Alverno College’s Social Work Student Handbook has been adapted from the Student Handbook by Millersville University Social Work Department in Pennsylvania. We sincerely thank them and their willingness to support our BSW program. A special thank you to Dr. Karen Rice for her mentorship through the accreditation process.
Additionally, a special thank you to Lisa McGuire at James Madison University in Virginia for her support and mentorship with this handbook and the social work candidacy process
Social work is a meaningful and challenging profession with a substantial range of career options and opportunities in the greater Milwaukee area as well as in the region, state, and nation. Social workers help people move forward with their goals and life, including overcoming barriers, social inequality, and harmful oppression. Social workers help individuals, families, organizations, and communities secure resources that empower dignity, self-determination, strengths, resources, options, opportunities, and futures. Because of the ongoing need for social justice action, it is essential that social work continuously adapts to support individual, families, organizations, and communities’ in overcoming inequalities, underrepresentation, and oppression.
As of February 2021, Alverno College’s undergraduate social work program has been approved as an accredited program with Council on Social Work Education (CSWE), the accrediting body for social work education. As an approved accredited program, Alverno students will earn a CSWE-approved Bachelor of Social Work (BSW) degree that will increase their knowledge, skills, and strengths while advancing their marketability for employment and success with graduate programs.
This Social Work Student Handbook will provide information on Alverno College’s BSW program, including:
This BSW Social Work Student Handbook is the best tool to provide a holistic explanation of goals, expectations, and requirements of Alverno College’s BSW program. To foster student success, this handbook is reviewed and updated on an ongoing basis. Thus, students are expected to refer to it as their main source of Alverno’s BSW program and follow the included requirements, policies, and procedures. This handbook is in addition to the Building a Community of Learners: A Community Guide and Student Handbook (Alverno College Student Handbook). Students are encouraged to contact Dr. Laura Rucks, APSW, DSW, program director of social work (Laura.rucks@alverno.edu), with any questions, concerns, and/or suggestions.
The Social Work Department Practicum Education Manual is an essential resource that is to be read prior to SW 483: Practicum Education and is referred to often while completing practicum education work.
Further, National Association of Social Worker (NASW)’s Code of Ethics and NASW Standards and Indicators for Cultural Competence in Social Work Practice are excellent supplemental sources to this BSW Social Work Student Handbook.
Social work is a respected, client-centered, evidence-based, practice-driven, future-focused profession. A CSWE-approved BSW degree provides graduates with many benefits including enhanced cultural awareness, knowledge and skills at the individual, group, family, organization, and community levels, and increases their employment and graduate school opportunities. Alverno College’s Social Work Department prepares BSW graduates to be employed as generalist social workers, which means that they can adapt to a wide variety of human services settings, including working at all levels, micro (individuals), mezzo (groups and families), and macro (organizations and communities). This BSW program will continue to work with CSWE and Alverno College to ensure students are earning a degree of rigorous academic standards and professional competency demands. Our graduates are eligible for social work certification (licensure) with the Wisconsin Department of Safety and Professional Services (WDSPS) in Wisconsin and may transfer their license to other states. However, certification or licensure is not required for all social work and human services positions.
In the Milwaukee area, in the state of Wisconsin, as well as nationally, social work has been growing and this growth is expected to continue, according to the Wisconsin Department of Workforce Development and Bureau of Labor Statistics. Social work has successfully defined itself as a respected profession and has made its mark on several human services arenas, such as hospitals, child welfare, and with veterans while gaining more marketability than other human services disciplines in the areas of mental health, domestic violence and sexual assault, schools, residential and in-home services for older persons, youth work, supports for people with disabilities, social action coalitions, and nonprofit leadership and management. Further, our graduates are prepared for graduate studies, such as a master’s in social work (MSW) program.
Disclaimer: As of February 2021, we have been approved as an accredited program. Students can apply for social work licensure with the Wisconsin Department of Safety and Professional Services.
Alverno College’s social work major is located in the Social Work Department. The Social Work Department is located in the Liberal Arts & Professional Studies. Social work has the professional desire to foster positive contributions in people’s lives with a variety of settings using evidence-based approaches. The social work major was added as an offering to meet the needs of students who have a high level of interest in empowering social change at the individual, family, group, organizational, or community level. Social work is a natural fit with Alverno’s mission as well as Alverno has strong community ties that will successfully support social work students’ classroom and practicum education experiences.
The Social Work Department, inspired by Alverno College, fosters well-rounded, social justice-focused students, and celebrates co-curricular learning environment. With Alverno College, the Social Work Department has successful supported students with a diverse range of social identities and lived experiences. For example, culturally diverse, first-generation college students come to Alverno as well as major in social work. Alverno College was the first college designated as a Hispanic-Serving Institution (HSI) since Fall 2017 and continues today. 43% of the student body and 70% of the social work students identify with a racial minority group, such as Hispanic or Latina, Black or African American, Asian-American, and Native American. We have a strong presence of LGBTQA+ student body as well as a large non-traditional student body. Then, 68% of incoming undergraduate students and 90% of the social work students are first-generation college students.
The Social Work Department continues to strive to support Alverno College as they continue to receive national publicity and awards for its curriculum development, which is known internationally. Some examples of our honors include:
BSW Program Director
Dr. Laura Rucks, DSW, APSW
Office: Corona Hall # 313
Phone: 414-382-6762
Email: laura.rucks@alverno.edu
Degrees:
Areas of Expertise:
Dr. Laura Rucks is the BSW Program Director and Assistant Professor of social work at Alverno College. Within the Social Work Department, she is the faculty advisor to the Alverno College Association of Social Work student organization. Dr. Rucks professional experiences include work in the child welfare and family court system. Dr. Rucks is a certified family court mediator who has achieved status as an expert witness for purposes of providing testimony during family court proceedings.
Dr. Rucks earned a Bachelor of Arts in Criminal Justice with an emphasis in law and courts. This degree helped Dr. Rucks transition into the social work profession where she spent significant time working within the juvenile and family court systems. Dr. Rucks earned her Master of Social Work degree from Aurora University. Dr. Rucks earned a doctorate in social work (DSW) from Simmons University where the focus of doctoral studies centered around the need for nonadversarial interventions to address high conflict parenting dynamics.
BSW Practicum Director and Assistant Professor
Diana Johnstone, MSW, LCSW
Office: Corona Hall #316
Phone: 414-382-6248
Email: diana.johnstone@alverno.edu
Degrees:
Areas of Expertise:
Ms. Diana Johnstone is the BSW Practicum Director and Assistant Professor of Social Work at Alverno College. Ms. Johnstone’s professional experiences include direct practice in outpatient, school and community mental health settings, psychiatric crisis and inpatient social work, and Clinical Supervision and Consultation. Ms. Johnstone has specialized in providing evidence-based trauma therapy, advocacy, and community care to youth survivors of sexual violence. Ms. Johnstone is certified in Eye Movement Desensitization and Reprocessing (EMDR) and Brainspotting.
Ms. Johnstone earned a Bachelor of Arts in Psychology, with an emphasis on mental health. Ms. Johnstone earned her Master of Social Work degree from the College of St. Catherine and the University of St. Thomas with a focus on clinical social work with individuals, families and groups with a focus on serving youth.
Academic Administrative Assistant – Office Manager
Mary Tews
Email: mary.tews@alverno.edu
Generalist Social Work Practice
Generalist Social Work Practice is holistically rooted in our social work degree. As defined by the Council on Social Work Education Generalist Practice is defined as practice with diverse individuals, families, groups, organizations, and communities. Generalist Practice:
Council on Social Work Education (CSWE)
Nine (9) Core Competencies
The Alverno College BSW Program embraces the nine (9) core competencies of the national social work accreditation body, CSWE, into their comprehensive curriculum. These nine (9) cores competencies are based upon the CSWE's Educational Policy and Accreditation Standards (EPAS) for 2022 and Alverno’s BSW program utilizes them to foster a generalist practice approach.
