List all colleges and universities, other than UA, that you have attended
Email
Phone
Name CWID#
Local Address
94
The University of Alabama School of Social Work
BSW Honors Program
Capstone Honors Project Proposal
Proposal Instructions and
Application Cover Page
The Capstone Honors Project, a multifaceted assignment, serves as a culminating experience for BSW
Honors students. Capstone Projects may take a wide variety of forms, but most are long-term multistep
projects that culminate in a final product, presentation, or community service event. Students will apply
in-depth knowledge of generalist social work practice to their projects that emphasize values consistent
with those of the social work profession.
Capstone Projects are intended to help students develop critically thinking skills, goal-setting skills,
problem-solving skills, communication skills, including public speaking, research skills, media literacy,
teamwork, planning, independent thought, and initiative. BSW Honors Program applicants will work
with their Honors Advisor to develop a proposal for their Capstone Honors Project, although work for
the Project may begin as early as the Honors Introduction to Social Work course. The proposal should
be submitted with the application materials for the BSW Honors Program. The Capstone Honors
Proposal must be written in APA format and include the following sections:
I. Background and Justification
This section should provide a brief introduction to the current social problem and discuss how
generalist social work intervention can be used to address this issue. This section should also include
a discussion of the population most affected by this issue and how they will potentially benefit from
this project. The background should also describe:
a. The problem or critical issue which the proposal seeks to resolve
b. How the proposal relates to other relevant national development strategies and policies
c. Whether there are other programs and activities which will complement the proposal
d. How the need for the project was determined
e. How intended beneficiaries were involved in project identification and planning
II. Project Objectives
The discussion should indicate the specific objectives which the proposal, if successful, is expected
to attain, and how achieving the objectives is expected to contribute to improved well-being and
livelihood of the project beneficiaries and the larger community. Several learning objectives the
student believes may be attained for themselves through project completion should also be
included.
95
III. Expected Project Results
This section should describe the overall results that the project is expected to accomplish. The
section should also contain speculation on whether there may be unintended effects of the project,
and how these possible challenges might be addressed.
IV. Project Implementation and Management
This section should describe how each project objective will contribute to project completion and
how each objective will be attained in terms of planned activities, their timing and duration, and
who will be responsible for each activity. This can be summarized in a simple table, for example,
through the use of a Gantt Chart. It should also describe the expected role of the intended
beneficiaries in project implementation and evaluation.
V. Project Monitoring and Evaluation
This section should discuss proposed mechanisms and procedures for monitoring of project
operations to ensure that activities occur as planned and that they remain focused and directed
towards stated objectives. This section should describe what an outside observer might see that
would convince them the project remained on target and that it had the intended effect(s). This
section should also identify how intended beneficiaries will be involved in monitoring and
evaluation.
96
THE CAPSTONE CREED
The Capstone Creed is a statement of UA student values developed by the Student Leadership Council.
The Capstone Creed is the pledge made at convocation by each incoming freshman class at the start of
the academic year.
Denny Chimes
“As a member of The University of Alabama community, I will pursue knowledge, act with fairness,
integrity and respect; promote equity and inclusion; foster individual and civic responsibility; and strive
for excellence in all I do.”
97
BSW AMBASSADOR APPLICATION
Name: CWID#:
# of SW credit hours completed: Semesters at UA:
SW GPA: UA GPA:
List of individuals who will provide letters of recommendations:
STATEMENT OF INTEREST IN THE AMBASSADOR PROGRAM
Signature Date
1.
2.
3.
4.
98
Appendix D: Academic Bankruptcy
The following specific guidelines apply to any petition for Academic Bankruptcy:
1. Academic Bankruptcy is never granted for a semester in which the student is currently
enrolled or has just completed.
2. Petitions must be filed prior to graduation.
3. Only one (1) petition for Academic Bankruptcy shall be granted during the student’s
academic program, and relief shall be limited to one semester’s work.
4. If the petition is approved, the grades for all courses taken during the semester will be recorded
as “W” (withdrawn).
The procedure followed is:
1. The student writes a petition containing the following documents:
a. A statement of the circumstances which were responsible for the poor academic
performance;
b. Supporting evidence outlining the dates and places the problem began to develop, how
problems affected academic performance, the help that was sought and received, and
how the problems were resolved; and
c. Evidence supportive of all claims made in the petition.
2. The student submits the petition to his/her advisor.
3. The advisor renders an initial decision on the petition, and then forwards the petition with
his/her signature to the Program Director for recommendation to the Dean. If academic
bankruptcy is granted, the Office of Student Services will see that all grades for the term are
changed to “W” and the student’s record carries the notation “retroactive withdrawal
granted.”
Petitions for Academic Bankruptcy are held in strictest confidence. Petitions should be as
specific and detailed as possible.
99
Appendix E: The University of
Alabama Academic Misconduct
Disciplinary Policy
This policy was revised and became effective in December 2018. It is available online:
https://catalog.ua.edu/undergraduate/about/academic-regulations/student-expectations/academic-
misconduct-policy/
A. General Policy
The preservation of freedom of discussion, inquiry, and expression is possible only in an
environment in which the privileges of citizenship are protected and the obligations of
citizenship are understood.
Accordingly, the University has developed regulations and policies pertaining to students and to
student organizations. Any student or organization violating an established policy or regulation of
the University is subject to disciplinary action according to the provisions outlined in these Codes
of Student Conduct. Personal conduct on University-owned or University-controlled property or at
University-sponsored events is subject to University jurisdiction. The University may also enforce
its own disciplinary policy and procedures, regardless of where misconduct occurs, when personal
or organizational conduct directly, seriously, or adversely interferes with or disrupts the educational
missions, programs, or other functions of the University. In addition to the guidelines of conduct
set forth elsewhere in the Faculty Handbook and other official University publications, acts of
conduct for which disciplinary action may be taken and the disciplinary procedures, which apply for
the fair adjudication of alleged violations, follow.
B. Code of Academic Conduct
Academic Honor Code
a. All students in attendance at The University of Alabama are expected to be honorable and
observe standards of conduct appropriate to a community of scholars. The University of
Alabama expects from its students a higher standard of conduct than the minimum required to
avoid discipline. When enrolled at The University of Alabama, students are expected to abide by
the Academic Honor pledge. Additionally, at the discretion of the course instructor, each
student will be expected to sign an Honor Pledge.
b. The Academic Honor Pledge reads as follows: I promise or affirm that I will not at any time be
involved with cheating, plagiarism, fabrication, or misrepresentation while enrolled as a student at The University
of Alabama. I have read the Academic Honor Code, which explains disciplinary procedures that will result from
the aforementioned. I understand that violation of this code will result in penalties as severe as indefinite
suspension from the University.
C. Cases of Academic Misconduct
1. Academic Misconduct
a. Academic misconduct by students includes all acts of dishonesty in any academic-related
matter and any knowing or intentional help or attempt to help, or conspiracy to help, another
student commit an act of academic dishonesty. Academic dishonesty includes, but is not limited
to, each of the following acts when performed in any type of academic or academic-related
100
matter, exercise, or activity.
(1) Cheating: using or attempting to use unauthorized materials, information, study aids, or
computer-related information.
(2) Plagiarism: representing words, data, pictures, figures, works, ideas, computer programs or
outputs or anything generated by someone else, as one's own. Self-Plagiarism: resubmitting your
own previously submitted work without proper citation and permission from the current
instructor to whom the original work is subsequently submitted.
(3) Fabrication: presenting as genuine any invented or falsified citation, data or material.
