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School of Social Work

BASW STUDENT HANDBOOK

2022/2023

Revised August 15, 2022

School of Social Work

Millersville, PA 17551-0302

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The Social Work Program and the Profession ……………………….……………………………………………………………….3

BASW Online Degree Completion Delivery Option Sample Course Schedules .………………………………………9

Field Learning Sequence.………………………….………………………………………………………………………………………….10

Social Work Program Policies and Procedures.………………………….…………………………………………………………11

Academic Credit.………………………….…………………………………………………………..………………………………………….11

Admission to the University.………………………….………………………………………………………..……………………….….11

Admission of Transfer Students.………………………….…………………………………………….………………………..….…..11

Transfers from Other Colleges.………………………….………………………………………………………………………………..11

Transfers from within Millersville University.………………………….………………….……………………………………....11

Social Work Program Guide (including Orientation to Major)……………………………………………………………...11

Accelerated BASW to MSW Option………………………………………………………………………………………………………12

Student Conduct and Community Standards…………………………….………………………………,…………………….…14

Title IX………………………………………………………………………………………………………………………………………………..14

Professional Readiness Assessment Process. ……………………….…………………….……………...........................15

Policies for Completion of the Major……………………….…………………….……………........................................16

ePortfolios……………………….…………………….…………….................................................................................16

Periodic Student Reviews……………………….…………………….……………..........................................................17

School of Social Work Additional Learning Opportunities. ……………………….…………………………………….….18

International Social Work Field Placements ……………………….…………………….………………………..................18

Social Work Honors……………………….…………………….……………...................................................................18

Interdisciplinary Gerontology Minor……………………….…………………….……………………………………………………18

Student Organization: Alliance for Social Change..…………………….…………………….……………......................22

Phi Alpha Honor Society……………………….…………………….……………............................................................22

National Association of Social Workers Code of Ethics statement……………………….……………………………..23

Appendix A-Community Service, Civic Engagement and Lifelong Learning Log….…….……...………………..25

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The social work program has been developed within the framework of curriculum content outlined by the Council on

Social Work Education Accreditation Standards. The courses are carefully sequenced so that students may build upon

previously acquired knowledge and have opportunities to experience the integration of various bodies of knowledge.

The general education requirements of Millersville University provide a foundation for social work courses in the major.

It is designed to assist students in developing social work values and professional ethics as described in the National

Association of Social Workers Code of Ethics.

In the Summer of 2015, the Department of Social Work moved to the new College of Education and Human Services and

became the School of Social Work, offering three degree programs in Social Work including a Bachelor of Arts in Social

accredited through 2027.

Affirming the mission of Millersville University, a public, liberal arts institution situated in South Central Pennsylvania,

the Baccalaureate Social Work Program educates students to be competent, evidence-informed social work

professionals who embrace core social work values; enhance human and community well-being promote social,

economic, and environmental justice; and advance human rights through generalist social work practice. The University

and the Program provide a learning environment that prepares students to work in an increasingly diverse society and

to meet contemporary social, cultural, economic, political, and global challenges.

Goal 1: Strengthen human connections and relationships

Goal 2: Practice effectively and ethically

Goal 3: Engage to promote justice and human rights

Goal 4: Think globally; act locally

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and exercise of judgment regarding unique practice situations. Overall professional competence is multi-dimensional

and composed of interrelated competencies. An individual social worker’s competence is seen as developmental and

dynamic, changing over time in relation to continuous learning (CSWE, 2015 Educational Policy and Accreditation

Standards, p. 6).” Further, “each competency describes the knowledge, values, skills, and cognitive and affective

processes that comprise the competency at the generalist level of practice, followed by a set of behaviors that integrate

these components. These behaviors represent observable components of the competencies, while the preceding

statements represent the underlying content and processes that inform the behaviors (p. 6).”

Upon completion of the undergraduate Social Work degree, graduates will be able to:

7. Assess individuals, families, groups, organizations, and communities

8. Intervene with individuals, families, groups, organizations, and communities

9. Evaluate practice with individuals, families, groups, organizations, and communities

The Millersville University Social Work Baccalaureate program has been continuously accredited by the Council of Social

Work Education (CSWE) since 1981. A program is accredited by CSWE only when it has demonstrated that it meets and

maintains the rigorous standards set by the Council. The last accreditation reaffirmation was in 2019 and the program

is accredited through 2027.

important advantage is that accreditation provides you with reasonable assurance that you can participate in a high

quality (BA in Social Work) program designed to prepare you for entry into the social work profession and/or graduate

school.