The purpose of generalist social work education is to promote students’ ability to engage in evidence-based practice with individuals (micro), families and groups (mezzo), and organizations and communities (macro). Programs need to provide the education needed to teach the nine (9) core competencies while their students are to demonstrate their ability to practice the nine (9) core competencies. The nine (9) core competencies are:
Dimensions
There are four (4) dimensions for the nine (9) competencies. The dimensions and their definitions are provided below:
Each competency has its own description and practice behaviors. The following descriptions and practice behaviors are taken from the Council on Social Work Education’s Education and Policy Standards.
COMPETENCY 1: DEMONSTRATE ETHICAL AND PROFESSIONAL BEHAVIOR
Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by principles of human rights and apply them toward realizing social, racial, economic, and environmental justice in their practice. Social workers understand frameworks of ethical decision making and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, anti-racist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital technology and the ethical use of technology in social work practice.
Social Work BEHAVIORS:
1. Make ethical decisions by applying the standards of the National Association of Social
Workers Code of Ethics, relevant laws and regulations, models for ethical decision making,
ethical conduct of research, and additional codes of ethics within the profession as
appropriate to the context.
2. Demonstrate professional behavior; appearance; and oral, written, and electronic
communication.
3. Use technology ethically and appropriately to facilitate practice outcomes.
4. Use supervision and consultation to guide professional judgment and behavior.
COMPETENCY 2: ADVANCE HUMAN RIGHTS AND SOCIAL, RACIAL, ECONOMIC, AND ENVIRONMENTAL JUSTICE
Social workers understand that every person regardless of position in society has fundamental human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices throughout history that result in oppression and racism, including social work’s role and response. Social workers critically evaluate the distribution of power and privilege in society in order to promote social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably, and that civil, political, economic, social, and cultural human rights are protected.
Social Work BEHAVIORS:
1. Advocate for human rights at the individual, family, group, organizational, and community system levels.
2. Engage in practices that advance human rights to promote social, racial, economic, and
environmental justice.
COMPETENCY 3: ENGAGE ANTI-RACISM, DIVERSITY, EQUITY, AND INCLUSION (ADEI) IN PRACTICE
Social workers understand how racism and oppression shape human experiences and how these two constructs influence practice at the individual, family, group, organizational, and community levels and in policy and research. Social workers understand the pervasive impact of White supremacy and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social workers understand how diversity and intersectionality shape human experiences and identity development and affect equity and inclusion. The dimensions of diversity are understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that this intersectionality means that a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege and power. Social workers understand the societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. Social workers understand cultural humility and recognize the extent to which a culture’s structures and values, including social, economic, political, racial, technological, and cultural exclusions, may create privilege and power resulting in systemic oppression.
Social Work BEHAVIORS:
1. Demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels.
2. Demonstrate cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences.
COMPETENCY 4: ENGAGE IN PRACTICE-INFORMED RESEARCH AND RESEARCH INFORMED PRACTICE
Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analysis, and they interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to a variety of clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources.
Social Work BEHAVIORS:
1. Apply research finding to inform and improve practice, policy, and programs.
2. Identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purpose of social work.
COMPETENCY 5: ENGAGE IN POLICY PRACTICE
Social workers identify social policy at the local, state, federal, and global level that affects wellbeing, human rights and justice, service delivery, and access to social services. Social workers recognize the historical, social, racial, cultural, economic, organizational, environmental, and global influences that affect social policy. Social workers understand and critique the history and current structures of social policies and services and the role of policy in service delivery through rights based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis, implementation, and evaluation within their practice settings with individuals, families, groups, organizations, and communities. Social workers actively engage in and advocate for anti-racist and anti-oppressive policy practice to effect change in those settings.
Social Work BEHAVIORS:
1. Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services.
2. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.
COMPETENCY 6: ENGAGE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, and privilege as well as their personal values and personal experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.
Social Work BEHAVIORS:
1. Apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies.
2. Use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies.
COMPETENCY 7: ASSESS INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities. Assessment involves a collaborative process of defining presenting challenges and identifying strengths with individuals, families, groups, organizations, and communities to develop a mutually agreed-upon plan. Social workers recognize the implications of the larger practice context in the assessment process and use interprofessional collaboration in this process. Social workers are self-reflective and understand how bias, power, privilege, and their personal values and experiences may affect their assessment and decision making.
Social Work BEHAVIORS:
1. Apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies.
2. Demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.
COMPETENCY 8: INTERVENE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings.
Social Work BEHAVIORS:
1. Engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals.
2. Incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.
COMPETENCY 9: EVALUATE 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 evaluate processes and outcomes to increase practice, policy, and service delivery effectiveness. Social workers apply anti-racist and anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use qualitative and quantitative methods for evaluating outcomes and practice effectiveness.
Social Work BEHAVIORS:
1. Select and use culturally responsive methods for evaluation of outcomes.
2. Critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities.
Alverno College’s Ability-Based Learning Program
Alverno College practices an Ability-Based Learning Program. The measure of academic success involves more than the receipt of a diploma. Students are encouraged and connected to the world around them. The focus is on students’ backgrounds and their goals. Students demonstrate what they have learned until they master the content. By making such expectations explicit and by clarifying steps one can take to develop cognitive and affective habits, faculty/staff assist students in learning how to learn and use what they learn in their future careers. It’s an effective and relevant learning experience that is valued by students, graduate schools, and the professional world. It is an empowering experience.
The specific eight (8) abilities identified by our faculty as central to our approach to liberal arts and professional education are:
Communication
makes meaning of the world by connecting people, ideas, books, media and technology. The student must demonstrate and master the ability to speak, read, write and listen clearly, in person and through electronic media.
develops critical and independent thinking. The student must demonstrate and master the ability to use experience, knowledge, reason and belief to form carefully considered judgments.
Problem Solving
helps define problems and integrate resources to reach decisions, make recommendations or implement action plans. You must demonstrate and master the ability to determine what is wrong and how to fix it, working alone or in groups.
Valuing in Decision-Making
approaches moral issues by understanding the dimensions of personal decisions and accepting responsibility for consequences. The student must demonstrate and master the ability to recognize different value systems, including your own; appreciate moral dimensions of your decisions and accept responsibility for them.
Social Interaction
facilitates results in group efforts by eliciting the views of others to help formulate conclusions. The student must demonstrate and master the ability to elicit other views, mediate disagreements and help reach conclusions in group settings.
Developing a Global Perspective
requires understanding of -- and respect for -- the economic, social and biological interdependence of global life. The student must demonstrate and master the ability to appreciate economic, social and ecological connections that link the world’s nations and people.
Effective Citizenship
involves making informed choices and developing strategies for collaborative involvement in community issues. The student must demonstrate and master the ability to act with an informed awareness of issues and participate in civic life through volunteer activities and leadership.
Aesthetic Engagement
integrates the intuitive dimensions of participation in the arts with broader social, cultural and theoretical frameworks. The student must demonstrate and master the ability to engage with the arts and draw meaning and value from artistic expression.
Social Work fits well at Alverno College. The eight (8) abilities have been embedded into Alverno College’s baccalaureate Social Work Program. They are applied to components of the BSW program, just as the CSWE’s EPAS 2022 nine (9) competencies have been applied. Consistent with the institution’s mission, this social work program focuses on the students’ personal and professional growth and development as well as undergraduate education and service.
