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<h1>
Environmental Science & Ecology Publications and Research
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Sponsored by SUNY Brockport, State University of New York with a grant from the American Democracy Project.
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<a class="go" href="https://soar.suny.edu/handle/20.500.12648/1950" target="_blank" rel="noopener">Faculty Publications</a>
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This collection features works published by the faculty and professionals, both current and former, of the Department of Environmental Science and Ecology (formerly the Department of Environmental Science and Biology). These publications are comprised of articles submitted to scholarly and peer-reviewed academic journals.
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<a class="go" href="https://soar.suny.edu/handle/20.500.12648/2002" target="_blank" rel="noopener">Environmental Science & Ecology Student Theses</a>
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Environmental problems are among the most urgent issues facing our civilization. In order to manage Earth’s environment effectively, we must understand the processes that shape the Earth’s surface, control the chemistry of our air and water, and produce the resources on which we depend.
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The theses presented here include those from both current and former students in the Department of Environmental Science and Ecology at SUNY Brockport.
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<a class="go" href="https://soar.suny.edu/handle/20.500.12648/1991" target="_blank" rel="noopener">Faculty Technical Reports</a>
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This collection features technical reports published by the faculty and professionals, both current and former, of the Department of Environmental Science and Ecology (formerly the Department of Environmental Science and Biology).
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<h1>Environmental Science & Ecology</h1>
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<img width="800" height="400" alt="Students in Cayuga Lake casting a net across the water" data-caption="Students in Cayuga Lake casting a net across the water" src="/live/image/gid/41/width/800/height/400/crop/1/src_region/0,34,1080,574/8858_graduate_research_great_lakes.rev.1659551529.jpg" title="Great Lakes Graduate Research" loading="lazy" data-max-w="1080" data-max-h="540"/>
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<p>This could be your classroom. <a href="/academics/environmental_science/field_experience.html">Our curriculum</a> actively engages students in projects that protect our natural treasures – including the Great Lakes, the Finger Lakes, and Letchworth State Park.</p>
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<p>Our ecosystems are in danger. Be part of the solution. Take part in research focused on revitalizing the natural resources of Western New York.</p>
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<h3><a href="/academics/environmental_science/field_experience.html">Our Region is Your Classroom</a></h3>
<p>As part of your studies, explore Western New York and be part of improving the environment in your own backyard.</p>
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<li>
Lake Ontario (12 miles)
</li>
<li>
Letchworth State Park (37 miles)
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Finger Lakes (45 miles)
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Iroquois National Wildlife Refuge (26 miles)
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<h3>Research/Independent Study</h3>
<p>Our students work alongside professors who are passionate about enhancing the quality of life of our regional ecosystems. Research can vary from identifying local invasive species of plant life at Letchworth State Park to an expedition of the woods on-campus. Our students can earn a stipend for their time <a href="/academics/environmental_science/undergraduate_research.html">conducting research</a> or taking part in an <a href="/academics/environmental_science/honors_program.html">independent study</a> – both of which students can begin pursuing as early as their first-year in the program.</p>
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<h2>My Brockport Experience</h2><div class="featured-video vertical space-below play-video-vertical"><div class="overlay"><div class="play-button-wrapper"><div class="play-button"><div class="show-for-screenreaders"> Play video </div></div></div><div class="info"><h3>Lexi</h3><p> MS in Environmental Science</p></div></div><iframe id="lw-inline-style-2e59b596" src="//www.youtube.com/embed/4b2AO28d8Xg?rel=0&wmode=transparent&modestBranding=1" allowfullscreen="true" title=" MS in Environmental Science " class="lw_hidden" allow="autoplay" enablejsapi="true"></iframe><div class="video-background" style="background-image:url('https://img.youtube.com/vi/4b2AO28d8Xg/maxresdefault.jpg'); "></div></div>
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<h2>Video</h2><div class="featured-video space-below" onmouseover="show_overlay(this);" onmouseout="hide_overlay(this);"><div class="video overlay"><div class="video_overlay"><p class="overlay_header">We are a community of do-ers.</p><p class="overlay_footer">This video was produced by Brockport students.</p></div><div class="play-video"><div class="play-button-wrapper"><div class="play-button"><div class="show-for-screenreaders">Play video</div></div></div></div><iframe id="lw-inline-style-ff59fcda" src="//www.youtube.com/embed/AvRq-GjeNx8?rel=0&wmode=transparent" allowfullscreen="true" title="" loading="lazy" allow="autoplay" class="lw_media lw_media_responsive" enablejsapi="true"></iframe></div><div class="info"><h3>Study Environmental Science at Brockport</h3></div></div>
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<h1>Environmental Science & Ecology (BS/MS) Combined Degree</h1>
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<p class="intro">On land, in the air, or in the water, we study the environment, its makeup and its challenges.</p>
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<h2>What You’ll Learn</h2>
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<p class="leadin">Through a curriculum with a core in the disciplines of biology, ecology, chemistry, and geology, our accelerated dual degree program develops the conceptual knowledge and technical skills necessary to address environmental problems.</p>
You’ll be challenged to think creatively while developing the intellectual depth and breadth necessary to conduct research and solve challenges. And you’ll receive two degrees at a tremendous value.
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<h3>Curriculum</h3>
<p>Our combined degree gives you the opportunity to focus on Fisheries and Aquatic Ecology, Wildlife and Terrestrial Ecology, or Aquatic and Terrestrial Ecology. You’ll complete the coursework for a bachelor’s degree and a master’s degree in five years at a tremendous value.</p>
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<h3>Career Outlook</h3>
<p>There is an ongoing demand for environmental scientists in industry, government, and nonprofit environmental organizations. Our graduates have gone on to work for the US Fish and Wildlife Service, US Army Corps of Engineers, US Geological Survey, National Weather Service, US National Park Service, NYS Department of Environmental Conservation, prestigious graduate schools, and major corporations.</p>
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<p>Admission to the combined degree program is highly selective, restricted to Brockport students with exceptional academic records and subject to the availability of a faculty member able to serve as a thesis advisor.</p>
<p>Admission is restricted to Brockport undergraduate Environmental Science & Ecology students who have:</p>
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completed at least 75 undergraduate credits, with at least 15 credits at Brockport
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a cumulative Brockport GPA of at least 3.4
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<blockquote>
<span>I really enjoy the welcoming atmosphere that the faculty and staff provides the students. They always make themselves available to help and are very supportive, no matter what it is you want to study.</span>
<cite class="citation">Oscar Pecci ’17</cite>
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<h1>
Scientific Writing Policy
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The general format in the linked documents below will serve as a guideline for students preparing scientific research reports for classes in Environmental Science & Ecology.
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Instructors may choose to modify their writing assignments, based upon learning objectives. However, please note that the format described below should be used for all scientific research reports prepared by students in Environmental Science & Ecology classes, unless otherwise instructed.
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<a class="file file_3304 lw_files_pdf" title="statistical_guide.pdf" href="/live/files/3304-statisticalguidepdf">Statistical Guide</a>
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<a class="file file_3302 lw_files_pdf" title="env_scientific_writing_policy_checklist.pdf" href="/live/files/3302-envscientificwritingpolicychecklistpdf">Scientific Writing Policy Document and Checklist</a>
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<a class="file file_3305 lw_files_document" title="env_grading_policy.docx" href="/live/files/3305-envgradingpolicydocx">Environmental Science & Ecology Official Grading Policy</a>
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<a class="go" href="https://soar.suny.edu/handle/20.500.12648/2002" target="_blank" rel="noopener">Environmental Science and Ecology Theses</a>
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<h3 class="go"><a href="/live/profiles/1431-matthew-altenritter">Matthew Altenritter, Ph.D</a></h3><dl><dt>Assistant Professor</dt><dd> (585) 395-5766<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon Hall 121 </dd></dl></li><li class=""><picture class="lw_image">
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</picture>
<h3 class="go"><a href="/live/profiles/1432-kathryn-amatangelo">Kathryn Amatangelo, Ph.D</a></h3><p>(She/Her/Hers)</p><dl><dt>Associate Professor</dt><dd> (585) 395-5743<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon Hall 119 </dd></dl></li><li class=""><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,1524,1500/10154_Picture.rev.1697633508.webp 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,1524,1500/10154_Picture.rev.1697633508.webp 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,1524,1500/10154_Picture.rev.1697633508.webp 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,1524,1500/10154_Picture.rev.1697633508.jpg 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,1524,1500/10154_Picture.rev.1697633508.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,1524,1500/10154_Picture.rev.1697633508.jpg 3x"/>
<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,1524,1500/10154_Picture.rev.1697633508.jpg" alt="Dan Beers and brown trout during field work" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,1524,1500/10154_Picture.rev.1697633508.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,1524,1500/10154_Picture.rev.1697633508.jpg 3x" data-max-w="1524" data-max-h="1500" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/5617-dan-beers">Dan Beers</a></h3><dl><dt>Field and Lab Manager</dt><dd> (585) 395-5975<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon Hall 105 A </dd></dl></li><li class=""><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/8949_michael-chislock-env-sci.rev.1661797393.webp 1x, /live/image/scale/2x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/8949_michael-chislock-env-sci.rev.1661797393.webp 2x, /live/image/scale/3x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/8949_michael-chislock-env-sci.rev.1661797393.webp 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/8949_michael-chislock-env-sci.rev.1661797393.jpg 1x, /live/image/scale/2x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/8949_michael-chislock-env-sci.rev.1661797393.jpg 2x, /live/image/scale/3x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/8949_michael-chislock-env-sci.rev.1661797393.jpg 3x"/>
<img src="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/8949_michael-chislock-env-sci.rev.1661797393.jpg" alt="" width="250" height="375" srcset="/live/image/scale/2x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/8949_michael-chislock-env-sci.rev.1661797393.jpg 2x, /live/image/scale/3x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/8949_michael-chislock-env-sci.rev.1661797393.jpg 3x" data-max-w="2133" data-max-h="3200" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1433-michael-chislock">Michael Chislock, Ph.D</a></h3><dl><dt>Associate Professor</dt><dd> (585) 395-5961<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon Hall 125 </dd></dl></li><li class=""><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/200,79,1747,1625/10114_Graham_Brook_Trout.rev.1695400404.webp 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/200,79,1747,1625/10114_Graham_Brook_Trout.rev.1695400404.webp 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/200,79,1747,1625/10114_Graham_Brook_Trout.rev.1695400404.webp 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/200,79,1747,1625/10114_Graham_Brook_Trout.rev.1695400404.jpg 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/200,79,1747,1625/10114_Graham_Brook_Trout.rev.1695400404.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/200,79,1747,1625/10114_Graham_Brook_Trout.rev.1695400404.jpg 3x"/>
<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/200,79,1747,1625/10114_Graham_Brook_Trout.rev.1695400404.jpg" alt="Andie Graham" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/200,79,1747,1625/10114_Graham_Brook_Trout.rev.1695400404.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/200,79,1747,1625/10114_Graham_Brook_Trout.rev.1695400404.jpg 3x" data-max-w="1547" data-max-h="1546" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1434-andie-graham">Andie Graham</a></h3><dl><dt>Instructional Support Technician</dt><dd> (585) 395-5966<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon Hall 127 </dd></dl></li><li class=""><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/9394_kristen-malone-environmental-science-ecology-1.rev.1671472284.webp 1x, /live/image/scale/2x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/9394_kristen-malone-environmental-science-ecology-1.rev.1671472284.webp 2x, /live/image/scale/3x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/9394_kristen-malone-environmental-science-ecology-1.rev.1671472284.webp 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/9394_kristen-malone-environmental-science-ecology-1.rev.1671472284.jpg 1x, /live/image/scale/2x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/9394_kristen-malone-environmental-science-ecology-1.rev.1671472284.jpg 2x, /live/image/scale/3x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/9394_kristen-malone-environmental-science-ecology-1.rev.1671472284.jpg 3x"/>
<img src="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/9394_kristen-malone-environmental-science-ecology-1.rev.1671472284.jpg" alt="" width="250" height="375" srcset="/live/image/scale/2x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/9394_kristen-malone-environmental-science-ecology-1.rev.1671472284.jpg 2x, /live/image/scale/3x/gid/41/width/250/height/375/crop/1/src_region/0,0,2133,3200/9394_kristen-malone-environmental-science-ecology-1.rev.1671472284.jpg 3x" data-max-w="2133" data-max-h="3200" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1435-kristen-malone">Kristen M Malone, Ph.D</a></h3><dl><dt>Assistant Professor</dt><dd> (585) 395-5748<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon Hall 123 </dd></dl></li><li class=""><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2208,2944/10096_3.rev.1695130733.webp 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2208,2944/10096_3.rev.1695130733.webp 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2208,2944/10096_3.rev.1695130733.webp 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2208,2944/10096_3.rev.1695130733.jpg 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2208,2944/10096_3.rev.1695130733.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2208,2944/10096_3.rev.1695130733.jpg 3x"/>