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Students complete 48 credits in General Education courses to acquire a broad foundation in the humanities and fine

arts, sciences and mathematics, and social sciences. The general education program is structured so students, in

consultation with academic advisors, work to select general education courses that meld with the students’ major

required courses, co-curricular, and extra-curricular activities. The three broad general education objectives are: 1.

Students will think, speak, and write clearly, 2. Students will demonstrate foundational knowledge of the important

ideas and methods of different ways of knowing, and 3. Students will connect important ideas and methods of inquiry

from different disciplines as a means of becoming holistic and responsible citizens in a diverse and technologically

complex, global community. To meet these objectives, the general education curriculum has three components:

Foundations for Lifelong Learning, Critical Thinking Across the Liberal Arts, and Connections and Exploration.

Social Problems.

All social work majors take a minimum of 54 credits of social work courses as described in the curriculum guide. The

curriculum is designed to facilitate the development of the nine core competencies through courses offered in the five

traditional social work content areas of human behavior, policy, research, practice, and field. Below, each course, its

main emphases, relationship between the liberal arts and social work course, and the sequencing and cross-sequencing

of social work courses is described.

• Millersville Academic Honesty Statement:

http://www.millersville.edu/about/administration/policies/pdf/academics/academic-policy-academic-honesty-and-

dishonesty.pdf

• Undergraduate Course Catalog of Millersville University:

http://www.millersville.edu/catalogs/undergraduate/index.pdf

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SOWK 308: Social Work and Substance Use (G3)

SOWK 309: Social Work, Behavioral and Emotional Health

SOWK 312: Social Work and Women: Strengths, Needs and Opportunities (G3, W)

SOWK 313: Family Violence (P)

SOWK 314: Global Well-Being (D, P)

SOWK 315: Grief and Bereavement in a Diverse World (D)

SOWK 316: Mediation (G3)

SOWK 475: Special Topics in Social Work

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In SOWK 301, students complete an autobiographical statement addressing social work career/major selection,

self-assessment, and engage in other preparatory activities that insure readiness for the senior field placement. Some

of these activities include insuring adequate academic progress (completion of required social work courses with C or

higher) participation and documentation of applicable service learning and/or lifelong learning, faculty interview, and

other professional development activities as applicable.

Students and faculty review ePortfolio materials to assess professional development and readiness for the senior field

placement. Student strengths, areas for development, career goals and interests, social work professional values and

identity development is also explored at this stage. Upon review, faculty confer and determine a student’s professional

readiness for field placement. Students next receive written notification regarding their Professional Readiness

determination:

professional (and/or academic) dispositions must be resolved.

3) Deferred Decision: means that a decision regarding a student’s professional readiness and acceptance as a Social

Work major cannot be made due to outstanding professional dispositions related to the Professionalism Policy for

which an action plan is pending.

4) Not Professionally Ready: means that a student is not accepted as a Social Work major because of failure to

resolve a professional or academic disposition because of the Professionalism Policy or University academic

policies.

To appeal determinations, students may employ the University Academic Appeals process, or the College

Professionalism Policy Appeals process as appropriate.

(previously ENGL): Business Writing, or WRIT 319 (previously ENGL): Science Writing which meets the General

the social and behavioral sciences for its knowledge base. In practicing social work, the professional must make

conscious use of self as an instrument to help individuals, families, groups, agencies, and/or communities improve their

functioning. Social work knowledge is essential to effective practice, but, in addition, the professional needs to be able

to apply that knowledge skillfully to concrete situations.

Portfolios are used in many disciplines as a vehicle for students to capture their academic, personal, and professional

development and achievement. Students in the School of Social Work use ePortfolio as an electronic repository to

• Service Learning/Volunteerism

• Lifelong Learning

if the practitioner has values or preconceptions about human nature or a given population group that prohibits

nonjudgmental service delivery. In short, social work is action-oriented and ethics driven. Therefore, programs of

education for social work have the responsibility to assess the student's professional development, commitment,

capacity, readiness, and areas of growth for social work practice. During degree progression students upload various

documents associated with Social Work professional development in their ePortfolio to show evidence of progress.

Students may also provide personal reflection or explanation of how particular artifacts demonstrate

service learning, volunteer service, and civic engagement/internships throughout their academic career. Effective with

the 2021/2022 academic year, community service learning is no longer required in SOWK 301 and 302 (Practice I and II).