Alverno’s BSW program is inspired by the Code of Ethics, and to highlight their importance the Values and Ethical Principles are described below.
As defined by the NASW Code of Ethics (2021), the following broad ethical principles are based on social work's core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals to which all social workers should aspire.
Value: Service
Value: Social Justice
Value: Dignity and Worth of the Person
Value: Importance of Human Relationships
Value: Integrity
Value: Competence
Dedicated to educational advancement and community engagement, we prepare generalist social workers committed to professional ethics and values, service, strengths, social justice, and human rights.
The mission is to provide an engaging and enriching learning environment that supports life-long learning as students demonstrate competency in their knowledge, values, skills, and cognitive/affective processes of generalist social work education. Graduates, who are client-centered, ethics-grounded, social justice-focused, strengths-based, human rights-centered, and future-driven, will advocate for the advancement of the quality of life for individuals, families, groups, organizations, and communities.
Alverno College BSW program’s mission statement holistically addresses the Purpose of Social Work Practice, Education, and Educational Policy and Accreditation Standards as the fundamental concepts, outcomes, and philosophies of social work are embedded.
The Social Work Department is driven to motivate life-long learners who are client-centered, adaptable, culturally respectful, knowledgeable, social justice change leaders.
The learning outcomes reflect the learning students demonstrate prior to earning a bachelor’s in social work (BSW). Following each program learning outcome is the Alverno College Eight (8) Abilities, CSWE’s EPAS Nine (9) Competencies, and Social Work Code of Ethics Six (6) Professional Values that are addressed.
The program learning outcomes are:
The mission, vision, and program learning outcomes of this baccalaureate program are consistent with the purpose and values of the social work profession. By having the program grounded in a liberal arts education and by having a holistic curriculum rooted in person-centered, social justice, and person-in-the environment philosophies, students are prepared to work at all levels (micro, mezzo, and macro) of generalist social work practice. Through the curriculum, students learn, process, and demonstrate the nine competencies via both explicit and implicit methods.
Alverno College’s BSW program curriculum is designed to incorporate the human services profession into an academic learning environment that includes the application of theoretical frameworks, evidence-based practice, social work concepts, values, and philosophies.
Alverno College’s eight (8) abilities, CSWE’s Educational Policy and Accreditation Standards nine (9) core competencies, and NASW’s Code of Ethics along with the Standards and Indicators for Cultural Competency in Social Work Practice are embedded into the BSW curriculum. Inspired by generalist practice approach, the curriculum provides graduates the knowledge, strengths, values, and skills that assist them to pursue careers supporting individuals, families, groups, organizations, and communities and/or attend graduate school focused on advancing their skills, knowledge, values, and strengths with individuals, families, groups, organizations, and communities.
In addition to the required courses for the major, Social Work students are required to have a minor. Students may consider double majoring. Students are encouraged to consult with their advisor to further process their options.
Practicum education is an essential component of this baccalaureate social work degree and thus, students are required to complete two (2) practicums/internships. The first one is completed during the junior year and a minimum of 120 hours of internship hours is required. The first internship is INTERN 383: Internship Seminar and is administered by the Career Studio of Alverno College. The second practicum education experience, SW 483: Social Work Practicum Education, is supervised by the Social Work Department in the final semester of the undergraduate degree, and a minimum of 400 hours is required. This is the comprehensive social work practicum education course that is used to evaluate the student’s ability to demonstrate all of the CSWE EPAS competencies and associated behaviors and dimensions.
Practicum education is defined as a high impact practice and the pedagogical course for social work education. Thus, students are expected to apply what they have learned via course work and internship work to their SW 483: Social Work Practicum Education experience. This includes gained knowledge from coursework, exposure to evidence-based practice, and appreciation of the NASW Code of Ethics and Standards and Indicators for Cultural Competence in Social Work Practice. As students apply their academic course work to practicum-based opportunities, they demonstrate and achieve core competencies known as fundamental to baccalaureate social work, which further celebrates how the program fosters a coherent and integrated curriculum in the classroom and in practicum education.
Alverno College applied to start the social work accreditation process in June 2017 and entered candidacy in February 2019. The accreditation process was a three-year process with being fully accredited in February 2021. To learn more about CSWE, visit their website (https://www.cswe.org/About-CSWE).
Alverno College is committed to this intensive accreditation process as it is meaningful for our students. Graduates benefit from a CSWE-approved program as many employers require and/or recognize the significance of such accreditation. Further, with social work accreditation, students are eligible for licensure via the Wisconsin Department of Safety and Professional Services (DSPS) which may often transfer to other states. Graduates wishing to advance to earn a Master’s in Social Work (MSW) program can apply for Advanced Standing, a method of reducing the course load by half.
In conclusion, CSWE ensures that social work programs provide a high quality, rigorous program that advances the social work profession, which helps graduates enter the profession of social work and human services as well as graduate school.
Admission to Social Work Process
Students can declare that they are a social work major when they have successfully completed the admission process and been approved as a social work major. This process is a means of ensuring students are aware of the profession of social work, both educationally and professionally, as well as ensuring the students have the essential academic strengths to be successful in such a rigorous academic program.
The Application Selection Committee conducts a regular and systematic review of all candidates’ eligibility for admission. The Application Selection Committee is made up of faculty who teach the core social work required courses. The major is open to anyone who meets the criteria, which includes several tasks (listed below). To be admitted into the Bachelor of Social Work program, students must apply and meet the established criteria, which is provided below.
Prior to the completion of the admission process, a student can have the major of Pre-Social Work yet cannot graduate with this major.
The criteria for the admission process into the BSW major involves students successfully completing the following steps:
Failure to complete any of these required criteria steps may cause the students’ application or status as a social work major to be postponed until the next semester.
An application is considered complete and ready for review by a member of the Application Selection Committee, when the student has successfully completed the criteria for the application to the BSW major which includes the following:
Once the application is submitted, the Application Selection Committee member (a social work academic and professional advisor) can fully consider the application. They have the option of providing one (1) of two (2) recommendations:
With an approved application, students have demonstrated that they have successfully addressed and met as well as will continue to address and meet the areas noted on the application. Such students are immediately admitted into the program without any restrictions or follow-up. They are immediately verbally informed of this decision and are given a form to take to the Registrar’s office, so their major can be changed from PSW to BSW. When the committee member requires an interview, the student is verbally informed and then informed in writing via their campus email. When student applications require more follow-up attention, students need to meet with the department chair of social work or another Application Selection Committee member, if their faculty advisor is the department chair.
Some examples of reasons for giving an “interview required” are: if the application does not fully articulate the students’ perspective, student reports a concern about their background check, and/or other indicators that such students may not be successful in the social work program. After the interview, the committee decides on an:
With all three (3) decisions, students are immediately verbally informed of the decision and then informed in writing via their campus email. With “approve,” students are admitted into the program without any restrictions or follow-up. The process may begin to officially change their major from PSW to BSW. With an “Approve with a Plan of Action,” students are given an outlined plan which processes the areas of concern. They are encouraged to meet with their advisor or the Program Director of Social Work to process and develop a plan to address the areas of concern. Some examples of concerns are: the application continues to not fully articulate the student’s perspective, student reports a concern about their background check and/or an inability to complete a background check, not successfully passing social work courses, and/or other indicators that continue to provide evidence that the student may not be successful in the social work program. Part of this plan might include the students being referred to other campus offices/departments, such as Counseling Services. At times the campus’ Early Alert System might be used as a means of supporting the student personally and academically. However, the Early Alert System can be used at any time and not just via the application process. With “Denial,” students are given information that explains the areas of concern. Further, students are given information on due process procedures and how to proceed with applying to the program again in the future.