<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2208,2944/10096_3.rev.1695130733.jpg" alt="Gina Nicholson" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2208,2944/10096_3.rev.1695130733.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2208,2944/10096_3.rev.1695130733.jpg 3x" data-max-w="2208" data-max-h="2944" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/2114-gina-nicholson">Gina M Nicholson</a></h3><dl><dt>Administrative Assistant 1</dt><dd> (585) 395-2193<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon Hall 103 </dd></dl></li><li class=""><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/8328_rinchard_jacques.rev.1658925980.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/8328_rinchard_jacques.rev.1658925980.jpg 1x"/>
<img src="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/8328_rinchard_jacques.rev.1658925980.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1437-jacques-rinchard">Jacques J Rinchard, Ph.D</a></h3><dl><dt>Professor and Chair</dt><dd> (585) 395-5750<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon Hall B-03 </dd></dl></li><li class=""><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/8329_schultz_rachel.rev.1658925980.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/8329_schultz_rachel.rev.1658925980.jpg 1x"/>
<img src="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/8329_schultz_rachel.rev.1658925980.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1438-rachel-schultz">Rachel Schultz, Ph.D</a></h3><dl><dt>Associate Professor</dt><dd> (585) 395-5747<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon Hall 117 </dd></dl></li><li class=""><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/9515_jacob-straub.rev.1676645306.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/9515_jacob-straub.rev.1676645306.jpg 1x"/>
<img src="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/9515_jacob-straub.rev.1676645306.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/5647-jacob-straub">Jacob Straub, Ph.D</a></h3><dl><dt>Research Associate</dt><dd> (585) 395-5746<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Lennon 123 </dd></dl></li><li class="emeriti"><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,376/515_james-haynes.rev.1618258025.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,376/515_james-haynes.rev.1618258025.jpg 1x"/>
<img src="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,376/515_james-haynes.rev.1618258025.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="376" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/3279-james-haynes">James Haynes</a></h3><dl><dt>Emeritus-Professor</dt><dd><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/><br/><span class="lw_item_tags"><a href="/live/tags/Emeriti/type/profiles">Emeriti</a></span></dd></dl></li><li class="emeriti"><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 3x"/>
<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 3x"/>
<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG" alt="Joseph Makarewicz" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,3200,2463/9398_Joe_Makarewicz2021.rev.1671555827.JPG 3x" data-max-w="3200" data-max-h="2463" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/3280-joseph-makarewicz">Joseph C. Makarewicz</a></h3><dl><dt>Emeritus - Distinguished Professor </dt><dd><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/><br/><span class="lw_item_tags"><a href="/live/tags/Emeriti/type/profiles">Emeriti</a></span></dd></dl></li><li class="emeriti"><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,376/8330_christopher_norment.rev.1658925980.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,376/8330_christopher_norment.rev.1658925980.jpg 1x"/>
<img src="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,376/8330_christopher_norment.rev.1658925980.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="376" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/3281-christopher-norment">Christopher Norment</a></h3><dl><dt>Emeritus-Professor</dt><dd><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/><br/><span class="lw_item_tags"><a href="/live/tags/Emeriti/type/profiles">Emeriti</a></span></dd></dl></li><li class="emeriti"><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/8322_douglas_wilcox.rev.1658925979.webp 1x"/>
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<img src="/live/image/gid/41/width/250/height/375/crop/1/src_region/0,0,250,375/8322_douglas_wilcox.rev.1658925979.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/3282-douglas-wilcox">Douglas A. Wilcox</a></h3><dl><dt>Emeritus - Professor of Wetland Science </dt><dd><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/><br/><span class="lw_item_tags"><a href="/live/tags/Emeriti/type/profiles">Emeriti</a></span></dd></dl></li></ul></div>
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<h3 class="go"><a href="/live/profiles/1449-michael-kramer"> Michael Kramer, Ph.D</a></h3><dl><dt> Associate Professor, Director (Museum Studies and Public History Minor) </dt><dd> (585) 395-5689<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 319 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1230-rozenn-bailleul-lesuer"> Rozenn Bailleul-LeSuer, Ph.D</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-5142<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 315 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1232-neal-keating"> Neal B. Keating, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-5707<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 314 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1451-morag-martin"> Morag Martin, Ph.D</a></h3><p> (she, her, hers) </p><dl><dt> Professor and Chair </dt><dd> (585) 395-5690<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 308 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1452-elizabeth-masarik"> Elizabeth Garner Masarik, Ph.D</a></h3><p> (She/Her) </p><dl><dt> Assistant Professor </dt><dd> (585) 395-5625<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 308 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1468-virginia-orzel"> Virginia M Orzel</a></h3><p> (She/Her/Hers) </p><dl><dt> Professor </dt><dd> (585) 395-5773<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 228 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1233-jennifer-ramsay"> Jennifer Ramsay, Ph.D</a></h3><p> ( She/Her/Hers) </p><dl><dt> Professor and Chair </dt><dd> (585) 395-5706<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 324 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/6136-tate-shaw"> Tate Shaw</a></h3><p> (he/him) </p><dl><dt> Executive Dir Visual Studies Workshop/ Associate Professor </dt><dd> (585) 442-2805<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Tower 204 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1235-alexander-smith"> Alexander J. Smith, Ph.D</a></h3><p> (He/Him/His) </p><dl><dt> Assistant Professor </dt><dd> (585) 395-5709<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 313 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1457-james-spiller"> James A Spiller, Ph.D</a></h3><dl><dt> Professor </dt><dd> (585) 395-5697<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 320 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1459-jose-torre"> Jose R Torre, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-5698<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 332 </dd></dl></li></ul></div>
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<h1>Sample Four-Year Degree Plan</h1>
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<p>This four-year plan serves as a <strong>sample</strong> to provide students with a clear path to graduation. A student’s path may differ from this example. Students are <strong>encouraged to consult with their faculty advisor</strong> each semester to ensure appropriate course selection.</p>
<h2>Bachelor of Science in Physics Adolescence Education</h2>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">First Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 235 Physics I (Gen Ed L)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>MTH 201 Calculus I (M)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>General Education – World Language (R, 111-level) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ENG 112 College Composition (Q)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>GEP 100: Academic Planning Seminar</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 240: Physics II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>MTH 202: Calculus II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>World Language (certification requirement, 112-level)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Arts (F) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – World History & Global Awareness (O) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>17</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Second Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 307: Physics III</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 308: Electronics Laboratory</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>MTH 203 Calculus III</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>CHM 205: General Chemistry I</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Social Science (S, W) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 328: Modern Physics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 329: Modern Physics and Optics Lab</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td><p>PHS 332: Math Methods and Intermediate Mechanics</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p>MTH 255: Differential Equations</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CHM 206: General Chemistry II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>EDI 459 Adolescent Development </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>17</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Third Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 345 Advanced Laboratory</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>PHS 411: Quantum Mechanics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ESC 251: Scientific Computing</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 431 Teaching Literacy in Middle & High School Content Areas I</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 447: Inclusive Middle Level Teaching in Science</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PRO 430 Adolescence Field Experience 1</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>General Education – US History & Civic Engagement (V) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>17</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 350: Instrumentation Laboratory</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>PHS 415 Thermal Physics </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 403: Physics Seminar I</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>EDI 432: Teaching Literacy in Middle & High School Content Areas II</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 467: Teaching Science Inclusively</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PRO 431: Adolescence Field Experience II</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>EDI 331: Adolescence Classroom Management</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>EDI 331 Classroom Management</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>13</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Fourth Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 419 Electricity & Magnetism </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 409 Teaching Students with Special Needs </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 430 Education & Society (Y, I)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Humanities (H) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td><p>General Education – Diversity (D) Elective</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>EDI 464 Seminar in Adolescence Inclusive Education</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PRO 433 Practicum in Adolescence Inclusive Education</p></td>
<td width="312"><p>9</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>12</p></td>
</tr></tbody></table>
<h4 class="">Total Credits: 121</h4>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/physics/">Physics</a></li><li> <a href="/academics/physics/facilities/">Physics Facilities</a></li>
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<h1>
Physics Facilities
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<h3>
Surface Science Lab
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<li>Ultra-High Vacuum system with deposition and <em>in situ</em> characterization abilities
</li>
<li>Tube Furnace
</li>
<li>Park Atomic Force Microscope (on a vibration isolation slab)
<ul>
<li>Various speed modes and cantilevers
</li>
<li>Thermal and Conductive AFM Heads
</li>
</ul>
</li>
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<h3>
Magnetism Lab
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<li>Wet chemistry synthesis set-up
</li>
<li>Electrochemical synthesis set-up
</li>
<li>Quantum Design Physical Property Measurement System with 9 T magnet
</li>
<li>Analog Magneto Optic Kerr Effect (MOKE) measurement set-up
</li>
</ul>
<h3>
Astrophysics Computing Lab
</h3>
<ul>
<li>2 iMac computers
</li>
<li>iMac Pro
</li>
<li>Mac Pro
</li>
</ul>
<h3>
Machine Shop
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<li>lathe
</li>
<li>milling machine
</li>
<li>band saw
</li>
<li>drill press
</li>
</ul>
<h3>
Planetarium
</h3>
<ul>
<li>24-foot dome with an upgraded digital projector
</li>
</ul>
<h3>
Observatory
</h3>
<ul>
<li>Collection of Dobsonians used for astronomy labs, and a permanently mounted Meade 10-inch reflector in a roll-off shed, used for undergraduate research and public outreach.
</li>
</ul></div>
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<p>Pursue your curiosity about the natural world while developing strong <strong>technical and problem-solving skills</strong>. A Physics degree helps you build your resume for that first job in <strong>science, engineering, or technology</strong>. You will also be prepared to continue on to graduate school in fields such as astronomy, physics, engineering, materials science, or nanotechnology. The Department of Physics offers <strong>individualized attention and mentoring</strong> to help you realize your full potential.</p>
<h3>Recommendations for Physics (PHS) Majors</h3>
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<p>Examine your interests and think about your goals. What can you do with a Physics degree?</p>
<ul>
<li>
<strong>Take</strong> a Career Interest Survey in APS Course
</li>
<li>
<strong>Attend</strong> Physics seminars, including talks by alumni and current students
</li>
<li>
<strong>Meet</strong> your classmates and form a study group
</li>
<li>
<strong>Join</strong> Physics Club and participate
</li>
<li>
<strong>Ask</strong> questions
</li>
<li>
<strong>Earn</strong> good grades
</li>
<li>
<strong>Discuss</strong> your goals with your Physics advisor
</li>
<li>
<strong>Talk</strong> to faculty about summer research opportunities
</li>
<li>
<strong>Explore</strong> possible minors
</li>
<li>
<strong>Consider</strong> the Leadership Development Program
</li>
<li>
<strong>Sign up</strong> for <a href="http://brockport.joinhandshake.com" target="_blank" rel="noopener">Eagle Connect</a>
</li>
<li>
<strong>Attend</strong> Undergraduate Research & Internship Day
</li>
<li>
<strong>Attend</strong> a career event
</li>
</ul>
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<p>You’re sticking with Physics! Get research experience and explore career options.</p>
<ul>
<li>
<strong>Talk</strong> to students presenting at the Research & Internship Day
</li>
<li>
<strong>Meet</strong> with faculty to discuss research opportunities
</li>
<li>
<strong>Learn</strong> about REU opportunities available on the NSF website
</li>
<li>
<strong>Develop</strong> a resume and get it reviewed by your faculty advisor
</li>
<li>
<strong>Apply</strong> for summer REU slots
</li>
<li>
<strong>Attend</strong> Physics seminars
</li>
<li>
<strong>Participate</strong> in Physics Club activities
</li>
<li>
<strong>Add</strong> a minor to help you reach your goals
</li>
<li>
<strong>Work</strong> with faculty on an independent study
</li>
<li>
<strong>Create</strong> a LinkedIn profile and visit Career Services Drop-In Express for help with your resume
</li>
<li>
<strong>Attend</strong> Careers for the Common Good Jobs, Internships & Volunteer Fair
</li>
</ul>
</div>
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<p>You have a lot of skills! Organize them as you prepare for the next step.</p>
<ul>
<li>
<strong>Present</strong> your work and practice your presentation skills
</li>
<li>
<strong>Develop</strong> an elevator pitch about the skills you have and what you want to do with them
</li>
<li>
<strong>Learn</strong> about career resources available from the American Physical Society.