Students are still strongly encouraged to take advantage of the vast opportunities for service, volunteerism, civic

engagement, and lifelong learning available at Millersville and in the community. Generally, these experiences occur

outside of class time, over a specified time period.

to continually updating their skills to ensure they are relevant and effective” (CSWE, 2014, p. 3). Lifelong learning in

social work addresses the continuous learning and transformation needed to be an effective social worker in the

changing social, economic, and political environment. To reinforce lifelong learning, students in the BASW program

Periodically, Social Work faculty members review declared and accepted social work majors to assess academic and

professional progress toward graduation. In accordance with the Professionalism Policy, if problems are indicated, the

student is informed by the adviser of the results of the assessment and a plan of action may be developed to address

options to complete international internships and service-learning trips, in addition to this traditional semester long

international field placement option. For additional information please contact Heather Strohman, Field Director,

Heather.Strohman@millersville.edu

independently and intensively in social work. This option is available to students exhibiting superior academic capability

and discipline. Through this process, students are challenged by a faculty mentor to develop advanced research and

writing skills. With guidance from the student's honors thesis advisor, the student engages in research that culminates

in the production of an honors thesis research paper, poster, and presentation. Students who complete the program

earn special recognition upon graduation and in their university record. The honors thesis is designed to support

determination, that info can be found on the MU webpage:

http://www.millersville.edu/commencement/students/graduationhonors.php

interdisciplinary program that offers academic and experiential learning. The program’s objectives include increasing

3) Be prepared for employment in professions dealing with aging or aging-related issues.

4) Be equipped to assume leadership and advocacy roles, in diverse settings, that will serve the aging population.

• GERT 100: Interdisciplinary Introduction to Gerontology

• SOCY 210: Sociology of the Family

• SOWK 306: Social Work and Aging

• SOWK 307: Social Work and Health Care

• SOWK 315: Grief and Bereavement in a Diverse World (D)

(*) OR another elective course approved by the minor or program coordinator.

opportunity to develop knowledge and understanding about social justice within a person-in-environment context.

1) Identify and apply core ethical values and principles utilized when advocating for social justice and human rights.

2) Understand how individuals, institutions and society perpetuate social, economic, and environmental injustice and

learn how to respond to promote positive social change.

3) Identify ways to advocate to promote positive social change.

• SOWK 102: Modern Social Welfare Dilemmas (G3)

• SOWK 201: Social Welfare Policy and Econ

• SOWK 303: Social Welfare and the Law

• SOWK 323: Human Behavior and the Social Environment II

• SOWK 350: Encounters in Human Diversity (D, P)

• SOWK 312: Social Work and Women; Strengths, Needs and Opportunities (W, G3)

• SOWK 313: Family Violence(P)

• SOWK 314: Global Well-Being (D, P)

• SOWK 315: Grief and Bereavement in a Diverse World (D)

• SOWK 316: Mediation (G3)

• SOWK 475: Special Topics in Social Work

(*) OR another elective course approved by the program coordinator.

Foels, Leonora E., Associate Professor of Social Work & BASW Online Degree Coordinator (At MU since 2009). B.S.,

Webber College, 1988; M.S.W.; Simmons College, School of Social Work, 1993; Ph.D., Barry University, School of Social

Research, 2017. Interest Areas: housing and homelessness, poverty, social policy, program management/development,

field education, micro/macro practice; Major Teaching Areas: Introduction to Social Welfare, Perspectives on Poverty,

Policy, HBSE. Jennifer.Frank@millersville.edu

Girvin, Heather L., Associate Professor of Social Work (At MU since 2006) B.A., Dickinson College, 1992; M.S.S., Bryn

Mawr College Graduate School of Social Work & Social Research, 1995; Ph.D., Bryn Mawr College Graduate School of

Social Work & Social Research, 2002. Interest Areas: child welfare, research, diversity; Major Teaching Areas: Child

Welfare, Human Behavior & the Social Environment, Diversity, Family Violence, Field Education.