This Social Work Department cannot grant Social Work course credit for life experience nor previous work experience, as directed by the social work accreditation body, CSWE. Students are to earn all-academic credit via traditional course work as an enrolled college student. However, such previous experiences can be used to enhance course work and the students’ overall educational experience which is highly valuable.
Prior to changing the student’s major to social work, students must complete the Change of Major Form. Students should provide the completed form to the Registrar’s Office. If students have no form, then the Registrar’s Office can assume that students have not been approved to advance to a Social Work major.
If there are concerns about a student or students, the Blaze Alert process may be implemented, yet this is done on a case-by-case basis. (NOTE: Blaze Alert System: a communication tool to report non-emergent situations involving a student in personal or academic distress, a student whose personal or academic behavior has changed, or a student who appears to go “missing,” such as repeated absences from class. Advising and Student Affairs staff review each alert quickly and refer the situation to the appropriate colleague for intervention or follow-up).
Students who transfer from other colleges or other majors at Alverno College are welcomed to the social work program. First, they are to be assessed and admitted via the admission process established by the Social Work Department. Students are to fulfill all academic and practicum education requirements of the social work program.
When students from other institutions apply for admission to Alverno College, the Registrar’s Office determines what course credits may be transferred to meet general education requirements and which courses are equivalents, via the potential students’ transcripts. The Registrar consults with the Program Director of social work on any courses that may be considered equivalent for the social work major. All transfer students are required to apply to the major prior to holding the BSW major. Thus, students transferring from other institutions require collaboration with the Program Director of social work upon admission to Alverno and with the enrollment as PSW students. Only courses from Council on Social Work Education (CSWE) accredited programs may be transferred in for the core social work courses (SW 200: Introduction to Social Work, SW 250: Human Behavior and the Social Environment, SW 300: Social Work Practice Methods with Individuals, SW 400: Social Work Practice Methods with Groups and Families, SW 450: Social Work Practices Methods with Organizations and Communities, and SW 483: Social Work Practicum Education). Exceptions may be made if the courses are via a program/college with an Articulation Agreement or a 2+2 Program with Alverno College Social Work Department.
Students with previous college experience who enroll at Alverno College receive a transfer credit evaluation. The evaluation is based on official transcripts that they have submitted to the college. Courses taken at an institution accredited by a regional or national accrediting organization recognized by the Council for Higher Education Accreditation and that show an earned grade of “C” or better are reviewed. At the time of registration, students receive notification of transferable coursework. These credits are listed on an official Transfer Evaluation form.
Articulation Agreements and 2+2 programs are established partnerships between Alverno College and individual technical colleges. These agreements support students wishing to transfer from their technical college with their human services associate degree to Alverno to earn a BSW degree. The agreements outline the procedures for students to follow to successfully transfer. Once they transfer, they can count their associate degree as their minor, a requirement of a social work degree. With the 2+2 concept, there are several general education courses that Alverno College has waived as they have made the assumption that the students earned such experiences during their first two years. Thus, we are shifting away from Articulation Agreements and moving towards 2+2 Programs.
Students’ academic and professional performance are evaluated on an ongoing basis via an ongoing assessment review.
Ongoing Assessment Review
Once admitted into the social work program, BSW students are continuously assessed by Social Work faculty, such as via their advisor/advisee interaction, faculty/student class interaction in and out of the classroom, and/or advisor/member student organization/committee interaction. These assessments are meant as a means of fully supporting students with advancing their academic learning and their professional growth. They are also a means of tracking students’ progression towards the program learning outcomes, the Educational Policy and Accreditation Standards (EPAS) core competencies, the Alverno abilities, and the NASW Code of Ethics and Standards and Indicators for Cultural Competence in Social Work Practice.
At times, the assessments are a method of nominating or recommending students for honorary committees, awards, scholarships, employment, and/or graduate school. At other times, they are a method of referring students who are struggling to possible needed campus or community resources, such as counseling, tutoring, or other related services. At rare times, they may be used to dismiss students from the program. See “Denial of Admission or Dismissal from Social Work Program” section.
Progression means earning “Satisfactory” progress codes and positive narratives feedback with each course, including demonstrating success with course assignment rubrics and course outcomes. Such assessments are clearly noted in each Social Work course syllabus. Also, progression means students satisfactorily demonstrating the social work program learning outcomes, applying the Code of Ethics, Standards and Indicators for Cultural Competence in Social Work Practice, the EPAS competencies, and the Alverno abilities with classroom settings, via their practicums/internships, student organization/committee involvement, and though other academic and professional opportunities. Further, students’ progress with social work competencies are tracked via LiveText.
Pre-Social Work (PSW) students may be denied admission into the Social Work Department or Bachelor of Social Work (BSW) students may be dismissed from the Social Work Department for any of the following factors:
Decisions are made by a committee, which includes the Program Director of social work, social work faculty, and academic and professional advisor. When helpful, representatives from campus supports and services as well as the Social Work Advisory Council will be included.
With such decisions, students and their social work academic and professional advisor are notified via their college email. This email and letter will include due process procedures. The advisor will attempt to schedule a meeting with the student to discuss their options, including reapplying to the social work program. The student may be referred to supports and services offered by the campus (examples: Counseling Services, the Writing Center, the Office of Student Accessibility). Students are highly encouraged to ask questions and inquire how they can advance their strengths and skills.
If students are denied admission to the social work program, they are eligible and welcomed to reapply. The same is acceptable for students who are dismissed from the program. Prior to reapplying, students are highly encouraged to meet with the department chair of social work to consult on ways to strengthen their skills and increase their success for an “approve” decision on their next application. The Social Work Department is committed to helping students be as successful as possible and thus, they welcome ongoing consultation with students about their progress.
Students are welcome to reapply to the BSW program, once they have addressed their areas of concern for denial or dismissal. If students are unsatisfied with the decision of denial or dismissal, they may appeal the decision to the Dean of the Social Work Program. They should do so in writing within two (2) weeks of receiving notice of the decision of denial or dismissal. In an appeal, students should give reasons why they should be reconsidered. The dean will review these appeals and make a decision, with such a decision being final.
Students should also seek direction from this BSW Social Work Student Handbook as well as the Building a Community of Learners: A Community Guide and Student Handbook.
Alverno College admits women to its undergraduate degree programs of any color, race, religion, and national and ethnic origin. The Social Work Department follows the same guidelines for accepting students into its program. The Social Work Department is dedicated to having a diverse student population.
BSW majors are expected to embrace the Social Work philosophy, which is incorporated in the admission process, in the classroom, and during faculty/student interactions. The Social Work philosophy is to practice non-judgmental and non-discriminatory language and practices. Also, the philosophy fosters an openness, willingness-to-learn, and respectfulness of all. This philosophy celebrates that everyone has worth, equality for all, and the belief that social problems are often overwhelming and overlapping.
The curriculum provides students with a comprehensive social work educational experience. Students are to use the curriculum provided below as a tool to process and develop their academic plan.
Students are required to complete satisfactory work in all their social work courses. Failure to do so may cause them to have to re-take the related course. With such situations, students are highly encouraged to work with their academic and professional social work advisor to process ways that they can be more successful in their course and their educational experience.
To graduate from Alverno College, students are expected to earn a minimum of 120 credits. With a social work degree, students are required to have a minor or a double major (without a minor) to graduate. For students who transfer from a technical college with an Articulation Agreement or a 2+2 Program with Alverno’s Social Work Department, the student’s Human Services associate degree counts as their minor.