</li>
<li>
<strong>Study</strong> for the Physics GRE if you’re thinking about grad school
</li>
<li>
<strong>Enroll</strong> in PHS 403 Physics Seminar I
</li>
<li>
<strong>Decide</strong> if you want to go to grad school and learn about programs and opportunities
</li>
<li>
<strong>Attend</strong> Physics seminars
</li>
<li>
<strong>Take</strong> on a leadership role in Physics Club
</li>
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<p>Almost finished! Just a few last steps and you’ll be ready to launch! 10, 9, 8 …</p>
<ul>
<li>
<strong>Enroll</strong> in PHS 404: Physics Seminar II (Advanced track)
</li>
<li>
<strong>Complete</strong> a capstone project with a faculty mentor
</li>
<li>
<strong>Present</strong> at Scholars Day, the Rochester Symposium for Physics Students (RSPS), and Brockport’s Day of Physics
</li>
<li>
<strong>Attend</strong> Physics seminars
</li>
<li>
<strong>Take</strong> the GRE exam(s) early in the Fall semester, if you’re considering graduate school
</li>
<li>
<strong>Identify</strong> graduate programs and application deadlines
</li>
<li>
<strong>Search</strong> for jobs that interest you
</li>
<li>
<strong>Discuss</strong> your goals with faculty and request recommendations and references
</li>
<li>
<strong>Apply</strong> for graduate school (December-February)
</li>
<li>
<strong>Apply</strong> for jobs by sending out resume and cover letters after spring break
</li>
</ul>
</div>
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<h1>Physics Major/Minor</h1>
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<h2>What You’ll Learn</h2>
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<p class="leadin">Physicists seek to understand the underlying laws of the Universe. With goals ranging from a fundamental understanding of quantum mechanics to developing tools for medical imaging, physicists learn about the world around us and apply their understanding to practical problems.</p>
<p>Your experience in physics at Brockport will set you apart. Study distant quasars with the Hubble Space Telescope, the atomic structure of 2-dimensional materials, or superconductivity at ultra-cold temperatures. A physics degree from Brockport can take you anywhere you can imagine.</p>
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<p>A physics degree will develop your skills in the classroom, the lab, and the outside world. You’ll work closely with our faculty who will help you explore your career paths.</p>
<p>Key to your post-Brockport success are the rigorous physics courses that will prepare you for whatever comes next. You’ll also have the opportunity to work on interesting and cutting-edge research.</p>
<p><a class="go" href="/academics/physics/physics-major-minor/sample-four-year-degree-plan/">Sample Four-Year Plan</a></p>
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<p>We recommend submitting first-year applications in October or early November. We decide your admission once you complete your application.</p>
<p>Next Deadline for Transfer Students</p>
<p>Fall Semester: August 1</p>
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<p>You will have the opportunity to spend time during the semester, or over the summer, performing faculty-led research. You’ll also be able to continue your research in our two-semester senior seminar course.</p>
<p>These opportunities let you dive into a specific field, and apply your own creativity in solving real-world problems. The experience will help you decide what to do post-graduation, and better prepare you for whatever your future holds!</p>
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<blockquote>
<span>“From the small class sizes, to the always-open doors, to the study lounge where I spent countless hours with my classmates working through difficult problems, I always found the kind of constant encouragement any Physics major needs to succeed.”</span>
<cite class="citation">Alex Kuhl ’12</cite>
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<h1>Physics</h1>
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<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/55/width/800/height/400/crop/1/src_region/0,75,2400,1275/8876_planetarium_renovations.rev.1659724811.jpg 1x, /live/image/scale/2x/gid/55/width/800/height/400/crop/1/src_region/0,75,2400,1275/8876_planetarium_renovations.rev.1659724811.jpg 2x, /live/image/scale/3x/gid/55/width/800/height/400/crop/1/src_region/0,75,2400,1275/8876_planetarium_renovations.rev.1659724811.jpg 3x"/>
<img width="800" height="400" alt="College planetarium" data-caption="College planetarium" src="/live/image/gid/55/width/800/height/400/crop/1/src_region/0,75,2400,1275/8876_planetarium_renovations.rev.1659724811.jpg" title="Planetarium" srcset="/live/image/scale/2x/gid/55/width/800/height/400/crop/1/src_region/0,75,2400,1275/8876_planetarium_renovations.rev.1659724811.jpg 2x, /live/image/scale/3x/gid/55/width/800/height/400/crop/1/src_region/0,75,2400,1275/8876_planetarium_renovations.rev.1659724811.jpg 3x" loading="lazy" data-max-w="2400" data-max-h="1200"/>
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<p>The Milky Way. Black holes. Constellations. Learn about the stars, among the stars, in our <a href="https://today.brockport.edu/live/news/2571-explore-outer-space-from-campus">campus planetarium</a>. <em>For updated Planetarium show schedule, please <a href="https://today.brockport.edu/calendar/physics/all/tags/planetarium">view the full schedule</a>.</em></p>
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<p>From the subatomic level to the scale of galaxies, we study the mysteries of the universe.</p>
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<h3><strong>Research</strong></h3>
<p>Learn about <a href="https://today.brockport.edu/live/news/1326-physics-faculty-awarded-observing-time-on-two-nasa">black holes</a> and <a href="https://today.brockport.edu/live/news/594-nasa-funding-allows-for-galaxy-research-at-suny" target="_blank" rel="noopener">galaxies</a> with data gathered directly from a NASA satellite. Reflect and refract lasers in our optics lab to study the properties of light. Study materials 1000x smaller than a hair follicle in our magnetism lab. Like the universe, our research opportunities are (nearly) endless.</p>
<h3><strong>A Career Worth Investing In</strong></h3>
<p>Physics majors are near the <a href="https://www.aip.org/statistics/physics-trends/what-do-new-bachelors-earn" target="_blank" rel="noopener">top starting salaries</a> for recent graduates. Nearly <a href="https://www.aip.org/statistics/physics-trends/physics-bachelors-1-year-later-1" target="_blank" rel="noopener">50% enter the workforce</a> directly after graduation and the other half typically attend graduate school. Ever wonder who is hiring physics majors? <a href="https://www.aip.org/statistics/whos-hiring-physics-bachelors" target="_blank" rel="noopener">Well-known corporations, universities, and government agencies</a> lead the charge.</p>
<h3><strong>Coursework</strong></h3>
<p>All majors take part in a capstone seminar project where they work directly with a professor on an area of their interest. We then provide guidelines and advice to help down their chosen career paths such as:</p>
<ul>
<li>
Engineering
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Big Data Analysis
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Artificial Intelligence
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Machine Learning
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<div class="directory_index"><ul class="bport_flex-container bport_wrap"><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3449-mark-hirsch"> Mark J. Hirsch, Ph.D</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-2051<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Smith Hall G11 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1582-eric-monier"> Eric Monier, Ph.D</a></h3><p> (He/Him/His) </p><dl><dt> Professor and Chair (Physics) </dt><dd> (585) 395-5589<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Smith Hall 120 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1583-kristen-repa"> Kristen Repa, Ph.D</a></h3><dl><dt> Assistant Professor </dt><dd> (585) 395-5563<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Smith Hall 125 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1584-zachary-robinson"> Zachary Robinson, Ph.D</a></h3><dl><dt> Associate Professor and Interim Chair </dt><dd> (585) 395-5577<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Smith Hall 118 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3450-peter-spacher"> Peter Spacher</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-2051<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Smith Hall G11 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1585-kim-vonburen"> Kim Vonburen</a></h3><dl><dt> Administrative Assistant 1 </dt><dd> (585) 395-2182<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Smith Hall 119 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1586-aaron-weaver"> Aaron Weaver</a></h3><dl><dt> Physics Laboratory Supervisor/instructional Assistant </dt><dd> (585) 395-5579<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Smith Hall 113 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1587-ka-wah-wong"> Ka-Wah Wong, Ph.D</a></h3><dl><dt> Assistant Professor </dt><dd> (585) 395-5704<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Smith Hall 127 </dd></dl></li></ul></div>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/physics/">Physics</a></li><li> <a href="/academics/physics/physics-adolescence-inclusive-generalist-education-major/sample-four-year-degree-plan/">Sample Four-Year Degree Plan</a></li>
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<h1>Sample Four-Year Degree Plan</h1>
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<p>This four-year plan serves as a <strong>sample</strong> to provide students with a clear path to graduation. A student’s path may differ from this example. Students are <strong>encouraged to consult with their faculty advisor</strong> each semester to ensure appropriate course selection.</p>
<h2>Bachelor of Science in Physics Adolescence Inclusive Generalist Education</h2>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">First Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 235 Physics I (Gen Ed L)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>MTH 201 Calculus I (M)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>General Education – World Language (R, 111-level) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ENG 112 College Composition (Q)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>GEP 100: Academic Planning Seminar</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 240: Physics II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>MTH 202: Calculus II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>World Language (certification requirement, 112-level)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ENG 210 Creative Writing (F)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>HST 202 Modern World Seminar (O)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>17</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Second Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 307: Physics III</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 308: Electronics Laboratory</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>MTH 203 Calculus III</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>CHM 205: General Chemistry I</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Social Science (S, W) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 328: Modern Physics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 329: Modern Physics and Optics Lab</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td><p>PHS 332: Math Methods and Intermediate Mechanics</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p>MTH 255: Differential Equations</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 430 Education & Society (Y, I)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 459: Adolescent Dev</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>16</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Third Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td><p>PHS 345: Advanced Laboratory</p></td>
<td><p>1</p></td>
</tr>
<tr>
<td width="312"><p>PHS 411: Quantum Mechanics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ESC 251: Scientific Computing</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 431: Teaching Literacy in Middle & High School Content Areas I</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 447: Inclusive Middle Level Teaching in Science</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PRO 430: Adolescence Field Experience I</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>14</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td><p>PHS 350: Instrumentation Laboratory</p></td>
<td><p>1</p></td>
</tr>
<tr>
<td width="312"><p>PHS 415: Thermal Physics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 403: Physics Seminar I</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>EDI 432: Teaching Literacy in Middle & High School Content Areas II</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 467: Teaching Science Inclusively</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PRO 431: Adolescence Field Experience II</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>EDI 413: Intro to Special Ed</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td><p>General Education – Diversity (D)</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>18</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Fourth Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td><p>PHS 419 Electricity & Magnetism </p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 419 Assessment Special Ed</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 414: Special Ed Methods</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>EDI 331: Adolescence Classroom Management</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>PRO 432: Field Experience 3</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>HST 212 – Modern America (V)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Humanities (H) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>17</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>EDI 464 Seminar in Adolescence Inclusive Education</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PRO 433 Practicum in Adolescence Inclusive Education</p></td>
<td width="312"><p>9</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>12</p></td>
</tr></tbody></table>
<h4 class="">Total: 124 Credits</h4>
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<h1>Sample Four-Year Degree Plan</h1>
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<p>This four-year plan serves as a <strong>sample</strong> to provide students with a clear path to graduation. A student’s path may differ from this example. Students are <strong>encouraged to consult with their faculty advisor</strong> each semester to ensure appropriate course selection.</p>
<h2>Bachelor of Science in Physics</h2>
<h3>Standard Track</h3>
<p>Physics Students take three of the four PHS core courses and two PHS electives.</p>
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<h4>Fall Semester</h4>
<table><tbody>
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<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 235 Physics I (Gen Ed L)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>MTH 201 Calculus I* (M)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>CSC 120: Intro to Computing</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>ENG 112 College Composition (Q)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>GEP 100: Academic Planning Seminar</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>16</p></td>
</tr></tbody></table>
<p class="">*MTH 201 has a pre-requisite of MTH 122 Pre-calculus</p>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 240: Physics II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>MTH 202: Calculus II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>CSC 203 Problem Solving with Objects</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>General Education - Oral Communication (Y) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Second Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 307: Physics III</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 308: Electronics Laboratory</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>MTH 203 Calculus III</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>CHM 205: General Chemistry I</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Arts (F) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 332: Math Methods and Intermediate Mechanics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 328: Modern Physics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 329: Modern Physics and Optics Lab</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>MTH 255: Differential Equations</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CHM 206 College Chemistry II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>14</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Third Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 345 Advanced Laboratory </p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>Physics Elective (see below)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 411 Quantum Mechanics </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – US History and Civic Engagement Elective (V)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Ed. – Diversity: Equity, Inclusion, & Social Justice (D) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education - World Language (R) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>16</p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 350: Instrumentation Laboratory</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>PHS 403 Physics Seminar I</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>PHS 415 Thermal Physics </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – World History and Global Awareness (O) Elective </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Humanities (H) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td><p>Open Elective</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>14</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Fourth Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 419 Electricity & Magnetism </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Social Science (S) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education - Contemporary Issues (I) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Open Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Open Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>Physics Elective (see below)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education - Gender Perspectives (W)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Open Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Open Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Open Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Physics Electives (6 credits, two of the following courses - at least one PHS)</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 361 Special Topics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 362 Astrophysics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 363 Solid State Physics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 364 Semiconductor Device Physics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td><p>PHS 365 Optics</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td><p>3xx-4xx in BIO, CHM, CSC, ESC, GEO, MET, MTH</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total<br /></strong></p></td>