(4) Misrepresentation: falsifying, altering, or misstating the contents of documents or other
materials related to academic matters, including schedules, prerequisites, and transcripts.
b. Except in divisions that have an alternate academic misconduct policy that has been
approved by the Provost, academic misconduct cases shall be resolved by the divisional
academic misconduct monitor or the academic dean of the division in which the alleged action
took place. Appeals from the monitor’s decisions may be made to the academic dean; appeals
from the academic dean’s decisions may be made to the Office for Academic Affairs.
2. Resolution of Academic Misconduct
a. A course instructor, or any other person(s), who has reasonable cause to believe a student has
engaged in an act of academic misconduct shall report, immediately upon discovery, the matter
to the divisional academic misconduct monitor (appointed by the academic dean) of the
division within which the alleged misconduct occurred. The matter must be reported by the
course instructor or department chair in a timely manner. In most cases the academic
misconduct monitor should receive the report within 2-3 weeks of the student’s alleged act of
misconduct. The instructor will take no other action in the matter until a decision has been
reached by the monitor or the dean. When suspected incidents of academic misconduct occur
in settings other than an academic division, the matter will be reported to and processed
through the divisional academic misconduct monitor where oversight of the course occurs.
b. The course instructor should submit all evidence to the academic misconduct monitor for
review. If any electronic device is confiscated by an instructor as part of the package of evidence
presented to the monitor, the device will be returned promptly once pertinent information
related to the accusation has been documented.
c. When a course instructor reports alleged academic misconduct by a student to an academic
monitor, the academic monitor will attempt to notify the student via e-mail, phone or letter of a
required meeting with the academic misconduct monitor. If initial attempts to communicate in
these manners are unsuccessful, certified mail is recommended. If the student does not respond
to the notice of the accusation of academic misconduct within two weeks from the date of such
notice, a general hold will be placed on the student’s university account. If the student does not
respond to the notice of the accusation before the end of the semester in which the alleged
academic misconduct occurred, the academic monitor will advise the course instructor to assign
a grade of “Incomplete” to the student.
d. The academic monitor will promptly place a hold on the student’s account indicating the
student cannot drop the course. When such an accusation is made prior to the 10- week drop
101
date, the student will not be allowed to drop the course in which the academic misconduct is
alleged to have occurred until the misconduct resolution process is complete. If the student is
found not to have engaged in academic misconduct, the student will be allowed to drop that
course even if the 10-week drop period has expired and the hold prevented them from
dropping on time. If the student is found responsible for misconduct by the academic
misconduct monitor, they will not be allowed to drop the course at any time. A grade of
“Incomplete” will be immediately assigned so the student cannot drop the course. At the end of
the semester or after the adjudication if this occurs after the end of the semester, the
“Incomplete” will be replaced with the student’s earned grade.
e. The monitor will discuss the circumstances involved with the course instructor and/or other
appropriate person(s) and review any pertinent materials in order to determine if a reasonable
basis exists for believing that academic misconduct may have been committed. If the monitor
concludes that there is a reasonable basis for believing an act of academic misconduct may have
been committed, the monitor will determine whether the student has been disciplined for any
prior academic misconduct offense(s) and will arrange a conference with the student.
This conference can be held electronically/virtually if the student is not available for an in-
person meeting. The monitor may invite the course instructor to join the conference.
f. When a student is accused of academic misconduct, the monitor contacts the Office for
Academic Affairs about any prior misconduct findings for that student before proceeding with
the investigation. If prior offense(s) have occurred, the monitor will refer the case to the
academic deans (or their designee) for resolution. “Second offense accusations” presume
resolution of first offenses at the college level (i.e., finding of guilt) prior to the second act.
Multiple misconduct accusations, where the accusations have not been resolved at the college
level, may result in a penalty more severe than is typical in first offenses, including indefinite
suspension. For second- offense cases that are in progress at the beginning of a semester, a
student will be allowed to enroll and continue through completion of semester even if the
outcome of the accusation is suspension. If an academic misconduct case is underway during a
student’s final semester, the awarding of the degree may be dependent upon the resolution of
the case.
g. At the conference, the student will be informed at the start that an issue of possible academic
misconduct exists and will be given a copy of this Academic Misconduct Disciplinary Policy and
will sign to acknowledge receipt of the policy. The monitor will call the student's attention to
the following provisions:
(1) The student is not required to make any statement at all regarding the matter under investigation.
(2) The student may make a voluntary statement if he or she chooses.
(3) The student has a right to present any evidence, supporting witnesses, and other information to the
misconduct monitor.
(4) The student has a right to be advised and accompanied by any one person of his or her choice.
(5) The student is entitled to a recess in the conference for one week in order to take advantage
of the rights listed in items 3 and 4.
h. At the conference, the student will be informed that options are available as to how the
resolution of the charges will occur:
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(1) The matter can be dismissed by the monitor if evidence is presented that leads the monitor
to conclude that a preponderance of evidence does not exist that the student engaged in an act
of academic misconduct.
(2) The matter can be concluded at the conference level and a penalty imposed if the student
makes a voluntary written admission that they engaged in an act of academic misconduct. The
student will be given written notice of the penalty. Copies of this notice will be given to the
instructor and to the Office for Academic Affairs. If the penalty imposed by the monitor
includes assignment of a grade, the course instructor must approve the specific grade before the
grade can be assigned. If the course instructor does not approve the grade recommendation, the
response will be treated as an appeal and forwarded on to the academic dean.
(3) The matter will be forwarded to the academic dean:
(a) if it is not dismissed by the monitor and the student does not make a written admission of
academic misconduct, or
(b) if, within one week from the date the conference is concluded, either the student or the
course instructor appeals the decision of the monitor, including dismissal or penalty, and
requests that there be further review.
3. Penalties for Academic Misconduct
a. Penalties for academic misconduct can range from a reprimand to a penalty as severe as suspension
for a definite time or even indefinite suspension. Indefinite suspension normally requires a minimum of
one semester. After one semester students may appeal for reinstatement. Academic deans have the
authority to impose the full range of penalties. Divisional academic misconduct monitors may impose
penalties only after receiving a voluntary written confession. Misconduct monitors are authorized to
impose penalties up to but not including suspension and may impose penalties of suspension or
indefinite suspension if authority to do so has been delegated by the academic dean. All persons who
admit to or are found guilty of an academic offense for which a penalty less than an indefinite
suspension is imposed will receive a penalty of indefinite suspension if they admit to or are found guilty
of another offense of academic misconduct. In all cases that involve suspension as a penalty, the
academic misconduct monitor will place a hold on the student’s record to prevent further enrollment.
The Office of the University Registrar will facilitate dropping any existing future enrollment.
b. A penalty of indefinite suspension is generally mandated for a finding of guilt on all second offenses.
It is preferred the students who are indefinitely suspended due to a second offense sit out for one
academic year, but one major semester (fall or spring) is generally the minimum requirement. The dean
of the college where the offense occurred should notify the student’s home college of the indefinite
suspension at the time of suspension. Additionally, the dean who suspends the students should consult
with the dean of the student’s home college in determining reinstatement. In cases that involve
suspension as a penalty, the dean’s office of the college where the misconduct occurred will place a hold
on the student’s record to prevent further enrollment.
4. Resolution by the Academic Dean
a. The dean will consider timely appeals from students or instructors who are not satisfied with the
dismissal or the penalty imposed by the academic monitor. The dean will also make decisions
concerning guilt and penalties for students who have not made an admission of misconduct.
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b. Any matter not resolved by the misconduct monitor will be resolved by the academic dean. The dean
may act alone or in conjunction with a standing divisional committee or an ad hoc committee appointed
by the dean, but the dean shall make the decision. The academic dean will confer with the course
instructor, the student, and any other appropriate persons, to discuss the matter in question. The dean
may arrange an individual or group conference to discuss the matter. The student will be allowed to
make a statement and to present evidence, witnesses, and other relevant materials; the student may be
accompanied and advised by any one person the student chooses. This adviser, who may be an attorney,
may privately consult with and advise the student, but may not question witnesses, make statements, or
otherwise directly participate in the conference discussing the matter. Any fees charged by the adviser
are the sole responsibility of the student. The dean or committee may remove or dismiss a support
person/adviser who becomes disruptive or who does not abide by the limitations on their participation.