Liberal arts education requires that students take a comprehensive array of general education courses. They provide students the opportunity to develop an all-encompassing range of knowledge and to apply the core abilities in a variety of areas of study. They consist of courses from: communication, mathematics, natural sciences, arts and humanities, and behavioral and social sciences.
Required General Education Courses (subject to change for transfer students)
Social Work Majors – General Education Requirements
(Even though students may have an option with some general education requirements, social work students are required to take specific general education courses as listed below. Even though other science courses may be taken, via the General Education requirements, SC 118 is the preferred science course for the social work major as it helps student further develop their knowledge and skills of the bio-psycho-social framework model as well as PPS 229: Pre-Professional Seminar is the preferred seminar course for social work majors):
Social work majors are required to complete both a human biology and statistics courses, as they both enhance baccalaureate social work education. Further, these two (2) courses are often required for Master’s in Social Work (MSW) programs, yet Human Biology is less required then in the past. By requiring these two (2) courses, it helps students interested in a MSW degree now or in their future. For more information on MSW programs, students are encouraged to seek information from colleges that offer such programs. The Social Work Department will assist students interested in a MSW degree, although they cannot represent other colleges and social work programs.
This Social Work Department focuses on a holistic educational format. It celebrates the generalist social work approach as it uniquely provides students a foundation of courses to broaden their education as well as to enhance their employment marketability and graduate school experience.
Social work majors are expected to complete the following social work courses:
Beginning Level
Intermediate Level
Advanced Level
Social Work Electives
Students are to contact the social work faculty to discuss general education elective options as well as possible minors to best meet their academic goals and professional interests.
Below is a list of courses required for social work majors. With each course, there is the course description and the course outcomes. With each course, students have an opportunity to build on their previously gained knowledge, skills, values, and strengths. Courses, via outcomes, assignments, and assessments, provide students the opportunity to learn and apply knowledge, skills, values, and cognitive/affective processes that are consistent with the program outcomes. This practice demonstrates the student’s ability to master the required competencies and dimensions.
Beginning Level
Course Description
This course is the gateway into the social work major. It is meant to provide students with an overview of the profession of social work, including its history, mission, values and ethics, theoretical frameworks, various practice areas, and philosophy of social work. Students will gain exposure to social work’s role with cultural competency, social justice, social welfare, and social policy. The roles, practices, contributions, and perspectives that social work has with social welfare policy will be explored.
Course Outcomes
At the conclusion of this course, students are expected to:
Additional Information
This course serves as the introductory course to the program and covers fundamental social work terms, concepts, history, and Code of Ethics. This course describes various social work programs and settings as well as introducing social welfare policies related to the profession of social work.
Course Description
In this course, students will acquire knowledge and skills about biological, sociological, psychological, cultural, and spiritual development throughout the lifespan, conception through elder years. Human development with the social environment emphasis from individual, family, group, organization, and community perspectives and various theoretical frameworks. Students will apply core social work competencies.
Course Outcomes
At the conclusion of this course, students are expected to:
Additional Information
This is the first of two courses that address human behavior in the social environment with this course being a more traditional format as well as the foundation course for human development in the social environment. This course addresses lifespan from birth to death, including applying the bio-psycho-social framework to each of the four stages (early childhood, adolescences, adulthood, older person). It is the program’s theoretical framework course, with various theories being applied to each of the four stages.
Intermediate Level
Course Description
The student learns about the research methods commonly used by behavioral scientists. The student participates in a number of classroom exercises to acquaint her with philosophical and methodological issues related to a variety of behavioral science methods. The student also conducts research projects in which the student defines problems to be addressed, formulates questions and hypotheses, and designs a research instrument. The student collects and analyzes data using SPSS computer software. The student prepares a final report, using appropriate summary statistics, tables, and graphics.
Course Outcomes
At the conclusion of this course, students are expected to:
Additional Information
This course serves as the research course for the social work major. It provides students with a foundation of research which can be applied in future social work courses.
Course Description
The student develops skill communicating statistical information using SPSS computer software. The student learns both theory and applications for statistical hypothesis testing, learning to test for the significance of relationships between variables and differences between groups in a variety of situations. The student learns bivariate descriptive statistics. The student learns to communicate findings clearly and accurately and to accurately interpret the presentation of statistical findings encountered in research.
Course Outcomes
At the conclusion of this course, students are expected to:
Additional Information
This course serves as the statistics course which is often used in the profession and graduate school. Students are welcome to take BSC 257: Stats for Health Professionals OR MT 256: Probability and Statistics, instead of BSC 256: Probability and Statistics.
Course Description
In this course, students will acquire knowledge and skills of the intervention level of individuals (micro) social work practice. These include client interviewing, evidence-based assessments, interpersonal skills, and documentation practices. Linkages will be made to families, groups, organizations, and communities. Students will apply core social work competencies within the context of practice with individuals.
Course Outcomes
At the conclusion of this course, students are expected to:
Additional Information
This course is the first of three practice courses that are required for the major. There is a particular focus on working with individuals in this course. During this course, students learn the knowledge, skills, values, and cognitive/affective processes of social work practices, which this course serves as the foundational course of practice. Thus, this course is recommended to be taken before SW 400 and SW 450. Students learn about the practice of professional-based documentation as well.
Course Description
This course will examine the family, its structures, and functions. It will look at what families are, why they exist, and how they differ and change. In one respect, this course is about your life as a family member: the experiences we all personally have had with family, good and bad, tend to affect what we bring to the study of this topic. In another respect, though, the course is about society’s perspective of a family, and how we can understand them holistically. So, we will approach the family from the perspective of behavioral science: in particular, from the disciplines of social work, sociology, and related professions.
Course Outcomes
By the conclusion of this course, students are expected to:
Additional Information
This is the second human behavior in the social environment style course for the social work major. This course compliments SW 250 and advances their knowledge, skills, values, and cognitive/affective processes related to families. The bio-psycho-social framework is applied to various stages and a diversity of families. There is a special emphasis on child and family welfare with this course.
Course Description
This course allows students to explore in depth a topic featured in professional research and training in the profession of social work and social services, such as those emphasized in the surrounding area of Milwaukee and the state of Wisconsin. Topics for the course will rotate according to assessments of need and based on feedback from the community, including the Social Work Advisory Council. Sample topics may include Trauma Informed Care, Child and Family Welfare, Violence against Women, Racial Social Justice, Death and Dying, and Health Care Services Access.
Course Outcomes
At the conclusion of this course, students are expected to:
· Effectively evaluate the strengths and challenges of the themes or components of the topics, which is based on evidence-based research. (Analysis, Level 4; Problem-Solving, Level 4)
Additional Information
A course such as this course will provide students with current knowledge and skills on topics that they may encounter in their professional careers. Possible benefits include inspiring students to learn and apply knowledge and skills to a particular topic deeply, which may further develop students’ professional interest or career path while advancing their employment marketability. This opportunity will give students an opportunity to learn from professionals with direct knowledge and practice of the topic. Social work students are required to take 4 electives, and this course will be a strong option for this requirement.
Course Description: At the internship site, the student develops the ability to apply classroom learning to a concrete work situation and at the same time develops their skills in reflecting on and conceptualizing learning that comes from work experience. Emphasis is also placed on developing the ability to assess oneself as a key ability in "learning how to learn" from any work experience.
Course Outcomes
At the conclusion of this course, students are expected to:
Additional Information
This is the first of two internship type education courses, with the second being SW 483: Social Work Practicum Education (9 credit; 420 hours). INTERN 383 is an internship type course. This course requires 120 hours at the approved agency. It also includes course time and assignments/assessments.