<td width="312"><p>12</p></td>
</tr></tbody></table>
</div>
</section>
</div>
<h4 class="">Total Credits: 120</h4>
<h3 class="">Advanced Track</h3>
<p>Students take all four PHS core courses, two additional PHS electives, and PHS 404.</p>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">First Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 235 Physics I (Gen Ed L)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>MTH 201 Calculus I* (M)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>CSC 120: Intro to Computing</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>ENG 112 College Composition (Q)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>GEP 100: Academic Planning Seminar</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>16</p></td>
</tr></tbody></table>
<p class="">*MTH 201 has a pre-requisite of MTH 122 Pre-calculus</p>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 240: Physics II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>MTH 202: Calculus II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>CSC 203: Prob Solv w/Objects</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>General Education - Oral Communication (Y) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Second Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 307: Physics III</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 308: Electronics Laboratory</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>MTH 203 Calculus III</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>CHM 205: General Chemistry I</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Arts (F) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 332: Math Methods and Intermediate Mechanics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 328: Modern Physics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 329: Modern Physics and Optics Lab</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>MTH 255: Differential Equations</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CHM 206: General Chemistry II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>14</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Third Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 345: Advanced Laboratory</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>Physics Elective (see below)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 411 Quantum Mechanics </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – US History and Civic Engagement Elective (V)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Ed. – Diversity: Equity, Inclusion, & Social Justice (D) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education - World Language (R) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>16</p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 350: Instrumentation Laboratory</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>Physics Elective (see below)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 403: Physics Seminar I</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>PHS 415 Thermal Physics </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – World History and Global Awareness (O) Elective </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Humanities (H) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>14</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Fourth Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>Physics Elective (see below)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 404 Physics Seminar II</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p>PHS 419 Electricity & Magnetism </p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education – Social Science (S) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education - Contemporary Issues (I) Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Open Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>16</p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 423 Advanced Mechanics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Physics Elective (see below)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Education - Gender Perspectives (W)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Open Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Open Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Physics Electives (Four of the following courses - at least three from PHS)</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PHS 361 Special Topics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 362 Astrophysics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PHS 363 Solid State Physics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td><p>PHS 364 Semiconductor Device Physics</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td><p>PHS 365 Optics</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p>3xx-4xx in BIO, CHM, CSC, ESC, GEO, MET, MTH</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total Needed for Graduation<br /></strong></p></td>
<td width="312"><p>12</p></td>
</tr></tbody></table>
</div>
</section>
</div>
<h4 class=""> Total Credits: 124</h4>
</div>
</article>
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Faculty & Staff Directory
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Have questions regarding the Major? Please contact <a href="mailto:[email protected]?subject=">Debbie Reynolds</a>.
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<div class="directory_index"><ul class="bport_flex-container bport_wrap"><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1597-caitlin-abar"> Caitlin C. Abar, Ph.D</a></h3><p> (She/Her/Hers) </p><dl><dt> Associate Professor </dt><dd> (585) 395-5774<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 129 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3453-alexis-abbott"> Alexis Abbott</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-2488<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 133 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1598-david-abwender"> David Abwender, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-2488<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 120 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1599-stacy-birch"> Stacy Birch, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-2484<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 130 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1600-kelly-brennan-jones"> Kelly A Brennan-Jones, Ph.D</a></h3><dl><dt> On Leave </dt><dd> (585) 395-5553<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 134 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1601-melissa-brown"> Melissa M. Brown, Ph.D</a></h3><dl><dt> Assistant Professor </dt><dd> (585) 395-5424<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 124 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3454-anna-crescent"> Anna E. Crescent</a></h3><dl><dt> Teaching Assistant </dt><dd> (585) 395-2488<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 133 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3455-laura-crosetti"> Laura A. Crosetti, MED</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-2488<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall B9 BB </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3456-serenity-della-porta"> Serenity S Della Porta, Ph.D</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-2488<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 133 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1602-marcie-desrochers"> Marcie Desrochers, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-5634<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 132 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3457-robert-drake"> Robert M. Drake</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-2806<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall B9 BB </dd></dl></li><li><picture class="lw_image">
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<img src="/live/image/gid/57/width/250/height/375/crop/1/src_region/0,0,250,375/8521_lori_ann_forzano.rev.1658929042.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1603-lori-ann-forzano"> Lori-Ann B. Forzano, Ph.D</a></h3><dl><dt> Professor </dt><dd> (585) 395-2759<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 126 </dd></dl></li><li><picture class="lw_image">
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<img src="/live/image/gid/57/width/250/height/375/crop/1/src_region/0,0,400,600/10141_jan-gillespie-psychology-2.rev.1697046541.jpg" alt="" width="250" height="375" data-max-w="400" data-max-h="600" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1604-janet-gillespie"> Janet F Gillespie, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-2433<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 139 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3458-gary-hobson"> Gary Hobson, Ph.D</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-2488<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall B9 BB </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1605-amanda-lipko-speed"> Amanda R. Lipko-Speed, Ph.D</a></h3><dl><dt> Associate Professor and Chair (Psychology) </dt><dd> (585) 395-5082<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 135 </dd></dl></li><li><picture class="lw_image">
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<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,620,925/9781_Headshot.rev.1686570204.jpg" alt="woman with brown hair and fair skin" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,620,925/9781_Headshot.rev.1686570204.jpg 2x" data-max-w="620" data-max-h="925" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1606-sara-margolin"> Sara J. Margolin, Ph.D</a></h3><dl><dt> Associate Professor (Psychology) </dt><dd> (585) 395-2908<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 141 </dd></dl></li><li><picture class="lw_image">
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<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,1280,1920/9590_Laurel_McNall_headshot_-_Web_Res.rev.1678979571.jpg" alt="" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,1280,1920/9590_Laurel_McNall_headshot_-_Web_Res.rev.1678979571.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,1280,1920/9590_Laurel_McNall_headshot_-_Web_Res.rev.1678979571.jpg 3x" data-max-w="1280" data-max-h="1920" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1607-laurel-mcnall"> Laurel McNall, Ph.D</a></h3><p> (She/Her/Hers) </p><dl><dt> Professor & Internship Coordinator </dt><dd> (585) 395-2904<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 128 </dd></dl></li><li><picture class="lw_image">
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<img src="/live/image/gid/57/width/250/height/375/crop/1/src_region/0,0,400,600/8963_jack-peltz-psychology.rev.1663090758.jpg" alt="" width="250" height="375" data-max-w="400" data-max-h="600" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1608-jack-peltz"> Jack Peltz, Ph.D</a></h3><dl><dt> Assistant Professor </dt><dd> (585) 395-5132<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 127 </dd></dl></li><li><picture class="lw_image">
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<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2119,3199/9548_DSC_4551_DxOa2a.rev.1677860016.jpg" alt="Gerry headshot" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2119,3199/9548_DSC_4551_DxOa2a.rev.1677860016.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2119,3199/9548_DSC_4551_DxOa2a.rev.1677860016.jpg 3x" data-max-w="2119" data-max-h="3199" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1609-jennifer-ratcliff">Dr..  Jennifer J. Ratcliff, Ph.D</a></h3><p> (She/Her/Hers) </p><dl><dt> Professor, Faculty Diversity Fellow </dt><dd> (585) 395-2685<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 137 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1610-debra-reynolds"> Debra Reynolds</a></h3><dl><dt> Administrative Assistant 1 </dt><dd> (585) 395-2488<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 133 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1611-mary-tiede">Dr.  Mary A Tiede, Ph.D</a></h3><p> (She/Her/Hers) </p><dl><dt> Lecturer </dt><dd> (585) 395-2086<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 127 A </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1612-kimberly-walitzer"> Kimberly S Walitzer, Ph.D</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-2488<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall B9BB </dd></dl></li><li><picture class="lw_image">
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<img src="/live/image/gid/57/width/250/height/375/crop/1/src_region/0,0,2133,3200/8964_james-witnauer-psychology.rev.1663090814.jpg" alt="" width="250" height="375" srcset="/live/image/scale/2x/gid/57/width/250/height/375/crop/1/src_region/0,0,2133,3200/8964_james-witnauer-psychology.rev.1663090814.jpg 2x, /live/image/scale/3x/gid/57/width/250/height/375/crop/1/src_region/0,0,2133,3200/8964_james-witnauer-psychology.rev.1663090814.jpg 3x" data-max-w="2133" data-max-h="3200" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1613-james-witnauer"> James E. Witnauer, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-2286<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 133 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3235-herbert-fink"> Herbert Fink, Ph.D</a></h3><dl><dt> Emeritus Faculty </dt><dd><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/></dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/5656-lourens-kapp"> Lourens Kapp</a></h3><dl><dt> Graduate Assistant </dt><dd> (585) 395-5249<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Seymour Union B103 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3236-larry-wallnau"> Larry Wallnau, Ph.D</a></h3><dl><dt> Professor Emeritus </dt><dd><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/></dd></dl></li></ul></div>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/psychology/">Psychology</a></li><li> <a href="/academics/psychology/psi-chi/">International Honor’s Society in Psychology</a></li>
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<h1>
International Honor’s Society in Psychology
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Psi Chi is an affiliate of the American Psychological Association, founded in 1929, and a member of the Association of College Honor Societies.
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<p>
Students of outstanding academic accomplishment and promise are selected to join the society.
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<h3>
Advantages of a Membership
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<li>Ability to participate in Psi Chi events.
</li>
<li>A membership certificate and card which gives tangible evidence of membership.
</li>
<li>References provided throughout one’s lifetime.
</li>
<li>Excellent experience for inclusion in a resume.
</li>
<li>A springboard for professional growth.
</li>
<li>Recognition of membership in Psi Chi by the United States government as meeting one requirement for entrance at the GS-7 level in the Federal Service.
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<p>
For more information, please review the <a class="file file_3887 lw_files_pdf" title="psi_chi_informational_session.pdf" href="/live/files/3887-psichiinformationalsessionpdf" target="_blank" rel="noopener">Psi Chi informational session brochure</a>.
</p>
<h3>
Undergraduate Student Requirement
</h3>
<ul>
<li>Be enrolled as a major or minor in a psychology program or a program psychological in nature.
</li>
<li>Have completed at least 3 semesters or equivalent of full-time college coursework.
</li>
<li>Have completed at least 9 semester credit hours or equivalent of psychology courses.
</li>
<li>Have earned a minimum cumulative GPA of 3.0.
</li>
<li>Have a minimum 3.5 GPA average for psychology courses.
</li>
</ul>
<h3>
Undergraduate Transfer Student Requirement
</h3>
<ul>
<li>If the new institution transfers both credits and grades: follow the same requirements as the undergraduate student applicants, unless the chapter’s bylaws4 specify more stringent academic requirements for transfer students.
</li>
<li>If the new institution transfers credits but not grades: complete at least 12 semester credit hours and 9 psychology credit hours or equivalent at the new institution, unless the chapter’s bylaws4 specify additional requirements—check with your local chapter.
</li>
</ul>
<h4>
TRANSFER STUDENTS WHO ARE ALREADY MEMBERS OF PSI CHI
</h4>
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<li>May select to contact the Psi Chi faculty advisor at the new institution to complete an online transfer of membership form.