The dean will seek the advice of the course instructor prior to assigning a grade penalty. However, the
dean is not obligated to follow the instructor's recommendation since a penalty is being assigned rather
than an evaluation of academic work. Notice of the dean's decision will include a statement of the
academic misconduct charges and will be sent to the student with copies to the instructor and other
involved parties; the student or the instructor may appeal the dean's decision to the Office for Academic
Affairs if the appeal is filed within 15 working days of the date of mailing of the dean's decision.
No penalty will be imposed until:
(1) the time for appeal has expired, or
(2) a decision on the appeal has been reached.
c. The dean's decision(s) may be appealed to the Office for Academic Affairs within 15 working days of
the mailing of the dean's decision(s). Appeals must be based on substantive grounds such as procedural
errors, new evidence, or inconsistencies in penalties assigned. After 15 days, appeals are not accepted,
and the penalties will be imposed.
5. Appeal to Office for Academic Affairs
When an appeal is received by the Office for Academic Affairs, an official from that office will schedule
a conference(s) with the student and other concerned parties to discuss the reasons for the appeal. If
meetings with the student and other concerned parties result in an agreeable solution to the matter, the
appeal process will end. If no such solution is reached, the official from the Office for Academic Affairs
will recommend to the Provost, giving reasons for the recommendation, whether the appeal should be
heard or denied. The appeal will not be granted unless there are substantive grounds to support the
appeal, such as procedural errors, new evidence that was not previously available, or inconsistencies in
the penalties assigned. If the Provost denies the appeal, the appeal process will end. If the appeal is to be
heard, the official from the Office for Academic Affairs will convene a panel to resolve the issues that
remain.
The panel will consist of a person designated by the Vice President for Student Life, a person designated
by the Provost (not the official convening the panel), one student (appointed by the President of the
SGA), and one course instructor (appointed by the President of the Faculty Senate); both the student
and the course instructor will come from the division holding jurisdiction for resolving the alleged
misconduct if it is possible to find such people who have no prior connection with the case. In cases
involving graduate students, the faculty and student members of the appeal panel should hold graduate
faculty or graduate student status, respectively. The person designated by the Provost will serve as
hearing administrator and will coordinate and preside at all meetings conducted to resolve the academic
misconduct appeal.
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The hearing by a panel is an administrative hearing and the proceedings will be informal rather than
those used in courts of law. The panel may admit any evidence that is of probative value in determining
the issues, subject to the panel's judgment as to the relevance, credibility, and weight of the evidence.
The panel may ask the parties to produce evidence on specific issues, may examine witnesses, and may
call and examine its own witnesses. The party requesting the hearing (in most cases, the student) may be
accompanied and advised by any one person they choose.
This advisor, who may be an attorney, may privately consult with and advise their client, but may not
question witnesses, make statements, or otherwise directly participate in the conference discussing the
matter; only the client may participate in the hearing in this manner. Any fees charged by the adviser are
the sole responsibility of the party who invited the adviser. The person designated by the Provost may
remove or dismiss an adviser who becomes disruptive or who does not abide by the limitations on their
participation. The panel will decide each of the issues raised in the appeal. The panel's decision will be
final and will conclude the process insofar as the University is concerned. A decision contrary to the
student's position must be supported by the votes of at least three of the four panel members. The panel
will give written notice of its decision(s) to the student, the course instructor, the dean, and the Provost.
6. Records
Records documenting investigations and/or disciplinary actions taken against UA students charged with
academic misconduct shall be maintained by the academic division for as long as required pursuant to
the University’s record retention schedule (https://www.lib.ua.edu/wp-
content/uploads/RDA_2017edition.pdf).
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Appendix F: Policy on Plagiarism and Falsification of Data
The following is a modification of the Graduate School Policy on Plagiarism and Falsification of Data that was
adopted as policy by the BSW Program Committee 1/29/92.
The purpose of this policy statement is to clarify the obligations of students in their use of
sources and in their reporting of data, and to establish a procedure for dealing with any violations
that might occur.
I. The proper use of sources.
Although the details of form vary among the various style manuals, the tradition of
differentiating between a writer’s original wording and the wording found in his or her sources
is common to them all. Specifically, in making a comment about or in summarizing a work as a
whole, quotation marks and specific page numbers are not normally required provided the actual
words of the source are not used.
Example: Early vocational theorists (Kitson, 1925; Parsons, 1909) relied heavily on what is
known as the trait factor theory.
Here, the writer is providing an original description of the work of Kitson and Parsons.
Quotation marks would be inappropriate because the writer has not copied the description or
any part of it from any unique source. The works summarized are acknowledged parenthetically
with the names of their authors and the dates of their publication according to the conventions
of the APA Style Manual. (Researchers who use other style manuals should consult them for the
proper forms to use in these circumstances.)
In determining whether a given phrase requires quotation marks, the distinction between a
unique source and other sorts of influence is an important one. It is quite likely, for example, that
the phrase “trait factor” or even “trait factor theory” was not the original invention of the
researcher who summarized Kitson’s and Parson’s work. It is also likely, though, that those
phrases are common in the literature being discussed and could have been copied from any
number of sources, so that adding quotations and specific page numbers to indicate the original
occurrence would probably be impossible and certainly pointless.
When the writer chooses to use the actual words of a unique source, the following conventions
must be observed.
A. The words must be copied exactly as they are in the source, except when ellipsis dots or
brackets are used to indicate additions, alterations, or deletions.
B. The reference must include not only the year of publication but also the page number as
well.
C. The quoted passage must be enclosed in quotation marks if it is short or separately
indented if it is long.
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As a rule, a quotation of more than three lines is indented.
Examples:
In a recent article regarding career counseling research, Oliver (1979) suggested that the
“increased interest in career counseling has led to the need for measuring the impact of career
counseling” (p. 217). McDermott (1977) made the following recommendation in his doctoral
dissertation:
Different methods of career information delivery should be studied to discover which are the
most effective; general career information should be studied to determine more precisely the
effectiveness of each type of information on career development as measured by career
maturity. (p. 5927A)
Notice that quotation marks are not used in block quotations; the indentation signals that the
material is quoted.
II. Plagiarism
Plagiarism in its purest form involves the copying of entire passages either verbatim or nearly
verbatim, with no direct acknowledgment of the source. Outright plagiarism needs no
exemplification: researchers who copy from sources without acknowledging them know, or
ought to know, that they will be liable to the severest academic penalties and, in some cases, to
civil penalties as well.
Sometimes plagiarism is subtly disguised, as it is in the passage below:
Example:
Bahr, Chadwick, and Stauss (1979) pointed out that social distance and personal
distance tend to be congruent and complementary, but personal-distance rules
may emerge
to define relationships not covered by social-distance norms. They
stated that if a society has social-distance norms forbidding intermarriage but
permitting
acquaintance with members of an ethnic group, the appropriate
personal-distance rules would be developed by the individual to regulate his or her
interaction. According to Bogardus (1954), social distance includes personal
distance.
In this passage two forms of plagiarism occur. The first is that in not using quotation marks, the
writer is indicating that the first paragraph is an original paraphrase of Bahr, Chadwick, and
Stauss. It isn’t. In fact, every word except for the two introductory clauses—Bahr, Chadwick, and
Stauss (1979) pointed out that, and “They stated that”—was copied directly from p. 220 of the
book cited in the notes (American Ethnicity.)