Advanced Level
Course Description
In this course, students will acquire knowledge, skills, and values of social policy. They will develop critical analysis skills and communication skills to advance social action needed to promote human rights and well-being. Students will learn the role that social work has on policy development, analysis, implementation, and evaluation as well as how policy impacts service delivery. Students will gain an understanding of the interaction between research, practice, and policy.
Course Outcomes
In this course, students are expected to:
Additional Information:
This course serves as the social work program’s social policy course. This course will advance the knowledge, skills, values, and cognitive/affective processes of social welfare policy, which was first learned in SW 200: Social Work Programs and Services, advanced in SW 320: Families and Society, and enhanced in all other social work courses prior.
Course Description
Students will acquire knowledge and skills of the intervention level of groups/families (mezzo) social work practice. These include group stages and processes, group development, and family functioning with intervention strategies. Linkages will be made to individuals and organizations/communities. Students will apply core social work competencies.
Course Outcomes
At the conclusion of this course, students are expected to:
Additional Information
This course is the second of three practice courses that are required for the major. There is particular focus on working with a variety of groups as well as families. It is recommended that students take this course after SW 300 as that course provides a foundation to practice. During this course, students learn the knowledge, skills, values, and cognitive/affective processes of social work practice. With families, there is a particular emphasis on child and family welfare.
Course Description
In this course, students will acquire knowledge and skills of the intervention level of organizations and communities (macro) social work practice. These include advocacy, community needs assessments, coalitions, board of directors, leadership, supervision, fundraising, grant writing, and policy analysis. Linkages will be made to individuals and groups with families. Students will apply core social work competencies.
Course Outcomes
At the conclusion of this course, students are expected to:
Additional Information
This course is the third of three practice courses that are required for the major. There is particular focus on working with a variety of organizations and communities. It is recommended that students take this course after SW 300 as that course provides a foundation for practice. During this course, students learn the knowledge, skills, values, and cognitive/affective processes of social work practice. There is emphasis on topics such as community needs assessments, leadership and supervision, grant writing and fundraising, coalitions, and board of directors.
Course Description
This Social Work Practicum Education course is designed to provide the student with an opportunity to apply social work knowledge, skills, and values learned in the classroom to an approved community agency/organization. This includes gained knowledge and values, practice and professional skills, exposure to evidence-based practice, and appreciation of the NASW Code of Ethics. Practicum Education is defined as a high impact practice and the pedagogical course for social work education. As students apply their academic course work to practicum-based opportunities, they demonstrate and achieve the CSWE EPAS nine (9) competencies and associated behaviors and dimensions known as fundamental to baccalaureate social work. Students are supervised by both an experienced social worker and by an academic social work faculty member. The student is expected to learn a holistic and broad knowledge base of the agency/organization while practicing as a social worker in the agency/organization setting. Via this 9-credit course, students are expected to complete at the minimum 420 hours at their assigned agency/organization as well as attend regular campus meetings and complete academic assignments/assessments.
Course Outcomes
At the conclusion of this course, students are expected to:
Additional Information
This is the second of two (2) internship education courses, with the first internship (INTERN 383) being hosted by Career Studio. SW 483: Social Work Practicum Education is a social work course that serves as the Social Work practicum. This is the comprehensive practicum education course and requires 400 hours and evaluates the student’s ability to demonstrate all of the EPAS competencies. This course should be taken during the student’s final semester of their undergraduate education. Students are to take SW 483 (9 credits) with no more than one other course. For a student to take more than 12 credits in the semester with SW 483, they will need to request permission from their social work advisor. Such students will not be permitted to enroll in SW 483 without this approval from their social work advisor, in addition to already required approval of the BSW Practicum Director. If a student adds any courses after enrolling in SW 483, they may be dropped from that course until their course load get changed/approved. In addition to a traditional practicum, this course supports with advancing their career development skills, such as interviewing for social work positions, completing online employment applications, understanding women in leadership, processing individual professional self-care, working towards graduate school, advancing resume, certification and licensure, and/or other related topics.
Alverno College requires all students to meet the standards established by the faculty in their given disciplines. In all courses listed on the official transcript, students have met these standards. Courses in which students did not meet these standards or criteria are not recorded. A student must successfully complete the courses and external assessments required for their major(s) and minor area(s) of study as printed in the bulletin for the semester and year of their entry.
Alverno recognizes and values the documented educational significance of narrative feedback and self-assessment of student learning. We also want to open opportunities for our students in competitive scholarships, practicums/internships, employment, and advanced degrees where narrative transcripts are not easily communicated or recognized. To facilitate these opportunities, faculty submit grade equivalencies to the registrar at the end of each semester for each student. Students can request to see these equivalencies by submitting a release form to the registrar. Alverno recommends that students meet with their advisor before requesting their grade point equivalency to discuss the purpose of their request. They are not part of the official transcript but can be used in situations where this information is required. The collection of grade equivalencies is a service to the students pursuing scholarships and professional opportunities and never has been, nor will it be, a substitute for narrative feedback. This process is only to be requested when needed and is to be defined as an exception to the academic philosophy of Alverno.
Minor/Support (18 credits, for those majoring in another discipline)
With the Social Work major, students are required to have a minor or they are welcome to double major (without a minor). Students should highly consider having a double major with Social Work and Psychology. Students should consider selecting a minor that advances their interests, knowledge, skills, and strengths. A minor can help increase a student’s marketability and better prepare them for graduate studies. Students are encouraged to talk to their social work advisor about possible minor options and/or the option of double majoring.
Below is a sample or guide academic schedule for a student entering Alverno College their first year of college. This plan is a strong guide, yet it is only a guide. Based on students’ needs, it is subject to change. Students are highly encouraged to discuss their needs, goals, interests with their social work advisor and/or the department chair of the social work program.
Below is a link to a sample or guide academic schedule for a student entering Alverno College their first year of college. This plan is a strong guide, yet it is only a guide. Based on students’ needs, it is subject to change. Students are highly encouraged to discuss their needs, goals, interests with their social work advisor and/or the department chair of the social work program.
NOTE:
Students are to take SW 483 (9 credits) with no more than one other course, without permission from the student’s social work faculty advisor.
Academic and Professional Advisement for Majors
Lead by social work faculty, academic and professional advisors serve as a valuable resource of support, encouragement, and advising on academic and career planning. Advisement is a partnership between the social work faculty and students with both contributing to the relationship.
All first-year students are advised by the staff advisors in the Academic Advising Office. During the second year, students are assigned a social work academic and professional advisor while they are in the pre-social work (PSW) candidacy. This social work academic and professional advisor helps mentor students with the admission process into the BSW major and understand the course plan for the upcoming semesters. Students remain with their academic and professional advisor once approved for the program. If they are not approved, they are transferred to their newly designated major or students remain in pre-social work (PSW) status and are advised by an advisor in the Academic Advising Office.
Once in the social work program, students are expected to meet with their social work academic and professional advisor, prior to registering for their upcoming semester and more often if they are struggling academically or have questions or concerns. Advising may be done one-on-one or in a group, based on the availability of the social work advisor and the needs of the advisees. The social work academic and professional advisor helps mentor students to determine ways to enhance their strengths and interests both academically and professionally. Together, academically, they process what courses to take for the upcoming semester as well as review the students’ academic plans for the duration of their undergraduate degree, yet it will be up to the advisees to follow their established plan.
Professionally, advisees and advisors will discuss and explore the student’s interests, goals, and plans for their careers and/or graduate school. Social work academic and professional advisors may also share available campus resources, such as the Library, Counseling Services, Career Studio services, tutoring services, and other campus resources, during advisor/advisee interactions. Advisees may also process and be referred to community organizations for possible volunteerism and work opportunities, by their advisor.