</li>
</ul>
<p>
<strong>Faculty Advisor:</strong> <a href="mailto:[email protected]?subject=">Dr. Jennifer Ratcliff</a>
</p>
<hr/>
<h3>
2020-2021 Officers
</h3>
<ul>
<li>
<strong>President:</strong> Tyra Andrus
</li>
<li>
<strong>Vice President:</strong> Korrine Minster
</li>
<li>
<strong>Secretary:</strong> Cassandra Jannsen
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<strong>Diversity Officer:</strong> Julianna Testone
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<strong>Treasurer:</strong> Amanda Diaz
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</ul>
<h4>
FORMER OFFICERS
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<ul>
<li>Amanda Diaz (Former President)
</li>
<li>Peter Brand (Former Vice President)
</li>
<li>Cassandra Jannsen (Former Secretary)
</li>
<li>Julianna Testone (Former Treasurer)
</li>
</ul>
<p>
<a class="go" href="http://www.psichi.org/">National Psi Chi website</a>
</p></div>
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<h1>Psychology Online Degree Completion Program</h1>
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<p>Travel the uncharted territory of the human mind.</p>
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<h2>What You’ll Learn</h2>
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<p class="leadin">Psychology is just plain fascinating. Do you want to understand how people get to be the way they are? Do you want to know how to help them change? Study psychology and learn how nature and nurture work together to influence behavior.</p>
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<h3>Curriculum</h3>
<p>Gain an understanding of the physiological, emotional, social, and behavioral processes that make us who we are from cradle to grave.</p>
<p>Dive into subjects like abnormal psychology, child development, brain science, and more. Our coursework focuses on more than just the foundation of psychology.  </p>
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<p>Applicants should have completed significant credits toward a degree (typically 50-70). Consultation at the time of application will help prospective students determine feasibility and time to graduation.</p>
<p>Students must have a minimum GPA of 2.5</p>
<p>Fall Semester: August 1</p>
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<h3>Online Degree Completion</h3>
<p>Have you earned an Associate’s degree or have you earned a significant amount of credits towards an Associate’s degree?</p>
<p>Earn your bachelor’s degree in psychology with our online degree completion program.</p>
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<h3>Career Outlook</h3>
<p>Society is increasingly willing to address and understand mental health and more people are getting the help they need.</p>
<p>The world needs more people with an understanding of psychological science than ever before.</p>
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<h1>Psychology (MA)</h1>
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Clinical Psychology with applied emphasis (On hiatus. No new students are being accepted to this track.)
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Clinical Psychology with research emphasis
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General Psychology with research emphasis
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Psychology with Child Life emphasis
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ARC of Genesee and Monroe County
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Mary Cariola Children’s Center
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New York State Developmental Disabilities Service Offices
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Golisano Restorative Neurology & Rehabilitation Center of Rochester Regional Health
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University of Rochester Medical Center, Division of Neuropsychology and Department of Psychiatry
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<blockquote>
My professors took a vested interest in my success that still exists today.
<cite class="citation">Jack Rhodes ’13/’15</cite>
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Graduate Practicum Opportunities
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There are a variety of opportunities available for graduate students to acquire practicum experience.
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Graduate students
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For graduate students, most of this experience is part of the formal one-semester practicum required as part of graduate training. Some examples of the local agencies in which graduate students recently have received this experience are:
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<li>Orleans County Mental Health
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<li>Victor Central Schools
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<li>Stepping Stones Preschool (autism services)
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<li>Strong Center for Developmental Disabilities
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<li>Rochester Psychiatric Center
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<li>University of Rochester Medical Center
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<li>Unity Health Systems Outpatient Mental Health Clinic
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Graduate students interested in making arrangements for these practica should consult with the Coordinator of Graduate Studies.
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<h1>Psychology (BS/MA) Combined Degree</h1>
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<p>A research focus to prepare you for doctoral study</p>
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<h2>What You’ll Learn</h2>
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<p class="leadin">Motivated students who want to pursue research careers should consider the combined degree in psychology. Not only do students get instruction in an intensive format, but they can earn their bachelor’s and master’s degrees in five years with a full-time commitment.</p>
<p>Students collaborate with faculty on a wide range of research, including; human learning, applied behavior analysis, language/memory of the aging, substance use in adolescence, and much more. This type of training helps our graduates get into successful research-oriented doctoral programs.</p>
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<h3>Curriculum</h3>
<p>The program combines a solid undergraduate psychology education and advanced masters-level training in either general psychological research or clinical research.</p>
<p>Our rigorous program develops applied and academic knowledge in the areas of biological, acquired or learned, social, developmental, and individual bases of behavior. Additionally, all students receive advanced training in research methods and statistics.</p>
<a class="go" href="/academics/catalogs/current/programs/psychology-combined.html">Curriculum & Learning Outcomes</a>
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<h3>Program Eligibility</h3>
<p>Graduates typically go on to positions in research and doctoral programs. Doctoral degrees are necessary for advanced research, administrative positions in health and human service fields, university teaching, and independent research.</p>
<p>Graduates with an MA from our program include PhD candidates, research scientists and technicians, and individuals in human service and mental health-related agencies.</p>
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Determine your <a href="/graduate/admissions/applicant/index.html">applicant type</a>
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Request all official transcripts
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<h3>Deadlines</h3>
<p>Fall Semester: August 1</p>
<p>Complete applications received after the published deadline are welcome and will be reviewed on a space-available basis.</p>
<p><a class="go" href="/graduate/admissions/index.html">Apply Now</a></p>
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<h3>Faculty/Student Collaborative Research</h3>
<p>Independent and directed study courses are offered to give students the opportunity to pursue individual interests outside of standard coursework. Our faculty have active research agendas and publish in respected research journals.</p>
<p><a class="go" href="/academics/psychology/research/">Explore Research Opportunities</a></p>
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<h1>
Career Opportunities
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Training in psychology can open up a wide variety of career options.
</p>
<p>
The kinds of options available depend on many factors, including the student’s interests and their willingness to acquire training beyond the undergraduate degree.
</p>
<p>
Students who aspire to careers as psychologists or in professions directly related to psychology. Normally such a career requires a graduate degree, although there are some types of psychology-related employment that can be achieved with a bachelor’s degree.
</p>
<h3>
Graduate Students
</h3>
<p>
The Psychology Department’s MA program serves the needs of essentially two types of graduate students. Some students are seeking the master’s degree as a terminal degree. These may be students who already are employed in Monroe County or nearby areas and are seeking additional credentials for job advancement, recent graduates from undergraduate programs who aspire to a position that requires a master’s degree, or students with other similar goals. Other graduate students wish to use the master’s degree as a stepping-stone into a doctoral program. Our graduate program has a very successful history of meeting all these needs.
</p>
<p>
With regard to doctoral study, many of our graduates are successful in gaining admission to doctoral programs in psychology following graduation with their MA degree in Psychology. The graduate programs listed below are among those that have accepted our graduates for their PhD, PsyD or EdD programs:
</p>
<ul>
<li>Alfred University
</li>
<li>Antioch New England Graduate School
</li>
<li>California School of Professional Psychology
</li>
<li>Florida State University
</li>
<li>Georgia State University
</li>
<li>Indiana University of Pennsylvania
</li>
<li>Kent State University
</li>
<li>Michigan State
</li>
<li>MCP Hahnemann University
</li>
<li>Nova University
</li>
<li>Pennsylvania State University
</li>
<li>Syracuse University
</li>
<li>Texas A & M University
</li>
<li>University of Dayton
</li>
<li>University of Florida
</li>
<li>University of Hartford
</li>
<li>University of Rochester
</li>
<li>University of Toledo
</li>
<li>University of Washington
</li>
<li>Warner School of Education at University of Rochester
</li>
</ul>
<p>
For those students preparing for master’s-level positions in human services and the mental health fields, the MA program is based on the scientist-practitioner model, which holds that modern methods of scientific investigation should be employed in the analysis and modification of human behavior, decisions regarding treatment methods and outcomes should be based on empirical data that are verifiable, and the practitioner has an obligation to keep abreast of, and to incorporate, improvements in assessment and treatment methods in understanding behavioral disorders.
</p>
<p>
The program’s curriculum is designed to provide courses and practicum experiences that are directed toward all these goals. The Department of Psychology is a member of both the Council of Graduate Departments of Psychology and the Council of Applied Master’s Programs in Psychology (CAMPP). SUNY Brockport’s MA in Psychology program meets CAMPP standards of training, formulated at the 1990 National Conference on Applied Master’s Training in Psychology. For those graduates seeking psychology-related employment, the MA program has a 100 percent success rate in placing its alumni.
</p>
<h4>
CAREER SKILLS AND OPPORTUNITIES
</h4>
<p>
The MA in Psychology program graduate can serve as a team player in multi-disciplinary settings, adding a behavioral perspective to client/patient growth and development. Examples of specialized clinical skills include:
</p>
<ul>
<li>making objective and measurable assessments of client/patient skills and behaviors
</li>
<li>creating long- and short-term goals based upon client/patient skills and abilities
</li>
<li>developing intervention strategies to achieve behavior change
</li>
<li>providing behavioral intervention(s) to individuals and/or groups
</li>
</ul>
<p>
Graduates integrate their skills into existing programs or new ones, working in a variety of clinical settings to help a broad range of clients/patients with:
</p>
<ul>
<li>developmental disabilities, anxiety disorders, adjustment disorders
</li>
<li>substance-related disorders, mood disorders, personality disorders
</li>
<li>cognitive disorders, problems of infancy, childhood or adolescence
</li>
</ul>
<p>
Graduate students in our MA program learn a common “core” knowledge base and set of skills in their required courses. Prior to completion of the degree, students combine their developing clinical skills with their unique personal strengths through a carefully selected, individualized 600-clock-hour practicum at many agencies in Western New York.
</p>
<p>
Our students have a strong history of being hired for jobs by the agencies where they complete their practica. Graduates are employed in a wide array of public-sector human services settings, both in the Monroe County area and nationwide. Regionally, the most frequent employers of our MA graduates are developmental disability service offices (DDSOs), mental health agencies, and continuing and day treatment programs for the mentally ill.
</p>
<h4>
POSITIONS HELD BY OUR MA-LEVEL GRADUATES:
</h4>
<ul>
<li>
<strong>Behavior Specialist/Behavior Management Technician</strong><br/>
Completes behavioral observations, monitoring and recording behavior of developmentally delayed clients in group home and residential treatment settings. Utilizes knowledge of applied behavior analytic principles to assess, manage, and improve behavior for independent living and vocational skills and socialization. Additional certification in the field is required.
</li>
<li>
<strong>Psychology Associate</strong><br/>
Serves in full capacity as a therapist and diagnostician for outpatient mental health concerns, under the supervision of a licensed psychologist. Conducts group and individual therapy for depression, anxiety disorders and adjustment disorders. Performs psychological testing, including intellectual and personality assessment and court evaluations.
</li>
<li>
<strong>Neuropsychometrist</strong><br/>
Conducts neuropsychological screenings and testing to assess brain function and recovery in brain-injured clients. Presents results at case staffings and works with neuropsychologists, therapists, and other clinical staff to integrate recovery and aftercare.
</li>
<li>
<strong>Health Project Coordinator</strong><br/>
Administers structured psychiatric interviews for clinical research protocols; coordinates patient contacts for grant-funded clinical trials; and collects, analyzes and aids in interpretation of outcome data for psychological and psychiatric interventions.
</li>
</ul>
<p>
Additionally, in many cases our graduates have utilized their master’s degree to attain supervisory-level positions in area agencies, as team leaders, program supervisors, and project coordinators.
</p>
<p>
<strong>Local employers who have hired our graduates include the following:</strong>
</p>
<ul>
<li>ARC of Genesee County
</li>
<li>ARC of Monroe County
</li>
<li>Catholic Family Center
</li>
<li>Continuing Developmental Services
</li>
<li>DePaul Community Service
</li>
<li>East House
</li>
<li>Genesee Mental Health Center
</li>
<li>Heritage Christian Homes, Inc.
</li>
<li>Lifetime Assistance, Inc.