The second paragraph in the example is also a form of plagiarism in that it purports to be the
researcher’s summary of Bogardus. It isn’t. The summary appears in American Ethnicity just below
the paragraph that was improperly quoted in the first paragraph of the example. Whether the
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writer took the trouble to look at Bogardus in the original is irrelevant; consulting the original
first hand would not entitle a researcher to use someone else’s summary of it without proper
attribution.
Another form of plagiarism occurs when, instead of quoting a passage directly, a writer
attempts to avoid the necessity of using quotation marks by making a few superficial
changes in the text.
Example:
Mayr (1982) noted that the essential difference between Lamarck’s
and Darwin’s mechanisms of evolution is that for Lamarck the
environment and its changes had priority. They produced needs
and activities in the organism that caused adaptational variation.
Every word after" that" in the first line was copied verbatim from Mayr, The Growth of Biological
Thought, p. 354, except that “essential” was “crucial” in the original, Darwin’s name came before
Lamarck’s, and the phrase and “these in turn” in the original of the second sentence was replaced
by “that.” In short, the sentence is too close to the original to be considered a paraphrase, and yet
it is altered so that it cannot be regarded as a quotation. It is de facto plagiarism, and although
writers who commit this impropriety may plead ignorance of the conventions, ignorance of this
sort cannot be condoned or excused.
III. Avoiding Plagiarism
The best way to avoid plagiarism is to study the conventions carefully with an understanding of
their purpose, which is to acknowledge indebtedness to previous scholars for phrases, insights, or
information that may have affected the researcher’s approach to the problem at hand. In mature
scholarship, quotations serve a purpose that would not be served by paraphrase; they include a
technical definition, an authoritative or controversial opinion, an important distinction, a
noteworthy phrase, or some other quality that makes them interesting or important for the reader
to see in the original form. Paraphrasing is more appropriate than quotation when the research is
summarizing an entire document or a lengthy part of it. As a rule of thumb, when researchers are
relying so heavily on a particular passage that they must have a copy of it before them as they
write, chances are they should quote the passage verbatim and acknowledge it rather than attempt
to paraphrase.
Beginning scholars should also be mindful of these other required conventions.
A. When material is quoted, it must be quoted exactly as it appears in the original, mistakes
and all; any additions, deletions, or alterations must be clearly signaled by brackets or
ellipsis dots as indicated in the style manuals.
B. The acknowledgment of material that is quoted or paraphrased from a single passage in the
original must include the page number or numbers on which the original appeared.
C. Data that are not commonly available should never be cited without a clear indication
of their source.
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D. Terminology or phraseology that is not common in the literature should never be copied
without proper acknowledgment.
E. Changing a few words in a source to avoid the necessity of quotation marks is at best
amateurish scholarship and at worst outright plagiarism.
In general, researchers should study the appropriate style manual before beginning a research
project and consult with faculty as frequently as necessary as they draft their reports.
IV. Falsification of Data
The national press and specialized academic publications have in recent years reported cases in
which researchers have deliberately falsified their data or used data that they knew or should have
known were unreliable. Obviously, this practice is unethical in itself, and it erodes public
confidence in scientific and scholarly investigation. Researchers themselves must be the primary
custodians of their own integrity in these matters, but faculty members must be reasonably
cautious about endorsing the work of their students if they have any doubt about its authenticity.
It is, of course, important for faculty members and students to establish an atmosphere of mutual
trust so that research can be conducted and reported frankly and freely. When violations of this
trust are discovered, however, either by supervising faculty or by other knowledgeable persons,
they will be regarded as serious academic misconduct and will be treated according to the
procedures already in place in each academic division.
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Appendix G: Independent Study Policy and Proposal Form
Students in each of the degree programs may complete no more than one Independent Study
during the course of study in the respective degree program. The option of an Independent Study is
available to allow students to enhance their capacity in independent investigation and learning
under the supervision of an instructor with expertise in the area of study. However, there must be a
compelling academic necessity that justifies an Independent Study. Students who request approval
for an Independent Study must do so with a well-defined plan that is consistent with the
requirements of the specific degree program, and there must be evidence of a level of effort that is
consistent with regularly offered courses. It is normally expected that a request for Independent
Study will not substantially cover content and/or material that is covered in regular courses in the
curriculum. Independent Study will not exceed three hours of credit.
A proposal for Independent Study must be focused on a specific area of inquiry and include the
following:
1. Specific goals and objectives;
2. Discussion of the rationale for the project, including how it supports the
requirements of the student’s degree program;
3. Discussion of the methodology to be followed;
4. Selected bibliography of primary sources to be used; and,
5. Description of how the project will be monitored and evaluated.
Requests for completing an Independent Study project should be done at the time of registration
for the semester or term in which the project is to be completed. The adding of Independent Study
after the semester has begun is not permitted. Independent Study may be dropped in accordance
with The University of Alabama policy.
The student is responsible for initiating a request for Independent Study with the concurrence of
his/her advisor. The Request for Independent Study form must be completed by the student and the
supervising instructor and submitted to the BSW Program Director for approval. Final approval of
the request is made by the associate dean. The request must include a thorough description of the
project and include the material noted above.
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THE UNIVERSITY OF ALABAMA SCHOOL OF SOCIAL WORK
REQUEST FOR INDEPENDENT STUDY (SW 498)
Semester 20
School in which student is enrolled
Name CWID#
Address
City State Zip Code
Email Address
Telephone Number(s)
Date submitted for approval
Signatures:
Student______________________________________ Date________________________________
Advisor______________________________________ Date________________________________
Supervising Instructor__________________________ Date________________________________
Program Director_____________________________ Date________________________________
Associate Dean_______________________________ Date________________________________
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Appendix H: University-wide Academic Grievance Procedures
I. Academic Grievances
A. A student academic grievance is broadly defined as a student complaint regarding an
academic action taken by instructional or administrative personnel at The University
of Alabama. An academic grievance may be filed by a student against University
personnel including instructional personnel, administrators, or staff members at the
University. Examples of academic grievances include, but are not limited to,
allegations of unfairness in grading, alleged violation of a written or oral agreement
with a student (e.g., course requirements for graduation), and alleged inconsistent
applications of existing policies.
For a protest of a final course grade or other final comprehensive evaluations to be
considered, the protest must be based upon one or more of the following grounds
and upon allegation that the ground or grounds cited influenced the grade assignment
to the student’s detriment:
1. Arithmetic or clerical error.
2. Arbitrariness, possibly including discrimination based upon race, sex,
religion, or national origin of the student.
3. Personal malice.
Grievances related to course grades normally should be filed during the semester in
which the alleged action takes place, but such protest must be made not later than
the last day of classes of the next succeeding regular semester. This grievance
procedure is not available in cases where a decision has been appealed, and been
afforded a committee hearing, and the appeal has been denied.
B. A student must file a grievance in the academic department (academic department is
a phrase that also refers to academic program or area if these terms apply) of The
University of Alabama in which the alleged action took place. Academic grievances
shall be resolved by the department head in the division where the grievance took
place. Grievances concerning matters that are not within the jurisdiction of a
particular academic division, and grievances against the divisional academic dean
must be resolved by the Academic Vice President. Grievances against the
department chairperson must be resolved by the divisional academic dean. Appeals
from the academic dean’s decisions may also be made to the Provost/Vice
President for Academic Affairs.
II. Resolution by Department Chairperson
A. A student who believes that an academic action has unjustly affected him/her may file
a grievance with the department chairperson. The facts and circumstances which are
bases for the academic grievance should be presented to the department chairperson
in written form.