The Social Work Department strives to support the professional identity and development of all of our students, via course curriculum, student association/committee, advising sessions, and practicum education. Students receive indirect, ongoing educational and career advisement or mentorship via their faculty, agency practicum supervisors, and on-campus resources (i.e.: Advisee Office, Career Services, Academic Support Services, and/or Office of Student Accessibility) too. This collaboration of sharing employment positions, volunteer opportunities, and training workshops can help advance the students’ awareness, interests, and experiences, which enhances more well-rounded students. These opportunities may also help increase the students’ marketability with future employment or strengthen graduate school applications. Further, such purposeful advisement and mentorship may help students more successfully stay on track to graduate. Students are strongly encouraged to take advantage of such mentorship, advisement, and opportunities.
Social work students’ assessment of each of their competencies will be tracked via LiveText. Student assessments are updated at the end of each semester by the assigned faculty. Each of the nine (9) competencies are to be assessed by both classroom learning (Measure #1) and practicum education (Measure #2). With Measure #1, the competencies, with the related dimension(s), are assessed at least once via a course assignment/assessment of one of the core courses (SW 200: Introduction to Social Work, SW 250: Human Behavior and the Social Environment, BSC 255: Research Methods, SW 300: Social Work Practice Methods with Individuals, SW 320: Families and Society, SW 400: Social Work Practice Methods with Groups and Families, SW 430: Social Policy, and SW 450: Social Work Practice Methods with Organizations and Communities), for the social work major, yet most competencies are assessed two (2) to three (3) times across the social work curriculum. With Measure #2, all nine (9) competencies are assessed during SW 483: Social Work Practicum Education with the dimension of skills.
Key (for the assignment/assessment that assesses the competencies, noted below)
With Measure #1 (in-class – course embedded), students achieve competencies and their assigned dimensions via their course assignments and assessments with a variety of their social work courses. Students earn both a performance rating and a qualitative or narrative description of their work. If students earn an “exceeded” or “met” for the related assignment or assessment, then they have achieved the attempted, assigned dimension of the competency. If they do not successfully earn an “exceeded” or “met,” then such students will work with their professor and/or academic/professional advisor to develop a plan on how they can successfully achieve the related dimension of the competency in the future. One viable option to this plan may be the students retaking the course again. In conclusion, students are to successfully earn an “exceeded” or “met” with the related assignment/assessment, as well as a “satisfactory” with the related course, in order to continue to advance with the Social Work Department.
With Measure #2 (practicum education), students achieve competencies and the associated behaviors via their SW 483: Social Work Practicum Education course. Practicing and mastering social work skills is the designed dimension. Students earn both a performance rating and a qualitative or narrative description of their work. If students earn an “exceeded” or “met” for the related assignment or assessment, then they have achieved the attempted dimension/behavior of the competency. If they do not successfully earn an “exceeded” or “met,” then such students will work with their course instructor/professor to develop a performance improvement plan. The performance improvement plan should: clearly identify work skill(s) or behavior(s) that needs improvement and identify any associated goal(s); include what specific actions the student will take to demonstrate improvement; include specific deadlines; indicate what measures of success will be utilized to determine if the remedial plan is successful; and have all parties’ signatures on the plan (student, agency practicum supervisor, course instructor/ professor, and/or BSW Practicum Director). Please note that a performance improvement plan can be implemented at any time during the semester, should it be warranted. Please see the Social Work Department Practicum Education Manual for more information.
Here is a matrix that illustrates how the social work curriculum incorporates the nine (9) competencies. First, the competency is provided. Then, the core social work courses that address the competency are followed by the assignments, discussions, activities, readings, guest speakers, tours, and assessments with direct notation of the dimension.
Through the social work curriculum, via assignments, discussions, activities, and other learning experiences, students have the opportunities in the classroom and via practicum education to demonstrate the nine (9) competencies, behaviors, and dimensions. The competencies are repeatedly integrated throughout the curriculum and thus, students have many opportunities to learn, experience, and demonstrate success with the social work competencies.
With competencies six (6) to nine (9), core social work courses ensure that system level content is provided and thus, the five systems (individual, groups, families, organizations, and communities) are holistically addressed.
This matrix provides an easy reference to how and where each competency and their dimensions are taught as well as when are the possible times that each competency can be assessed a crossed the curriculum.
The data is used to support students and their learning and educational progress. And the data is used to continuously inform and promote change in the explicit curriculum and the implicit curriculum to enhance attainment of social work competencies and the overall Social Work Department.
Assessment of Competencies and Practicum Education – Measure #2
During SW 483: Social Work Practicum Education, via the Practicum Education Learning Plan Contract/Midterm and Final Assessment Form (see the Social Work Department Practicum Education Manual), Measure #2 is assessed. The practicum education component of the Social Work Department clearly connects theoretical and conceptual contributions of classroom learning to the practicum. Once the students are in their practicum placement, they are expected to demonstrate the CSWE nine (9) competencies. Evidence of such learning is demonstrated with the assignments and assessments, the bi-weekly class sessions as a group of related students, as well as the one-on-ones and evaluations with the agency practicum site supervisor. As the signature pedagogy, practicum education is the heart of academic learning in which students are taught to function as a social work professional at the micro, mezzo, and macro levels of practice. Via practicum education, students are expected to demonstrate the nine (9) core competencies that identify the knowledge, values, skills, cognitive and affective processes, and behaviors associated with generalist level of practice.
Below are each of the two (2) internship education courses:
INTERN 383: Internship Seminar
SW 483: Social Work Practicum Education
Please see the Social Work Department Practicum Education Manual for information on procedures, requirements, policies, and other practicum education details.
The Outcome Statement of the Social Work Advisory Council is to provide advisement for the advancement of the Social Work Department at Alverno College. The goals are:
This committee is made up of social work faculty, related faculty/staff, and social work students of Alverno College. Further, a diversity of social work professionals from the human service profession will be instrumental in achieving the purpose of this committee. The council will be led by the social work Program Director.
The Social Work Practicum Education Committee is a branch committee of the Social Work Advisory Council. It is made up of agency practicum supervisors from various practicum placement sites. This committee will have a similar focus as the Social Work Advisory Council, yet it will more intensely focus on practicum education to make practicum education the best experience for both the students and partnering agencies/organizations.
The Substance Abuse Task Force Committee is a branch committee of the Social Work Advisory Council. It is made up of professional social workers who have substance abuse experience and licensure as well as social work students who have an interest in substance abuse counseling. This committee will have a similar focus as the Social Work Advisory Council, yet it will more intensely focus on substance abuse and forming a substance abuse counseling (SAC) minor/support for non-social work students and a specialization for social work students.
The Professional Development Committee is a branch committee of the Social Work Advisory Council. It is made up of a small group of social work professionals from various human services sites. This committee will have a focus on processing student issues/dilemmas. The committee will use the NASW Code of Ethics and the CSWE Competencies to process suggestions and foster a plan of action that is student-centered, future-driven, educationally meaningful, and professional-motivated. In action, a committee member will meet with the student and will share the plan of action with the student following their meeting. The department chair will be kept updated throughout the process. The committee will foster a pro-active approach, maintain confidentiality of students’ information, and strive for a quick turnaround.
Students are highly encouraged to become part of any of the following student leadership opportunities. These opportunities will help students develop their leadership, collaboration, and problem-solving skills. They will provide students with the opportunity to have input in the advancement of the Social Work Department. These opportunities will be excellent work to note on a student’s resume, during an employment interview, and/or on a graduate school application. Students are encouraged to inquire more information from their social work core instructors/professors and/or the department chair of social work (luci.staudacher@alverno.edu).