</li>
<li>Mary Cariola Children’s Center
</li>
<li>NYS Developmental Disabilities Service Offices in Wayne County, Monroe County, West Seneca and Canton
</li>
<li>NYS Division of Probation
</li>
<li>NYS School for the Blind
</li>
<li>Park Ridge Mental Health Center
</li>
<li>Park Ridge Chemical Dependency
</li>
<li>People, Inc., Buffalo
</li>
<li>Rochester Mental Health Center
</li>
<li>Rochester Police Department Family and Crisis Intervention Team
</li>
<li>Rochester Rehabilitation Center
</li>
<li>Mt. Hope Family Center
</li>
<li>Strong Memorial Hospital Center for Developmental Disabilities
</li>
<li>Strong Ties Community Support Program
</li>
<li>Unity Health Systems Brain Injury Rehabilitation Unit
</li>
<li>University of Rochester Medical Center, Division of Neuropsychology
</li>
<li>University of Rochester Medical Center, Department of Psychiatry
</li>
<li>Veterans Administration Medical Centers in Canandaigua and Syracuse
</li>
</ul></div>
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<h1>Internships</h1>
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<p class="intro leadin">Interested in receiving real world experience in the field of psychology? Apply for PSH 498: Psychology Internship!</p>
<p style="background: white; margin: 0in 0in 12.0pt 0in;"><span style="color: #262626;">Students greatly benefit from internship experiences. For example, <a href="http://news.gallup.com/opinion/gallup/222497/why-colleges-internships-requirement.aspx" target="_blank" rel="noopener">Gallup recently reported</a> that University graduates (2002-2016) with relevant internships were more than twice as likely to acquire a good job immediately after graduation, and an internship cut the time it took to find a good job in half.</span></p>
<p style="background: white; margin: 0in 0in 12.0pt 0in;"><span style="color: #262626;">Our Psychology Internship course offers students practical experience in the field of psychology and includes a wide variety of placements where students can work with different populations, including children, adolescents, and adults. Students can use this opportunity to gain worthwhile real-world experience and to explore different career options within the field of psychology. The internship experience facilitates informed career decisions, and provides relevant experiences for employment after graduation as well as graduate school.</span></p>
<h3>About our Internship:</h3>
<p style="background: white; margin: 0in 0in 12.0pt 0in;"><span style="color: #262626;">Psychology Internship is a three credit course that can be either paid or unpaid, depending on the internship site. Students are required to complete at least 135 hours over the course of the semester.</span></p>
<h4>ELIGIBILITY REQUIREMENTS</h4>
<ul>
<li>
Minimum Junior Status
</li>
<li>
Minimum 2.5 GPA (cumulative and Psychology major)
</li>
<li>
Completion of PSH 110, PSH 202, and In-progress or Completion of PSH 301
</li>
<li>
Completion of three upper-division courses in Psychology at Brockport
</li>
<li>
Reliable transportation to the Internship site
</li>
</ul>
<h3>How to Apply</h3>
<p>Applications are due the semester <strong>before</strong> you wish to participate in the internship for credit. A completed application <strong>does not</strong> ensure approval or successful placement.</p>
<ul>
<li>
<strong>Spring Internships</strong>: Due September 15
</li>
<li>
<strong>Summer/Fall Internships</strong>: Due February 15
</li>
</ul>
<p>Students must apply for PSH 498 on Handshake. This application will require students to upload a resume and cover letter. Students will also need to provide two psychology faculty recommenders.</p>
<p><a class="button tiny go" href="https://brockport.joinhandshake.com/edu/jobs/7844697" target="_blank" rel="noopener">Apply Now</a></p>
<p>It is <strong>strongly recommended</strong> that you seek input from <a href="https://www2.brockport.edu/academics/career/">Career Services</a> in Dailey Hall on your resume and cover letter. Your cover letter should address your career interests, goals for the internship, and interest in particular populations (e.g., working with kids) as well as coursework and previous experience relevant to your internship. If you have interest in a specific internship site(s), please specify (optional). <strong>Please indicate in your letter if you have restrictions on internship sites due to transportation</strong>, as this could have implications for the choice of placements.</p>
<p>Students will also need to provide the names and emails of two full-time <a href="/academics/psychology/directory/">psychology faculty recommenders</a>. You will need to ask Recommenders for their permission before providing their information. Choose faculty who know you well so that they can accurately describe your academic skills — and equally importantly — your maturity, professional skills, and demeanor.</p>
<h4>Next Steps</h4>
<p>If the student is selected, the Internship Coordinator will contact them for a small group meeting within two-four weeks of the application deadline. This meeting will help evaluate the student’s suitability for an internship, offer advice on professionalism and interviewing, and discuss placements for students.</p>
<p>The Internship Coordinator will often facilitate contact between the student and the internship site unless the student wishes to pursue their own internship opportunity. The site may request a phone, virtual, or face to face interview where students can discuss their interests and goals for the internship. <strong>The organization makes the final determination</strong> if the student is selected (please register for a back-up course during major reservation in the event that an internship does not work out).</p>
<p>If the student is accepted by the site, the Internship Coordinator will work with the student to register for PSH 498: Psychology Internship, a three credit course which requires a minimum of 135 hours over the semester. Next, the Internship Coordinator, student, and site supervisor work together to complete a learning agreement prior to the start of the internship to clearly define intern duties. Students may need to complete additional internship site procedures (e.g., background check and finger printing, vaccinations, trainings, etc.).</p>
<p><strong>Note</strong>: If you do not meet the necessary prerequisites or do not get accepted into the internship course for credit, you may still volunteer to gain professional experience. If you wish to volunteer, you do not need to go through this application process. Be sure to present yourself to the site as a volunteer and not a psychology internship student.</p>
<hr />
<h3>Student Testimonials</h3>
<div>
<blockquote>
<span>Throughout this internship I learned just as much about how to conduct myself as a professional and act in a career as I did about the internship site itself. It was one of the smartest and most beneficial choices I have made in my academic and, hopefully, professional life.</span>
<cite class="citation">Courtney Jensen ’19, Children’s Institute</cite>
</blockquote>
</div>
<div>
<blockquote>
<span>The highlight of my experience has been being able to use the skills and knowledge that I’ve learned in college and apply them to a real world, practical, setting. I have definitely gained a lot of confidence in my abilities and gotten a taste of what a career in this field would be like. It has opened my eyes to a population of people that will benefit from the skills that I have to offer.</span>
<cite class="citation">Alyx Hullfish ’18, Epilepsy-PRALID Inc.</cite>
</blockquote>
</div>
<div>
<blockquote>
<span>Prior to my internship, my career outlook was completely different. If I had not taken part in my internship, I would be spending money on a graduate program that wasn’t right for me. The hands-on experience in the “real world” is so important and necessary for students long-term career decisions. In addition, I obtained real experience in the field I would like to go into, which helped me to build my resume and get accepted into my graduate program of choice..</span>
<cite class="citation">Hanna Thomson ’19, East House</cite>
</blockquote>
</div>
<h4>CONTACT:</h4>
<p>For any questions you may have, please contact the Psychology Internship Coordinator, <a href="mailto:[email protected]?subject=">Laurel McNall</a> through email or phone at (585) 395-2904.</p>
<p>For more information on international internships, please visit the <a href="/academics/international_education/">Center for Global Education and Engagement</a> in Dailey Hall.</p>
<p>For help with your resume and cover letter, please visit <a href="/academics/career/">Career Services</a> in Dailey Hall.</p>
<p><strong>Note:</strong> State University of New York (SUNY) policy prohibits SUNY Brockport admission applications from inquiring into an applicant’s prior criminal history. After acceptance, if such individual seeks campus housing or participation in clinical or field experiences, internships or study abroad programs, the University shall inquire if the student has previously been convicted of a felony . The information required to be disclosed under SUNY policy regarding such felony convictions shall be reviewed by a standing campus committee consistent with the legal standards articulated in New York State Corrections Law. Students who have previously been convicted of a felony are advised that their prior criminal history may impede their ability to complete the requirements of certain academic programs and/or to meet licensure requirements for certain professions. Students who have concerns about such matters are advised to contact the dean’s office of their intended academic program.</p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/psychology/">Psychology</a></li><li> <a href="/academics/psychology/research/">Research Opportunities for Psychology Students</a></li>
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<h1>
Research Opportunities for Psychology Students
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<div id="main-content-area" class="editable"><h3>
Independent study and research
</h3>
<p>
Independent study (PSH 499, 599 and 699) offers undergraduate and graduate students the opportunity to do psychological research. For undergraduate students, most independent study assignments involve working in faculty laboratories assisting with faculty and/or graduate student research. In this context, students acquire experience in a variety of research activities, including the design and construction of experiments and research stimuli, the gathering of data from research participants (human or animal), the analysis of data, and even the writing of formal research reports for publication or presentation at scientific conferences (students sometimes even earn the privilege of being included as co-authors on such efforts).
</p>
<p>
In special cases, undergraduate students are permitted to conduct research projects of their own design, with the careful supervision of a faculty member. This is often true in those cases where students are doing honors theses, but the opportunity is not limited to honors students.
</p>
<p>
Nor is independent study limited to laboratory work. Some students use independent study as a means for studying in depth some topic that is not covered in formal courses, but in which the student has a particular interest. For example, a student might want to learn more about hypnosis or about tactile perception among the visually disabled. We do not offer course work on these topics, but they could be explored via independent study.
</p>
<p>
In all cases, if you want to do independent study, the first thing you should do is find a faculty member who is doing the kind of research you are interested in or is willing to supervise your research or reading in your topic of interest. If a faculty member is willing to assist you, or to have you work in their laboratory, they will help you enroll formally in independent study. Incidentally, you do not have to be a psychology major or minor to take advantage of independent study in psychology. All you need is to find a psychology faculty member who is willing to supervise your work.
</p>
<p>
The following are some examples of the kinds of research projects in which undergraduate and graduate students have been involved recently:
</p>
<ul>
<li>Studying the effect of capitalization on work-family enrichment
</li>
<li>Research on the impact of team interactions on motivation and performance
</li>
<li>Computational modeling of associative learning
</li>
<li>Research on stereotype threat and math performance
</li>
<li>Reviewing the literature on flextime in the workplace
</li>
<li>Research on minority students’ sense of belonging and academic success
</li>
<li>Using eye tracking to study the role of attention in associative learning
</li>
<li>Measuring changes in pupil diameter during expectation of emotional images
</li>
<li>Studying the validity of the concept of social intelligence; and examining the emotions of awe and elevation.
</li>
<li>Research on factors that impact reactions to pride displays by marginalized groups
</li>
<li>Research on the impact of bullying on individuals with visual impairments
</li>
<li>Studying the effect of negative text on reading comprehension
</li>
<li>Research on impulsivity in children
</li>
<li>Examining the effects of television on exercise
</li>
<li>Evaluation of self-management procedures to increase students’ pro-environmental behaviors
</li>
<li>Using technology to teach parents behavioral strategies to increase desirable behaviors with their children with autism
</li>
</ul>
<h3>
Master’s thesis
</h3>
<p>
An important way in which graduate students in psychology gain research experience is by doing a formal master’s thesis. For specific requirements and details regarding this option, graduate students should consult their graduate study materials and the Coordinator of Graduate Studies.
</p>
<h3>
Research participation and SONA
</h3>
<p>
Frequently, faculty and graduate students who are doing research advertise for people who would be interested as serving as participants in that research. In many cases, undergraduate students can earn credit in certain courses (usually PSH 110) by participating in such projects. Such opportunities generally are advertised on SONA, which is a website that manages recruitment and scheduling of participants and awarding of credit to participants. If you are enrolled in PSH 110, please check the <a href="https://brockport.sona-systems.com/">SONA website</a>. Additional information about SONA and the research participation assignment can be found in the research participation document in your PSH 110 syllabus. If you have any questions or concerns about SONA or the research participation assignment, please email <a href="mailto:[email protected]?subject=">[email protected]</a>. If you have any questions or concerns about the research studies that you completed, please contact the participant pool coordinator (Jim Witnauer, <a href="mailto:[email protected]?subject=">[email protected]</a>) or the IRB administrator at <a href="mailto:[email protected]?subject=">[email protected]</a>. For more information, please read the documentation about <a href="/academics/psychology/sona_procedures.html">SONA policies and procedures</a> in PSH 110. These projects are wonderful opportunities to acquire an insider’s view of research in psychology, so be sure to look for them.