B. The department chairperson will schedule a conference with the student who has
brought the grievance, reissue the student a copy of the University-wide Academic
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Grievance Procedures ascertain the circumstances involved and review any materials
or circumstances pertinent to the grievance to determine if there seems to be a
reasonable or sound basis for the grievance. If the department chairperson concludes
that there is a reasonable or sound basis for the grievance, or if the student insists on
filing the grievance anyway, then the department chairperson will arrange conferences
with the student and the other person(s)
involved.
Prior to these conferences, the other person(s) involved will be given a copy of the
written grievance and will be reissued a copy of the University-wide Academic
Grievance Procedures. Both the student and the other person(s) will be informed
that the purpose of the conferences scheduled by the department chairperson is to
attempt to resolve the issue informally. Both parties will be informed that they
have the right to present any evidence, supporting witnesses, or any other
information when these conferences are scheduled.
C. At the beginning of these conferences, the department chairperson will inform the
student and the other person(s) involved that the purpose of these meetings is to
attempt to resolve the grievances informally. The department chairperson will act as
an intermediary between the student and the other individual(s) with whom the
student has a dispute. If a mutually satisfactory resolution can be reached, the
academic grievance is resolved.
D. If a resolution cannot be reached informally between the student and the other
person(s)
involved, then the matter will be forwarded to the academic dean to the
resolved.
III. Resolution by Academic Dean
Any matter not resolved by the department chair will be resolved by the academic dean.
The dean may act alone or in the conjunction with a standing divisional committee or an
ad hoc committee appointed by the dean, but the dean will make the final decision. The
academic dean will arrange conferences with the faculty member, student, and others, as
may be appropriate, to discuss the matter in question. The student and the other person(s)
involved will be given an opportunity to make a statement, present evidence, witnesses, or
materials pertinent to the academic grievance; during these conferences, both parties can
be accompanied or advised by anyone either party chooses. The academic dean, after
careful deliberation, will render a decision.
Notice of the dean’s decision will be sent by certified mail to the student with copies to the
faculty or staff member and other involved parties; either party may appeal the dean’s
decision to the Office for Academic Affairs if the appeal is filed within 15 working days of
the date of mailing of the dean’s decision.
IV. Appeal
The dean’s decision may be appealed to the Office for Academic Affairs within 15
working days of the mailing of the dean’s decision. Appeals must be based on
substantive grounds, such as procedural errors, new information, or inconsistencies in
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the application of policies.
When an appeal is received by the Office for Academic Affairs, an official from that office
will schedule a conference(s) with the student and other concerned parties to discuss the
reasons for the appeal. If meetings with the student and other concerned parties result in an
agreeable solution to the matter, the appeal process will end. If no such solution is reached,
the official from the Office for Academic Affairs will recommend to the Academic Vice
President, giving reasons for the recommendation, whether the appeal should be heard or
denied. If the Academic Vice President denies the appeal, the appeal process will end. If the
appeal is to be heard, the official from the Office for Academic Affairs will convene a panel
to resolve the issues that remain. The panel will consist of a person designated by the Vice
President for Student Affairs, a person designated by the Academic Vice President (not the
official convening the panel), one student (appointed by the President of the SGA), and one
faculty member will come from the division holding jurisdiction for resolving the academic
grievance; it is possible to find such people who have no prior connection with the case. In
cases involving graduate students, the faculty and student members of the appeal panel should
hold graduate faculty or graduate student-status respectively. The person designated by the
Academic Vice President will serve as hearing administrator and will coordinate and preside at
all meetings conducted to resolve the academic grievance appeal.
The hearing by a panel is an administrative hearing, and the proceedings will be informal
rather than those used in courts of law. The panel may admit any evidence which is of
probative value in determining the issues, subject to the panel’s judgment as to the relevance,
credibility, and weight of the evidence. The panel may ask the parties to produce evidence on
specific issues, may examine witnesses, and may call and examine its own witnesses. The
student may be represented at the hearing by a person of his or her choice; if the student is
represented by an attorney, then the other parties may be represented by a person from the
Office of University Counsel. Each party (or the representative of the party) will have the
right to confront and cross-examine all opposing witnesses. The panel will decide each of the
issues raised in the appeal. The panel’s decision will be final and will conclude the process
insofar as the University is concerned.
A decision contrary to the student’s position must be supported by the votes of three of the
four panel members. The panel will give written notice of its decision to the student, the
faculty or staff member, the dean, and the academic vice-president.
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Appendix I: Policies and Procedures for Evaluating Students’ Professional
Preparedness
Members of the School of Social Work community have an obligation to the social work
profession to make reasonable efforts to ensure that graduates of its professional
programs are emotionally and ethically prepared for the demands of ethical practice.
This duty is consistent with the Code of Ethics of the National Association of Social
Workers (2.09, 2.10 and 2.11) and with the academic objectives of the BSW and MSW
Programs that require students to “understand the value base of the profession and its
ethical standards and principles and practice accordingly.”
Therefore, the appropriate program director will consult with any student in his/her
respective program who a) exhibits “impairment that is due to personal problems,
psychosocial distress, substance abuse, or mental health difficulties” that is deemed by that
program director likely to interfere with social work practice effectiveness or b) who
engages in other behavior proscribed by the National Association of Social Workers. The
program director will (if appropriate) make reasonable efforts to assist the student in
resolving behavioral concerns regarding the student’s ability to practice effectively and
responsibly in the social work profession.
The results of this student/program director consultation may include:
(a) a determination that the alleged behavior does not constitute an ethical violation or
impairment serious enough to interfere with practice effectiveness;
(b) the development of a plan for remediation of the behavior while the student
continues in the social work program;
(c) the student’s temporary withdrawal from the social work program; or
(d) the student’s indefinite withdrawal from the social work program.
Procedures
1. Members of the School of Social Work community having credible knowledge of a
student’s possible ethical violations and/or impairment serious enough to interfere with
the student’s practice effectiveness are expected to act on that knowledge. Any member
of the School of Social Work who believes that a student has possibly violated the NASW
Code of Ethics or has engaged in any activity that is likely to interfere with social work
practice effectiveness is encouraged to first directly interact with the student at issue
concerning the conduct in question.
2. Upon completion of the direct interaction regarding the potential violation, that person is
to present pertinent information to the program director in a signed, written statement.
This statement should present a thorough description of the violation being alleged,
including specification of the behavior, sources of information and if applicable, the
relevant standard(s) in the NASW Code of Ethics that is in question.
3. Within two academic work weeks of receiving the statement, the program director will
notify the student and his/her academic advisor, in writing, of the allegations. The
program director will provide the student and his/her advisor with a summary of the
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concerns, the NASW Code of Ethics standard in question, as well as the name of the
source of information to the student alleged to have problems.
4. The program director will convene a meeting with the student and his/her advisor to
discuss and evaluate the allegation(s) and, if necessary, agree on a resolution of the
concern(s). If the agreed- upon resolution specifies a need for remediation, a written
plan of remediation will be prepared and (if the student agrees) will be signed and dated
by the student, the advisor, and the program director.
The remediation plan will be explicit with stated criteria and deadlines for assessing its
success or failure. The program director will monitor compliance with the plan.
If the resolution specifies a temporary or indefinite withdrawal from the social work
program, the written plan will include the period of time that must elapse before the
student may apply for reinstatement (in keeping with the readmission policy, a minimum
of 12 months will be required) as well as the criteria that will be used in making a
determination about reinstatement.
5. All files and documents related to evaluations of students’ professional preparedness
will be confidentially maintained in the Office of the Registrar in the School of
Social Work and will be available only to those individuals with a legitimate job-
related, need to know, including but not limited to the program director, the student,
and his/her academic advisor.
6. If the student does not agree that there is a problem or does not agree with the written
remediation plan, the student may request that the program director convene a Hearing
Panel to consider the issues raised and recommend a resolution. The student’s request
must be submitted within 10 working days of the date the written plan was discussed
and shared with the student.