Heather.Girvin@millersvile.edu

University of Southern Mississippi, 2005; Ph.D., The University of Texas at Austin, 2009. Interest Areas: health care

policy, history of federal policy initiatives, mental health, mediation and alternate dispute resolution, homelessness,

and social work with persons having HIV/AIDS. Major Teaching Areas: Social Welfare Policy-Law and Economics, Human

Behavior and the Social Environment, Research Methods, and Mediation. David.John[email protected]u

Ogongi, Wanja, Associate Professor of Social Work (At MU since 2015). B.A., University of Nairobi, Kenya, 1999; M.S.W.,

West Chester University of PA, 2005; Ph.D., Widener University, Center for Social Work Education, 2012. Interest Areas:

Women empowerment, International social work, Child welfare in the US and globally, and Issues affecting the African

Diaspora in the United States; Major Teaching Areas: Macro Social Work Practice, Human Behavior & the Social

Environment, Health Care, and Field Education. Wanja.Ogongi@millersville.edu

Redcay, Alex, Associate Professor of Social Work, (At MU since 2016) B.A., Truman State University, 2001; M.S.W.;

Southern Connecticut State University,2008; Ph.D., Rutgers University, 2016. Interest Areas: Mental health, substance

use disorders, child welfare, diversity, education, and management. Major Teaching Areas: Social Work Research and

Statistics, Child Welfare, Macro Practice. Alexandra.Redcay@millersville.edu

Saldaña DeJesus, Bertha, Assistant Professor of Social Work DSW Program Coordinator (At MU Since 2012): B.A. (in Social

Work), Shippensburg University, 1998. M.S.W., Widener University, 2004; D.S.W. Millersville University, 2018. Interest

Major Teaching Areas: Policy and Practice, Social Work Administration and Supervision, Gender, and Social Work.

Kathleen.Walsh@millersville.edu

faculty offices, in the school’s office and webpage. Additional information may be provided by the School’s

selections, registration, planning academic and social work careers, and identifying/accessing resources needed to

successfully complete degree/s. Students may find it useful to become acquainted with advisors early to benefit from

• Learning Institute: Global Well-Being and Social Change, Room 326 Stayer Hall, learninginstitute@millersville.edu

children (under 18) at the time of FAFSA application. First preference will be given to a mother under age 30 in the

School of Social Work. Second preference will be given to a mother of any age in the School of Social Work.

and for contributions to the Social Work Organization.

The purpose of Phi Alpha Honor Society is to provide a closer bond among students of social work and promote

humanitarian goals and ideas. Phi Alpha fosters high standards of education for social workers and invites into

membership those who have attained excellence in scholarship and achievement in social work.

1) Declared social work as a major.

2) Achieved 60 or more credits overall.

3) Completed 9 semester hours of required social work courses OR At least 37.5% of total hours/credits required for

the degree (whichever is later achieved)

4) Rank in the top 35% of their class

• Social Justice

3. The Code is designed to help social workers identify relevant considerations when professional obligations conflict or ethical

relevant codes of ethics, recognizing that among codes of ethics social workers should consider the NASW Code of Ethics as their

primary source. Social workers also should be aware of the impact on ethical decision making of their clients' and their own personal

values and cultural and religious beliefs and practices. They should be aware of any conflicts between personal and professional values

and deal with them responsibly. For additional guidance social workers should consult the relevant literature on professional ethics

and ethical decision making and seek appropriate consultation when faced with ethical dilemmas. This may involve consultation with

an agency-based or social work organization's ethics committee, a regulatory body, knowledgeable colleagues, supervisors, or legal

counsel.

Instances may arise when social worker's ethical obligations conflict with agency policies or relevant laws or regulations. When

such conflicts occur, social workers must make a responsible effort to resolve the conflict in a manner that is consistent with the values,

principles, and standards expressed in this Code. If a reasonable resolution of the conflict does not appear possible, social workers

should seek proper consultation before making a decision.

The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such as licensing and

regulatory boards, professional liability insurance providers, courts of law, and agency boards of directors, government agencies, and

other professional groups) that choose to adopt it or use it as a form of reference. Violation of standards in this Code does not

automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial

Social workers' ethical behavior should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics

reflects the commitment of all social workers to uphold the profession's values and to act ethically. Principles and standards must be

applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments.

With growth in the use of communication technology in various aspects of social work practice, social workers need to be aware

of the unique challenges that may arise in relation to the maintenance of confidentiality, informed consent, professional boundaries,

professional competence, record keeping, and other ethical considerations. In general, all ethical standards in this Code of Ethics are

applicable to interactions, relationships, or communications, whether they occur in person or with the use of technology. For the

purposes of this Code, “technology-assisted social work services” include any social work services that involve the use of computers,

mobile or landline telephones, tablets, video technology, or other electronic or digital technologies; this includes the use of various

work organizations, agencies, and educational institutions are encouraged to promote organizational policies, practices, and materials

to support social workers’ self-care. (Revision Effective 6/1/2021)