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<h1>Psychology Major/Minor</h1>
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<p>Travel the uncharted territory of the human mind.</p>
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<h2>What You’ll Learn</h2>
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<p class="leadin">Psychology is just plain fascinating. Do you want to understand how people get to be the way they are? Do you want to know how to help them change? Then study psychology and learn how nature and nurture work together to influence behavior.</p>
<p>Work closely with faculty on research projects. Participate in applied internships in community agencies. Study cultural influences on behavior through international education. You’ll gain a variety of experience as a psychology major.</p>
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<h3>Curriculum</h3>
<p>Gain an understanding of the physiological, emotional, social, and behavioral processes that make us who we are from cradle to grave. Dive into subjects like abnormal psychology, child development, brain science, and more.</p>
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<p>We recommend submitting first-year applications in October or early November. We decide your admission once you complete your application.</p>
<p>Next Deadline for Transfer Students</p>
<p>Fall Semester: August 1</p>
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<h3>Undergraduate Research</h3>
<p>Get involved in research at all levels — from helping faculty with their ideas to pursuing your own inspirations — to create new knowledge in the field. Every year dozens of our psychology majors work with faculty mentors to publish research or present it at major professional conferences.</p>
<p><a class="go go" href="/academics/psychology/research/">Explore Our Research Projects</a></p>
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<p>Psychology is a versatile major that gives you valuable skills for a variety of careers, from healthcare, legal, and helping professions to education and business.</p>
<p>Graduating from our program will equip you well for further study at the master’s and doctoral levels.</p>
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<blockquote>
“I had a great experience in the Psychology major. The professors are supportive, available, and helpful. My time in Dr. Lipko-Speed’s cognitive development lab was educationally valuable and prepared me for graduate school.”
<cite class="citation">Jenna Mollura, ’14</cite>
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<h1>Sample Four-Year Degree Plan</h1>
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<p>This four-year plan serves as a <strong>sample</strong> to provide students with a clear path to graduation. A student’s path may differ from this example. Students are <strong>encouraged to consult with their faculty advisor</strong> each semester to ensure appropriate course selection.</p>
<h2>Psychology Major</h2>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">First Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>ENG 112 English Composition</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 110 Principles of Psychology (covers N)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed Social Science #1</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed Fine Arts</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed Humanities #1</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>GEP 100 Academic Planning Seminar 1</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>16</strong></p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PSH 202 Statistics (covers M)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH Group IV (384 Child or 484 Adolescence)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed Natural Science w/ Lab</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed Written Communication</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312">Gen Ed World History/Global Awareness</td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>16</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Second Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PSH 301 Research Methods</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH Group III (331 Personality or 332 Social)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed US History/Civic Engagement</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed Perspectives on Gender</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed Oral Communication</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312">
<p>PSH Group I (341 Biopsychology or 352 Sensation</p>
<p>& Perception)</p>
</td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312">
<p>PSH Group V (334 Abnormal or 486 Psych</p>
<p>Disorders of Childhood)</p>
</td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed World Languages</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed Diversity, Equity, Inclusion & Social Justice</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Third Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>Gen Ed Contemporary Issues</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312">
<p>PSH Group II (322 Learning or 351 Cognitive</p>
<p>Processes)</p>
</td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312">
<p>PSH Application course (336 Clinical, 397 Health, 402 Industrial/Organizational, 410 Psychology and the Law, 480 Principles of Assessment, 482</p>
<p>Community, or 483 Applied Behavior Analysis)</p>
</td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PSH elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General electives</p></td>
<td width="312"><p>12</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Fourth Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PSH elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312">
<p>PSH Integration/Capstone (431 Close Relationships, 436 Aging, 441 Clinical</p>
<p>Neuropsychology, 442 Psychology of Eating, 446 Cognitive Development, 451 Cognitive Neuroscience, 494 Prejudice and Discrimination,</p>
<p>or 496 Meditation/Mindfulness)</p>
</td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General electives</p></td>
<td width="312"><p>9</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PSH elective (see below)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>General electives</p></td>
<td width="312"><p>10</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>13</strong></p></td>
</tr></tbody></table>
</div>
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<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>PSH 318 Pers. and Prof. Dev. for Psych Majors</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td><p>PSH 337 Science of Sleep</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 342 Animal Behavior</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td><p>PSH 385 Lives Across Cultures</p></td>
<td><p>3</p></td>
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<tr>
<td width="312"><p>PSH 390 Topics in Psychology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 405 Psychology of Sustainability</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 433 Psychology of Gender</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 445 Psychopharmacology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 438 Conducting Interviews</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 488 Developmental Disabilities</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 398, 399, or 499 Independent Study</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 468 Practicum in Teaching Psychology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>PSH 498 Internship</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Or any Group I-V or Application courses</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total Credits Needed<br /></strong></p></td>
<td width="312"><p><strong>9 (12 if a non-PSH statistics course is taken instead of PSH 202)</strong></p></td>
</tr></tbody></table>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/psychology/">Psychology</a></li><li> <a href="/academics/psychology/accomplishments/">Student Accomplishments</a></li>
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<h1>
Student Accomplishments
</h1>
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<div id="main-content-area" class="editable"><h3>
2018
</h3>
<h4>
AWARDS/GRANTS
</h4>
<ul>
<li>Cheryl Limer – SUNY Chancellor’s Award for Student Excellence and the Honors College Scholar Award
</li>
<li>Madison Hiddie – Delta College Program Scholar Award
</li>
<li>Sarah Hoefer – Honors College Scholar Award and the Psychology Department Scholar Award
</li>
<li>Daniel Caffery – Robert W. Gill ’68 & Susan Kraus Student Research Awards in Psychology (First place)
</li>
<li>Jamie Tombari – Robert W. Gill ’68 & Susan Kraus Student Research Awards in Psychology (Runner up)
</li>
<li>John Benicasco – School of Arts and Sciences Distinguished Undergraduate Award and Robert W. Gill ’68 & Susan Kraus Student Research Awards in Psychology (Third place)
</li>
<li>Jennifer Jordan – Herbert C. Fink Scholarship winner
</li>
</ul>
<h4>
PRESENTATIONS
</h4>
<ul>
<li>
<strong>Caffery, D</strong>., & Abwender, D. (2018, May). Understanding trolls: Effectance motivation, social competence, and dark personality. Poster session presented at the Annual Convention of the Association for Psychological Science, San Francisco.
</li>
<li>
<strong>Foresha, D.</strong>, & Abwender, D. (2018, May). Timing ability of individuals with depressed mood: The role of executive function. Poster session presented at the Annual Convention of the Association for Psychological Science, San Francisco.
</li>
<li>
<strong>Pace, B.</strong>, & Abwender, D. (2018, May). Verbal fluency clustering and switching: What they mean depends on task instructions. Poster session presented at the Annual Convention of the Association for Psychological Science, San Francisco.
</li>
</ul>
<h3>
2017
</h3>
<h4>
AWARDS/GRANTS
</h4>
<ul>
<li>Jaime Tombari – Psychology Department Scholar
</li>
<li>Melissa Stoj – SUNY Chancellor’s Award for Student Excellence
</li>
<li>Casey Attenberger – Herbert C. Fink Scholarship (winner)
</li>
<li>John Benicasco – Student Employee of the Year Award
</li>
</ul>
<h4>
PUBLICATIONS
</h4>
<ul>
<li>Gillespie, J.F., & *Mutignani, L.M. (in press). Case studies of social capital at work. In M. Bloom, T.P. Gullotta, & A. Greenberg (Eds.), Social capital and community well-being: The Serve Here Initiative. NY: Springer.
</li>
<li>Kenney, S., Abar, C. C., O’Brien, K., Clark, G., & LaBrie, J. (in press). Trajectories of alcohol use and alcohol-related consequences in college women with and without depressed mood. Addictive Behaviors.
</li>
<li>Ratcliff, J.J., Lieberman, L., Miller, A.K., & Pace, B.* (in press). Bullying as a source of posttraumatic growth in individuals with visual impairments. Journal of Developmental and Physical Disabilities.
</li>
</ul>
<h4>
PRESENTATIONS
</h4>
<ul>
<li>Forzano, L. B., <strong>Howard, T. D</strong>., & Desrochers, M. (2017, May). Stimulus discrimination Training to promote consumption of invasive weed species by a goat: Preliminary study. Poster presented at the meeting of the Association for Behavior Analysis, Denver, CO.
</li>
<li>Forzano, L. B., <strong>Howard, T., Hoefer, S.</strong>, Sorama, M., <strong>Button, A.</strong> (2017, May). Self-control, impulsivity, and delay discounting in elementary school children. Poster presented at the meeting of the Association for Behavior Analysis, Denver, CO.
</li>
<li>
<strong>Tombari, J.</strong>, <strong>Waite, M.</strong>, McNall, L.A. & Brown, M. (2017, March). The role of trait mindfulness in balancing multiple life roles. Poster presented at the Annual Conference of the Eastern Psychological Association, Boston, MA.
</li>
</ul>
<h3>
2016
</h3>
<h4>
AWARDS/GRANTS
</h4>
<ul>
<li>Brigitte Pace – School of Arts and Sciences Graduate Student Award
</li>
<li>Nicole Magliano – Delta College Commendation Award
</li>
<li>John Benicasco – Psychology Department Scholar
</li>
<li>Samantha Johnson – Herbert C. Fink Scholarship
</li>
<li>Sarah Farnett – Summer Undergraduate Research Fellowship
</li>
<li>Jamie Tombari – Summer Undergraduate Research Fellowship; Psi Chi Summer Research Grant
</li>
<li>Megan Waite – Summer Undergraduate Research Fellowship
</li>
<li>Tara Kelly – Psi Chi Summer Research Grant
</li>
<li>Emily Goldsmith – Psi Chi Summer Research Grant
</li>
</ul>
<h4>
PUBLICATIONS
</h4>
<ul>
<li>
<strong>Bock, B. M., Cole, S. C., Drake, P. M., Rice, B. R.</strong>, Desrochers, M. N., Forzano, L. B., <strong>Hansen, K</strong>., & Amatangelo, K. L. (2016, January). Evaluation of goat preferences for consuming invasive plant species. FL-PRISM Newsletter. https://flihappenings.wordpress.com/2016/01/05/fl-prism-update-evaluation-of-goat-preferences-for-consuming-invasive-plant-species/
</li>
<li>
<strong>Hutchings, R., Morgan, E.</strong>, & Ratcliff, J.J. (2016). Beyond politics: The relationship between opposition to marriage equality, behavioral intentions, and reactions to LGBT hate crimes. Psi Chi Journal of Psychological Research, 20(4), 197-207.
</li>
<li>Gillespie, J.F., & <strong>Mutignani, L.M</strong>. (2016). Case studies of social capital at work. In A. Greenberg, T.P. Gullotta, & M. Bloom (Eds.), Social capital and community well-being: The Serve Here Initiative (pp 189-198). NY: Springer.
</li>
</ul>
<h4>
PRESENTATIONS
</h4>
<ul>
<li>
<strong>Fields, E. E., Riffel, S. K., Pace, B., Tapio, J.,</strong> & Abwender, D. (2016, May). Understanding the effect of instructional set on verbal fluency using component score analysis. Poster session presented at the Annual Meeting of the Midwestern Psychological Association, Chicago.
</li>
<li>
<strong>Bock, B. M. Cole, S., Rice, B</strong>. R., Desrochers, M. N., & Forzano, L. B. (2016, April). Evaluation of goat preferences for consuming invasive weed species. Poster presented at the SUNY Undergraduate Research Conference, Cobleskill, NY.
</li>
<li>McNall, L.A., <strong>Scott, L., & Nicklin, J.M</strong>. (2016, April). Interpersonal capitalization as a mediator of boundary preference and enrichment. Paper presented at the Society for Industrial and Organizational Psychology, Anaheim, California.
</li>
</ul>
<h3>
2015
</h3>
<h4>
AWARDS/GRANTS
</h4>
<ul>
<li>Ryan Hutchings – Departmental Scholar, Chancellor’s Award for Student Excellence, and Presidential Citation
</li>
</ul>
<h4>
PUBLICATIONS
</h4>
<ul>
<li>
<strong>Krolikowski, A, Rinella, M</strong>., & Ratcliff, J.J. (2015). The influence of subtleand blatant prejudice on group identity. Journal of Homosexuality, 63, 228-249.
</li>
<li>McNall, L.A., <strong>Scott, L., & Nicklin, J.M</strong>. (2015). Do positive affectivity and boundary preferences matter for work-family enrichment? A study of human service workers. Journal of Occupational Health Psychology, 20, 93-104. doi:10.1037/a0038165
</li>
<li>
<p>
<strong>Pace, B.</strong>, Clark, H., <strong>McCoy, T.</strong>, & Abwender, D. (2015, May). Semantic verbal fluency: Inter-word intervals and overlapping vs. adjacent cluster switches are useful in component analysis. Poster session presented at the Annual Convention of the Association for Psychological Science, New York.