7. The Hearing Panel will consist of three full-time faculty members: one faculty member
(excluding the student’s academic advisor) to be selected by the student, one selected by
the program director, and the third to be selected by the first two faculty members.
8. The Hearing Panel will conduct a hearing that addresses factual matters concerning the
student’s alleged behavior and/or inappropriate conduct. The student may invite one
adviser of his or her choice to the hearing. The student is responsible for presenting his
or her own case and, therefore, the adviser is not permitted to speak or participate
directly in the hearing.
9. The panel may make one of four determinations.
A. The student will be encouraged to continue in the program.
B. The panel will affirm the original remediation plan.
C. The panel will develop its own remediation plan.
D. The student will be required to withdraw, either temporarily or indefinitely from the
program for reasons stated in writing. The written plan will include the period of
time that must elapse before the student may apply for reinstatement (in keeping with
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the readmission, a minimum of 12 months will be required) as well as the criteria that
will be used in making a determination about reinstatement.
The determination will be written and signed and dated by all Hearing Panel members. There is
no right to an appeal from or further review of the determination of the Hearing Panel.
10. The program director will implement the decision of the Hearing Panel.
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Appendix J: The University of Alabama Harassment Policy
I. Statement of Policy
A. Harassment Is Not Tolerated
The University of Alabama is committed to providing an environment for employees, students, and
campus visitors that is free from illegal harassment based on race, color, religion, ethnicity, national origin,
sex, sexual orientation, age, disability, or veteran status. Such illegal harassment violates federal civil rights
laws and University nondiscrimination policy and may lead to personal liability for the results of such
behavior.
The University of Alabama is committed to providing and promoting an atmosphere in which employees
can realize their maximum potential in the workplace and students can engage fully in the learning process.
Toward this end, all members of the University community (including faculty, staff and students) must
understand that harassment based upon one’s protected status as identified above will not be tolerated, and
that they are required to abide by the following policy. The University will take appropriate action to
prevent, correct, and where warranted, discipline behavior that violates its Harassment Policy.
The University implements its Harassment Policy through preventive education and training, and through
procedures for investigating and resolving claims of harassment. Employees and students are encouraged
to review the University’s on-line training tutorial on harassment,
(http://training.newmedialearning.com/psh/ua/) and participate in training programs which are offered by
a variety of departments and divisions, including the Department of Human Resources. Individuals who
believe they are being harassed are encouraged to report the problem to appropriate administrative officials.
Information about appropriate complaint channels and the procedures for resolution of claims of
harassment follows and can also be obtained from the Deans’ Offices, the Vice Presidents’ Offices, the
Department of Human Resources, or the Office of Equal Opportunity Programs.
B. Retaliation Is Not Tolerated
The University encourages students, faculty, and staff to express freely, responsibly, and in an orderly way,
opinions and feelings about any problem or complaint of harassment. Retaliation against persons who
oppose or complain about harassment is strictly prohibited. Retaliation is any action that has the effect of
punishing a person for engaging in a legally protected activity, such as alleging harassment, making a
harassment complaint, or assisting in a harassment investigation. Examples of retaliatory adverse
employment actions include suspension, demotion, or termination. In addition, this policy prohibits
retaliation in the form of harassment, intimidation, threats, or coercion, or in the form of any materially
adverse harm that would dissuade a reasonable student or employee from filing a harassment complaint or
participating in a
harassment investigation.
An employee/student is protected against retaliation for his or her opposition to harassment as long as the
employee/student has a reasonable and “good faith” belief that the complained of conduct is illegal, even if
it turns out that the complainant was mistaken as to the legality of the conduct. It is a violation of the
University's policy to retaliate against the complainant(s), respondent(s), witnesses, or others involved in the
review of such complaints. Any employee who retaliates against an employee or a student in violation of
the law and/or the University’s Harassment Policy is subject to disciplinary action.
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This Harassment Policy shall not, however, be used to bring frivolous or malicious complaints against
students, faculty, or other employees. If a complaint has been made in bad faith, as demonstrated by clear
and convincing evidence, disciplinary action may be taken against the person bringing the complaint.
II. Factors Considered in Determining Existence of Harassment
A. Definition of Harassment
Harassment is abusive or hostile conduct which is directed toward or inflicted upon another person because
of his or her race, color, religion, ethnicity, national origin, sex, sexual orientation, age, disability, or
veteran’s status and which, because of its severity or pervasiveness, unreasonably interferes with an
individual’s work or academic performance, or creates a hostile or abusive work or learning environment
for that individual’s work, education, or participation in a University activity. Harassment is typically based
on stereotyped prejudices and includes, but is not limited to, slurs, jokes, objectionable epithets, or other
verbal, graphic, or physical conduct that demeans, insults, or intimidates an individual because of his or her
race, color, religion, ethnicity, national origin, sex, sexual orientation, age, disability, or veteran status.
B. Sexual Harassment Defined
Sexual harassment includes unwelcome sexual advances, requests for sexual favors, and other verbal or
physical conduct of a sexual nature when (1) submission to such conduct is made, either explicitly or
implicitly, a term or condition of employment or academic advancement; (2) submission to or rejection of
such conduct by an individual is used as the basis for employment or academic decisions; or (3) such
conduct has the purpose or effect of unreasonably interfering with an individual's performance as an
employee or student, or creating an intimidating, hostile, or offensive working or learning environment.
C. Factors Considered in Assessing Whether Harassment Exists
In determining whether conduct constitutes prohibited harassment, the following understandings shall
apply:
1. Harassment must be distinguished from behavior which, even though unpleasant or
uncomfortable, is appropriate to the carrying out of instructional or supervisory responsibilities
(e.g., criticism of work, corrective discipline, performance evaluation; discussion of controversial
topics germane to an academic subject);
2. The totality of the circumstances must be evaluated to determine whether a particular act or course
of conduct constitutes harassment, including the frequency, severity, and context of the questioned
conduct, and whether the conduct was physically threatening and humiliating or a mere utterance;
3. The conduct alleged to be harassment will be evaluated from the perspective of a reasonable
person in a similar situation and not simply the particular sensitivity or reaction of an
individual;
4. An isolated incident of hostile behavior, although offensive, usually will not be sufficient to establish
a claim of illegal harassment. For example, generally, a single sexual joke, offensive epithet, or request
for a date does not constitute sexual harassment; however, being subjected to such jokes, epithets or
requests repeatedly may constitute sexual harassment. However, administrators and supervisors
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should take corrective action when such isolated incidents occur in order to ensure that repetition of
that or similar conduct does not rise to the level of illegal harassment; and
5. Although repeated incidents of hostile conduct generally create a stronger claim of harassment,
a serious incident, even if isolated, may be sufficient.
D. Academic Freedom and Harassment
In cases of alleged illegal harassment, the protections of the First Amendment must be considered if issues
of speech or artistic expression are involved. Free speech rights apply in the classroom and in all other
education programs and activities of public institutions, and First Amendment rights apply to the speech
of students
and teachers. Great care must be taken not to inhibit open discussion, academic debate and
expression of
personal opinion, particularly in the classroom. Nonetheless, speech or conduct of a
harassing, sexual or hostile nature which occurs in the context of educational instruction may exceed the
protections of academic freedom and constitute prohibited harassment if it meets the definition of
harassment noted above and 1) is reasonably regarded as non-professorial speech (i.e., advances a personal
interest of the faculty member as opposed to furthering the learning process or legitimate objectives of
the course), or 2) lacks accepted pedagogical purpose or is not germane to the academic subject matter.