The Association of Student Social Workers is an excellent leadership opportunity for students. The members together determine ways to advance their social work skills, enhance their understanding of professional resources, and provide a service to the community. In times of service, the service is mutually beneficial for the college students and the nonprofit organizations. As the nonprofit organization has the college student volunteers achieve a goal for them, the college students learn about the nonprofit organizations and their benefits to their clients and community.
An independent study with a faculty member can be a method to increase student leadership. By earning course credit, students can create individualized learning opportunities.
The Recruitment, Outreach, and Leadership Committee empowers student leaders to share their love for Alverno College with prospective students. These leaders positively and professionally represent the Social Work Department and Alverno College during scheduled events, such as classroom presentations and admission open houses (Pre-View Days). These leaders also help strengthen the committee, by advancing our marketing material, helping to set-up presentations to such places as technical colleges and/or high schools, afterschool programs, and so on. To be on this committee, students are to be nominated by social work faculty.
Student research assistant positions are an excellent way for students to gain leadership. While developing leadership, the hired students (who applied for the positions) are often learning research and discipline related skills that can benefit students educationally and professionally. Such opportunities also can be a means of increasing funds for students.
Nominated by Social Work faculty, student representation is a fundamental component of the Social Work Advisory Council, which can be an excellent leadership experience for the student representatives. This council is made up of social work faculty, Alverno faculty/staff, and professional social workers from various nonprofit agencies/organizations in our community. This council monitors and advise the social work program on ways they can better adapt their educationally program to the needs of the community.
Nominated by Social Work faculty, students are recognized based on a holistic criteria: academic excellence; exceptional service to the community; ability to understand, celebrate, and follow the NASW Code of Ethics and Standards and Indicators of Cultural Competence; positive attitude and positive peer mentorship; exhibiting professional strengths such as networking, advocacy, collaboration, and a strong social justice perspective; strong commitment to the standards, ethics, values and goals of the social work profession; and a notable passion for the profession of social work.
Students are encouraged to participate in other campus student organizations. There are many student organizations that may strengthen a student’s social work skills, abilities, and interests. Some examples are: Alverno College Association of Social Work, The F-Word [The ‘F’ stands for feminism], Black Student Alliance, CHICA Hispanic Professionals of Greater Milwaukee (HPGM) Student Chapter, Women of Asian Ethnicity (WAE), Youth Empowered in the Struggle (Y.E.S.), Alverno College Democrats, Circle K International, Gay-Straight Alliance, and Super Moms on Campus. Please see the following link to search a comprehensive list of campus student organizations (https://www.alverno.edu/campuslife/studentactivitiesleadership/index.php)
Students are encouraged to volunteer or work at nonprofit or human services organizations in the community. Often these are excellent methods for students to learn, expand, and develop their social work strengths and interests. Networking with faculty is an excellent way to learn more about community volunteer and work opportunities. Completing a google search or exploring the local United Way Partners list are excellent ways to learn more about nonprofit organizations in the area.
https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
The NASW Code of Ethics is intended to serve as a guide to the everyday professional conduct of social workers. This Code includes four sections:
https://www.socialworkers.org/LinkClick.aspx?fileticket=7dVckZAYUmk%3D&portalid=0
This document included standards related to cultural competence practice. The standards reinforce the concept of “culture” as being inclusive beyond race and ethnicity; inclusive of, but not limited to, sexual orientation, gender identity or expression, and religious identity or spirituality. The standards include practice at the micro, mezzo, and macro levels. The standards expect continual growth and learning. Diversity, more than race and ethnicity, includes the sociocultural experiences of people inclusive of, but not limited to, national origin, color, social class, religious and spiritual beliefs, immigration status, sexual orientation, gender identity or expression, age, marital status, and physical or mental disabilities. Cultural competence in social work practice implies a heightened consciousness of how culturally diverse populations experience their uniqueness and deal with their differences and similarities within a larger social context.
Social Work Professional Development
To help students better prepare for their future in social work, the following list was created as a possible list of resources. These resources can help students seek out and prepare for employment, learn and participate in the licensure process, and find and secure graduate school placements.
Save your Social Work Course Syllabi and Course Projects
Depending upon the state requirements, you may be required to demonstrate coursework as you pursue certification/licensure. In addition, other credentialing bodies (substance abuse counselors, school social work) often require a copy of social work course syllabi. It is therefore strongly recommended that you save your social work course syllabi and written papers/projects.
https://dsps.wi.gov/pages/Professions/SocialWorker/Default.aspx
The Department of Safety and Professional Services (DSPS) oversees the social work licensure process in the state of Wisconsin. DSPS is responsible for ensuring the safe and competent practice of licensed professionals in Wisconsin. The department also administers and enforces laws to assure safe and sanitary conditions in public and private buildings. It provides administrative services to the state occupational regulatory authorities responsible for regulation of occupations and offers policy assistance in such areas as evaluating and establishing new professional licensing programs, creating routine procedures for legal proceedings, and adjusting policies in response to public needs.
DSPS licenses and regulates more than 200 different types of credentials. The agency also provides centralized administrative services to nearly 100 boards, councils, and advisory committees. The boards, councils, and advisory committees have varying levels of responsibility and professional oversight based on statutory provisions.
Link: https://www.socialworkers.org/
The National Association of Social Workers (NASW) is the largest membership organization of professional social workers in the world. NASW works to enhance the professional growth and development of its members, to create and maintain professional standards for social workers, and to advance sound social policies.
Social workers, including Alverno College social work students, join NASW to advance in their careers, to connect with colleagues, and to protect their practice—all while advocating for the profession and important social issues. NASW members enjoy benefits and networking provided by both the NASW national office and their local chapter, for one annual fee.
NASW members represent the very best of social work in academia, practice, research, and policy. Members agree to abide by the profession’s Code of Ethics and to enhance their skills through ongoing professional education.
Social work is complex work and resources for clients can be limited. When social workers unite by joining NASW, the social work profession has a larger voice and more influence with elected leaders, policy makers, and employers to make critical changes that support the profession and society.
With NASW-National membership, social workers automatically get membership with their state chapter, such as NASW-Wisconsin.
Link: http://www.naswwi.org/
As a social worker, you are a skilled professional ready to make a difference for those in need. To be the best in your profession requires access to cutting-edge ideas, the most up-to-date information and research, and the highest-quality resources available to social workers. Your NASW membership can provide you with all of these resources, to not only help you fulfill your personal career goals, but to ultimately help you make a difference in society, at large.
In addition to your national association member benefits, your membership in the Wisconsin Chapter of the National Association of Social Workers provides additional benefits such as:
Link: https://www.aswb.org/about/
The Association of Social Work Boards (ASWB) is the nonprofit organization composed of and owned by the social work regulatory boards and colleges. Their mission is to strengthen protection of the public by providing support and services to our member boards. ASWB owns and maintains the social work licensing examinations that are used to test a social worker’s competence to practice ethically and safely. The Examination Committee meets up to four times a year to review questions for the exams. Exams are administered throughout the year at secure test centers. In partnership with CSWE-accredited schools of social work, ASWB offers an educational initiative, Path to Licensure, designed to strengthen student and faculty knowledge of professional regulation, and its important connection to public protection and social work values and ethics.
Founded in 1952, the Council on Social Work Education (CSWE) is the national association representing social work education in the United States. Its members include over 750 accredited baccalaureate and master’s degree social work programs, as well as individual social work educators, practitioners, and agencies dedicated to advancing quality social work education. Through its many initiatives, activities, and centers, CSWE supports quality social work education and provides opportunities for leadership and professional development, so that social workers play a central role in achieving the profession’s goals of social and economic justice. CSWE’s Commission on Accreditation is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in the United States and its territories.