III. Reporting of Harassment or Related Retaliation Allegations A. Prompt Reporting
Required
Persons who believe they have been targets of harassment or related retaliation should report the
incident(s) immediately to appropriate administrative officials as set forth below. Delay in reporting to
these University officials makes it more difficult to investigate fairly and adequately the incident and may
contribute to the repetition of offensive behavior.
B. Confidentiality
The University will do everything consistent with enforcement of this policy and with the law to protect
the privacy of the individuals involved and to ensure that the complainant and the accused are treated
fairly. Information about individual complaints and their disposition is considered confidential and will be
shared only on a “need to know” basis.
C. Reporting Channels
The following sections identify appropriate harassment resource persons and complaint-receiving officials
that students and employees should contact regarding illegal harassment and/or retaliation for complaining
or participating in a complaint or investigation.
1. Responsibilities of Supervisory Personnel
All members of the University community have a general responsibility to contribute in a positive
way to a University environment that is free of illegal harassment. Supervisory personnel, however,
have additional responsibilities. Supervisory personnel are not only responsible for educating and
sensitizing employees in their units about harassment issues, but they are also directed to take all
appropriate steps to prevent and stop harassment in their areas of responsibility which may include
training. Supervisory personnel who are contacted by an individual seeking to file a complaint
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about harassment in their unit or area of responsibility shall assist the complainant in contacting
the appropriate complaint-receiving officials identified below.
2. Student Complaints
Students with complaints of harassment against faculty members, graduate assistants or other
student employees, and staff members in departments, schools, or colleges should contact the
designated Harassment Resource Person in their department, school or college, or in the
department, school or college in which the alleged offender is employed. A faculty member to
whom a student has come with a complaint of harassment should recommend that the student
contact the designated Harassment Resource Person. The name and location of the designated
Harassment Resource Person can be obtained online from the Office of Equal Opportunity
Programs website or from the Office of Equal Opportunity Programs.
Students participating in internships, field placements, student teaching, or similar academic
experiences in settings off campus should report complaints of harassment arising out of those
placements to the University faculty or staff member providing supervision or to the
designated Harassment Resource Person in their college or school.
Students with complaints of harassment against other students should be addressed to the Student
Affairs designated Harassment Resource Person(s).
Students who believe for any reason that they cannot effectively communicate their concern
through any of these channels may consult the University Compliance Officer in the Office of
Equal Opportunity Programs, or if conflicts exist with the University Compliance Officer, students
may consult with the Vice President for Community Affairs.
Students who believe they are targets of sexual assault or sexual harassment may seek advice and
referral from both the Women’s Resource Center and the Counseling Center. These offices keep
all information confidential and neither receives formal complaints nor conduct investigations.
The Counseling Center is also available to students for assistance on a wide range of issues.
3. Employee Complaints
Employees should report complaints of harassment to the designated Harassment Resource Person
for the college, school, or administrative unit in which they are employed or to the Department of
Human Resources. Employees who believe for any reason that they cannot effectively communicate
their concerns through any of these channels may consult the University Compliance Officer in the
Office of Equal Opportunity Programs, or if conflicts exist with the University Compliance Officer,
employees may consult with the Vice President for Community Affairs.
Employees who believe they are targets of sexual assault or sexual harassment may seek advice and
referral from the Women’s Resource Center. The Women’s Resource Center keeps all information
confidential and neither receives formal complaints nor conducts investigations.
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D. Procedures for Handling Complaints of Harassment
Individuals who believe they are targets of unlawful harassment in their working or academic
environments are encouraged to respond to the alleged harasser directly, by objecting and by
requesting that the unwelcome behavior stop. Individuals may also seek assistance or intervention,
short of filing a complaint, from their supervisor or University complaint-receiving officials
referenced in paragraphs C (2) and (3) above.
An initial discussion between the complainant and the complaint-receiving official will be kept
confidential to the extent allowed by law, with no formal written record. The complaint-receiving
official will explain the options available and will counsel the complainant. If the complainant, after
an initial meeting with the complaint-receiving official decides to proceed, the complainant will be
requested to provide a written statement describing the complaint.
Complaints of harassment will receive prompt attention. Complaints may be resolved through the
informal or formal procedures described below, and appropriate action will be taken. Informal
means are encouraged as the beginning point, but the choice of where to begin normally rests with
the complainant. However, if the complaint-receiving official believes that the matter is sufficiently
grave because it seems to be part of a persistent pattern because of the nature of the alleged
offense or because the complainant seeks to have a sanction imposed, then the complaint-
receiving official will initiate a formal procedure or take other appropriate action.
1. Informal Procedures
a) The complainant may attempt to resolve the matter directly with the alleged offender and
report back to the complaint-receiving official.
b) The complaint-receiving official may notify the alleged offender of the complaint, paying
appropriate attention to the need to maintain confidentiality. The complaint-receiving official
may take whatever steps short of disciplinary sanctions that he or she deems appropriate to affect
an informal resolution acceptable to both parties.
c) Where the alleged offender is a student, the complainant and accused may choose to
participate in mediation. If a complaint is resolved informally, no record of the complaint will be
entered in the alleged offender’s personnel file or student records. However, the complaint-
receiving official will in the form of a confidential file memorandum, record the fact of the
complaint and the resolution achieved. A copy of this memorandum will be forwarded to the
University Compliance Officer in the Office of Equal Opportunity Programs where it will be
retained in confidential files.
2. Formal Procedures
In formal resolution procedures, the written and signed complaint will be directed to the
following officials:
a) If the complaint is against a faculty member, other instructional personnel, or staff employed in
a college or school, it should be directed to the dean of the college/school.
b) If the complaint is against a staff member in a unit other than a college or school, it should
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be directed to the Office of Equal Opportunity Programs.
c) If the complaint is against a student not acting in an instructional or other employment capacity,
it should be directed to the Office of the Vice President for Student Affairs.
d) If the complaint is against a person outside the University (non-employee, non-student), it
should be directed to the dean of the college or school if the behavior is occurring in a college or
school, to the Office of Equal Opportunity Programs if the behavior is occurring in the work
environment outside an academic unit, or to the Office of the Vice President for Student Affairs if
the complainant is a student.
e) If conflicts or other problems exist with the dean or the Office of the Vice President for Student
Affairs handling the complaint, the complaint may be filed with the University Compliance Officer
in the Office of Equal Opportunity Programs. If conflicts exist with the University Compliance
Officer, individuals may consult with the Vice President for Community Affairs.
The officials listed directly above, or their appointed designees will conduct a prompt and appropriate
investigation, conducting whatever inquiry they deem necessary, and will arrange conferences with the
complainant, the alleged offender, and any other appropriate persons. The investigation subject to the
confidentiality provision above will afford the accused an opportunity to respond to the allegations. Those
directing investigations will make a record of the case, including a record of their decision and any sanctions
imposed. Those records are to be retained for at least four years after the individual leaves the University
employment. The officials conducting the inquiry shall forward to the Office of Equal Opportunity
Programs (i) a copy of the complaint, (ii) the decision made regarding the complaint, and (iii) any resolution
achieved, including any sanctions imposed which will be retained in that office’s confidential files. The
complainant and the alleged offender will be notified whether the investigation results in a finding of a
policy violation; however, that information should be treated by both parties as confidential and private.
(Mandating harassment training is not to be considered a “sanction”).
A complainant not satisfied with the resolution achieved by the formal procedures may discuss the
matter further with the University Compliance Officer in the Office of Equal Opportunity Programs.
E. Disciplinary Sanctions
A conclusion that harassment in violation of University policy or the law has occurred shall subject the
offender to appropriate disciplinary action and may result in suspension, discharge, expulsion, or dismissal.
University disciplinary procedures and possible sanctions are described in the Code of Student Conduct in the
Student Handbook, the Staff Handbook and Policy Manual, and the Faculty Handbook. Sanctions imposed
will be determined on the basis of the facts of each case and the extent of harm to the University’s interests.
1. Why should I declare a major in social work?
A degree in social work prepares students for professional social work practice, a growing
and dynamic profession in which you promote the well-being of individuals, groups, and
communities. Social workers are employed by hospitals, schools, child welfare agencies,
criminal justice settings, advocacy organizations, organizations that serve veterans and
active duty military, mental health service providers, and more. The degree also provides
an excellent foundation in problem-solving, communication, and inter-professional
collaboration, skills which are valued by many professions and graduate degree programs.
2. What are the prerequisites for the BSW Professional Program?
• 54 hours, overall minimum GPA of 2.25
• PY 101 or PY 105, SOC 101, and BSC 108 or BSC 109 or BSC 114/115, or BSC
116/117 or BSC 118 or BSC 120 completed with a C- or higher
• Math 100 or placement into college-level math (Math 110 or Math 112 or higher). Math classes
must be completed with a C- or higher.
• Minimum GPA of 2.50 in social work courses
• Completed professional program application
• SW 100 or 105, SW 101, SW 310 (if required), SW 200 or 205, and SW 351 or 355 completed with
a C- or higher
3. Do I have to take two literature classes
and
two history classes? NO!
• You must take HY 101
or
HY 102 (Western Civilization)
or
HY 105
or
106 (Honors
Western Civilization)
or
HY 117
or
118 (World History). A student may take HY 103
or HY 104 (or 107 or 108) instead of HY 101, HY 102, 105, 106, HY 117 or HY 118
if they have taken GY 105 or SW 419.
• You must take either two literature and one history
or two
histories and one literature.
• You must take a sequence in either history or literature (e.g. HY 101 & HY 102 or
HY 117 & 118); any two literatures).
• Taking two literatures and one history will allow you to more easily complete your
humanities and fine arts requirements (e.g., any two literatures and HY 101, 102, 105,
106, 117 or 118).
• You must pass all history and literature classes with a C- or higher.
4. What else do I have to take to complete my core requirements?
•
You must complete Public Speaking (COM 123)
or
Critical Decision Making (COM 122) or one of
the affiliated Honors sections of these courses) with a C- or higher. These are humanities classes.
• You must complete with a C- or higher two courses from the following list. At
least one course must hold the SB designation and the two courses selected must
not be from the same department. Honors sections of the courses listed below
are also acceptable.
o ANT
100
Introduction to Anthropology (SB)
o ANT
102
Introduction to Cultural Anthropology (SB)
o ANT
103
Introduction to Archaeological Anthropology (SB) (HU)
oANT
225
Introduction Global Health (SB)
o EC
110
Microeconomics (SB) (SS)
o EC
111
Macroeconomics (SB) (SS)
o GY
105
World and Regional Geography (SB) (SS)
o GY
110
Principles of Human Geography (SB) (SS)
o PSC
101
American Politics (SB)
o PSC
103
Public Policy (SS)
o PSC
211
State and Local Government
o XXX
155
A freshman seminar, with advisor’s approval (e.g., SW 155, PY
155, or HD 155)
5. How do I decide what foreign language to take?
• Computer programming does not satisfy our foreign language requirement.
• If you did not have foreign language in high school, you should begin with a 101 class.
• If you had less than two years of foreign language in high school, you should
begin with a 101 class.
• If you had two years of foreign language in high school, please refer to the
Undergraduate Catalog for placement information or begin with a 101 class in
another language.
• If you place into a 103 class, you are required to take only that class (only one
semester).
• Many students choose Spanish because of the growing Spanish speaking population
but others choose from the variety of language classes available.
• American Sign Language (ASL) 101 and 102 satisfy this foreign language
requirement.
• Heritage language speakers should contact their appropriate language office to
learn more about which classes they can take to fulfill this requirement. For
example, heritage Spanish speaking students can take SP 355 and 366 to meet this
requirement.
6. How can I complete my science requirements?
• UA requires 8 credit hours of natural science, including a lab with each of the two
classes.
7. The School of Social Work requires human biology (BSC 108 or 109 or BSC 114/115, or BSC
116/117 or BSC 118 or BSC 120) as one of your natural sciences. You must complete biology with a
C- or better.
8. What math courses do I need to take and when?
• One core math class (Math 110, Math 112, or a higher-level math class) completed at a C- or higher.
• During orientation you may be informed that you need to complete Math 100 (and
perhaps Math 005 as well) before taking a core math.
• You must be eligible for a core math before entering the Professional Program.
• You should complete Math 100 or a higher-numbered math course before taking
statistics, which you must complete before enrolling in SW 420 and beginning
your field placement.
9. What electives should I take?
• To complete your required 120 credit hours, you may take 11-15 hours of “free
electives.” “Free elective” means any university class of your choice.
• If you are a freshman, you may want to consider a freshman seminar for a
freshman elective.
• If you are having difficulty with classes, you may want to take some of the study help
classes, such as BEP 110, NEW 122, or BCE 101.
• Some students choose to double major. If you choose to do so, your free electives
should be taken in the second major subject area—discuss this with your advisor in
the division of your other major.
• You may wish to declare a minor. If so, you should take the classes required for that
minor. You need to check with an advisor in the department of study to determine
requirements for a minor.
• In addition
to your free electives, you must complete 6 hours of social work electives.
• Refer to the class schedule in MyBama for social work electives offered in a given
semester.
10. What courses are considered social work electives?
Courses at the 100-400 level that are not required are considered social work electives. Below is a
list of three-hour social work electives that have been offered in the past. Please note that additional
electives may be offered in future semesters and not every elective is offered every semester.
• SW 155 Freshman Seminar (topics vary from semester to semester)
• SW 206 Growing Old in America
• SW 208 Juvenile Delinquency
• SW 210 Family and Child Welfare
• SW 212 Death, Dying, and Bereavement
• SW 300 Special Topics (topics vary from semester to semester)
• SW 320 Volunteerism in Human Services
• SW 345 Traumatic Stress in Social Work: Education
• SW 414 Chemical Dependency
• SW 415: Psychopathology*
• SW 419 International Social Work
• SW 437 Forensic Social Work
• SW 498 Independent Study
*SW 415: Psychopathology can serve as an elective and satisfy the Ancillary Abnormal Psychology requirement.
11. What grades do I need?
• You must meet the University’s Scholastic Progress Standard. This standard
specifies a minimum GPA—it varies with the number of credit hours you have
achieved. Refer to https://catalog.ua.edu/undergraduate/about/academic-
regulations/policies/warning-suspension/ for more information..
• To be accepted into the Professional Program, you must have achieved an overall
GPA of at least 2.25 and a Social Work GPA of at least 2.5.
• Once you are in the Professional Program, you must maintain an overall GPA of at
least 2.25 and a Social Work GPA of at least 2.5.
• You must earn at least a C- in each course required by the School of Social Work.
12. When is the deadline for application into the Professional Program?
• The deadline for application is February 15 for admission in the following fall
semester. The deadline for application is September 15 for admission in the
following spring semester.
• Missing the deadline may delay your admission into the program for 1 year.
13. Why is the Professional Program application deadline so early?
• Faculty need time to review all the applications and to make decisions. (Few
faculty are available for such tasks during the summer.)
• Having a decision during the spring semester allows you to plan for fall if you are beginning the program
in the fall. Likewise, having a decision early in the fall semester allows you to plan for spring and summer.
14. What if I think I am ready for the Professional Program, but I have not met all the
prerequisites?
• SEE YOUR ADVISOR
• You may be eligible for conditional admission.
15. Where can I find more information?
UA School of Social Work BSW Website: https://socialwork.ua.edu/academics/bsw-program/