</p>
</li>
<li>
<p>
<strong>Tapio, J</strong>., & Abwender, D. (2015, May). BAS reaction time task shows menstrual cycle-related changes in affect and reward sensitivity. Poster session presented at the Annual Convention of the Association for Psychological Science, New York.
</p>
</li>
<li>
<p>
<strong>Pace, B</strong>., Clark, H., <strong>Robinson, J</strong>., <strong>Sollenne, T</strong>., & Abwender, D. (2015, August). Is Gray’s BIS a right hemisphere process? Evidence from line bisection and go/no-go tasks. Poster session presented at the Annual Convention of the American Psychological Association, Toronto.
</p>
</li>
<li>
<p>
<strong>Robinson, J., Pace, B.,</strong> Sollenne, T., Clark, H., & Abwender, D. (2015, August). Reconfigured Carver/White BIS/BAS scales predict primary and secondary psychopathy. Poster session presented at the Annual Convention of the American Psychological Association, Toronto.
</p>
</li>
<li>
<p>
<strong>Fields, E. E., Riffel, S. K., Pace, B., Tapio, J</strong>., & Abwender, D. (2015, November). Verbal fluency performance in depression: An examination of clustering and switching using two coding styles. Poster session presented at the Annual Conference of the National Academy of Neuropsychology, Austin, TX.
</p>
</li>
<li>
<p>
<strong>Riffel, S. K., Fields, E. E., Pace, B., Tapio, J</strong>., & Abwender, D. (2015, November). Reinforcement sensitivity theory and emotional neuropsychological test performance in psychopathy and depression. Poster session presented at the Annual Conference of the National Academy of Neuropsychology, Austin, TX.
</p>
</li>
</ul>
<h4>
PRESENTATIONS
</h4>
<ul>
<li>Desrochers, M., Birch, S., Margolin, S. J., & <strong>Castaneda, J.</strong> (2015, May). Peer mentoring of undergraduate psychology students in career and graduate school preparation. Poster presented at 27th annual convention of the Association for Psychological Science, New York City, NY.
</li>
<li>
<strong>Drake, P., Bock, B.M., Cole, S.C., Rice, B.R.,</strong> Desrochers, M.N., Forzano, L., <strong>Hansen, K.</strong>, Amatangelo, K., & Mosher, H. (2015, November). Evaluation of goat preferences for consuming invasive weed species. Poster presented at Finger Lakes Research Conference, Geneva, NY.
</li>
<li>Forzano, L. B., <strong>O’Keefe, M. L.</strong>, & Sorama, M. (2015, May). Self-control, impulsivity, and delay discounting in elementary school children. Poster presented at the meeting of the Association for Behavior Analysis, San Antonio, TX.
</li>
<li>
<strong>Hutchings, R</strong>., Perry, C., <strong>Hawes, K</strong>., & Day, J. (2015). Fast learning about a neutral stimulus in human contingency learning. Eastern Psychological Association, Philadelphia, PA.
</li>
<li>Witnauer, J. E., <strong>Hutchings, R., Kysor, S. & Rhodes, J</strong>. (2015). Sometimes competing retrieval predicts the selective role of within-compound associations in retrospective revaluation. Eastern Psychological Association, Philadelphia, PA.
</li>
</ul>
<h3>
2014
</h3>
<h4>
AWARDS/GRANTS
</h4>
<ul>
<li>Elizabeth Morgan –Chancellor’s Award and Undergraduate Award
</li>
<li>Buffie Edick – Outstanding Adult Learner Award
</li>
<li>Brigitte Pace – Psychology Department Scholar
</li>
</ul>
<h4>
PUBLICATIONS
</h4>
<ul>
<li>Desrochers, M. N., Oshlag, R., & <strong>Kennelly, A</strong>. (2014). Background music to reduce problem behaviors during assessment with a child who is blind with multiple disabilities. Journal of Visual Impairment and Blindness, 108, 31-66.
</li>
<li>Forzano, L. B., <strong>Michels, J. L.</strong>, Sorama, M., <strong>Etopio, A. L</strong>., & <strong>English, E. J.</strong> (2014). Self-control and impulsiveness in adult humans: Comparison of qualitatively different consumable reinforcers using a new methodology. The Psychological Record, 64, 719-730. doi:10.1007/s40732-014-0038-7
</li>
</ul></div>
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<h1>Career Pathways</h1>
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<p>Psychology prepares students for any life and career path where understanding people and their behavior is important. Through high-impact activities inside and outside the classroom, our students develop a host of competencies that are valued by employers including <strong>critical thinking, problem-solving, interpersonal skills, and teamwork</strong>. Psychology is one of the few major fields to offer inherently fascinating coursework that is readily applied to our everyday lives.</p>
<h3>Recommendations for Psychology (PSH) Majors</h3>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Year 1: Exploration</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<p>Identify your interests and explore if you are in the right major and what potential career paths exist.</p>
<ul>
<li>
<strong>Complete</strong> APS course
</li>
<li>
<strong>Join</strong> Psychology Club
</li>
<li>
<strong>Attend</strong> PSH presentations at Undergraduate Research & Internship Day and Scholars Day
</li>
<li>
<strong>Attend</strong> PSH events* and get to know faculty outside of the classroom, especially your advisor
</li>
<li>
<strong>Review</strong> assessments and virtual resources offered through Career Services
</li>
<li>
<strong>Explore</strong> “What Can I Do With My Major” from Career Services
</li>
<li>
<strong>Consider</strong> joining the Leadership Development Program
</li>
<li>
<strong>Sign up</strong> for Eagle Connect
</li>
</ul>
<p>*PSH events are communicated via Blackboard email and on Brockport Psychology social media pages.</p>
</div>
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<p>Begin to develop credentials and gain experience relevant to the discipline/profession.</p>
<ul>
<li>
<strong>Look</strong> for a volunteer or shadowing experience relevant to psychology
</li>
<li>
<strong>Talk</strong> to psychology faculty about research interests and apply for a lab (if interested in graduate school)
</li>
<li>
<strong>Consider</strong> enrolling in PSH 203 Statistics Lab and/or PSH 318 Personal & Professional Development for PSH Majors this year or next
</li>
<li>
<strong>Visit</strong> Career Services for help with your résumé• ATTEND Jobs & Internships Fairs (Fall and Spring)
</li>
<li>
<strong>Consider</strong> study abroad opportunities
</li>
</ul>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Year 3: Experience</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<p>Complete opportunities to distinguish yourself from others through research, internships, study abroad, and leadership opportunities, and start to plan for graduate school, if interested.</p>
<ul>
<li>
<strong>Apply</strong> for Summer Undergraduate Research (if working in a lab)
</li>
<li>
<strong>Apply</strong> for PSH 498 Psychology Internship (deadline is Sept. 15 for Spring internships, Feb. 15 for Summer and Fall internships)
</li>
<li>
<strong>Talk</strong> to your advisor about graduate school applications (if interested) and register for the Psychology and/or General GRE, depending on your program of interest
</li>
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<h3 class="go"><a href="/live/profiles/1327-">Andrew J. Baranauskas, Ph.D</a></h3><dl><dt>Assistant Professor</dt><dd> (585) 395-5502<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown 235 <br/><span class="lw_item_tags"><a href="/live/tags/Criminal%20Justice/type/profiles">Criminal Justice</a></span></dd></dl></li><li class="philosophy"><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/111,277,2252,2420/10027_Gordon_Barnes_Photo.rev.1693926586.webp 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/111,277,2252,2420/10027_Gordon_Barnes_Photo.rev.1693926586.webp 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/111,277,2252,2420/10027_Gordon_Barnes_Photo.rev.1693926586.webp 3x"/>
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<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/111,277,2252,2420/10027_Gordon_Barnes_Photo.rev.1693926586.jpg" alt="Dr. Gordon Barnes" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/111,277,2252,2420/10027_Gordon_Barnes_Photo.rev.1693926586.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/111,277,2252,2420/10027_Gordon_Barnes_Photo.rev.1693926586.jpg 3x" data-max-w="2141" data-max-h="2143" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1576-">Gordon Barnes, Ph.D</a></h3><dl><dt>Associate Professor</dt><dd> (585) 395-5222<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 120 <br/><span class="lw_item_tags"><a href="/live/tags/Philosophy/type/profiles">Philosophy</a></span></dd></dl></li><li class="criminal-justice"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1328-">Ann W. Bunch, Ph.D</a></h3><dl><dt>Professor</dt><dd> (585) 395-5501<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 215 <br/><span class="lw_item_tags"><a href="/live/tags/Criminal%20Justice/type/profiles">Criminal Justice</a></span></dd></dl></li><li class="anthropology"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1231-">Pilapa Esara Carroll, Ph.D</a></h3><dl><dt>Associate Professor</dt><dd> (585) 395-5345<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 327 <br/><span class="lw_item_tags"><a href="/live/tags/Anthropology/type/profiles">Anthropology</a></span></dd></dl></li><li class="criminal-justice"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1329-">Joseph Cochran, Ph.D</a></h3><dl><dt>Lecturer</dt><dd> (585) 395-5695<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 234 <br/><span class="lw_item_tags"><a href="/live/tags/Criminal%20Justice/type/profiles">Criminal Justice</a></span></dd></dl></li><li class="criminal-justice"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1330-">Haci Duru, Ph.D</a></h3><dl><dt>Associate Professor</dt><dd> (585) 395-5785<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 216 <br/><span class="lw_item_tags"><a href="/live/tags/Criminal%20Justice/type/profiles">Criminal Justice</a></span></dd></dl></li><li class="anthropology"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1232-">Neal B. Keating, Ph.D</a></h3><dl><dt>Associate Professor</dt><dd> (585) 395-5707<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 314 <br/><span class="lw_item_tags"><a href="/live/tags/Anthropology/type/profiles">Anthropology</a></span></dd></dl></li><li class="criminal-justice"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1332-">Moonsun Kim, Ph.D</a></h3><dl><dt>Associate Professor and Chair</dt><dd> (585) 395-2915<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 225 <br/><span class="lw_item_tags"><a href="/live/tags/Criminal%20Justice/type/profiles">Criminal Justice</a></span></dd></dl></li><li class="criminal-justice"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1333-">Swaroop K. Korni, Ph.D</a></h3><dl><dt>Associate Professor</dt><dd> (585) 395-2431<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 221 <br/><span class="lw_item_tags"><a href="/live/tags/Criminal%20Justice/type/profiles">Criminal Justice</a></span></dd></dl></li><li class="criminal-justice"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1334-">Bora Lee, Ph.D</a></h3><dl><dt>Associate Professor</dt><dd> (585) 395-5496<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 230 <br/><span class="lw_item_tags"><a href="/live/tags/Criminal%20Justice/type/profiles">Criminal Justice</a></span></dd></dl></li><li class="anthropology"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1234-">Tiffany Rawlings, Ph.D</a></h3><dl><dt>Lecturer</dt><dd> (585) 395-5705<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 330 <br/><span class="lw_item_tags"><a href="/live/tags/Anthropology/type/profiles">Anthropology</a></span></dd></dl></li><li class="anthropology"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1235-">Alexander J. Smith, Ph.D</a></h3><p>(He/Him/His)</p><dl><dt>Assistant Professor</dt><dd> (585) 395-5709<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 313 <br/><span class="lw_item_tags"><a href="/live/tags/Anthropology/type/profiles">Anthropology</a></span></dd></dl></li><li class="anthropology"><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/3317-">Christine Zinni, Ph.D</a></h3><dl><dt>Lecturer</dt><dd> (585) 395-5142<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 315 <br/><span class="lw_item_tags"><a href="/live/tags/Anthropology/type/profiles">Anthropology</a></span></dd></dl></li></ul></div></div>
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<h1>Anthropology</h1>
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<source type="image/webp" media="(min-width: 501px)" srcset="/live/image/gid/25/width/800/height/400/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.webp 1x, /live/image/scale/2x/gid/25/width/800/height/400/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.webp 2x, /live/image/scale/3x/gid/25/width/800/height/400/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.webp 3x"/>
<source type="image/jpeg" media="(max-width: 500px)" srcset="/live/image/gid/25/width/500/height/250/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.jpg 1x, /live/image/scale/2x/gid/25/width/500/height/250/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.jpg 2x, /live/image/scale/3x/gid/25/width/500/height/250/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.jpg 3x"/>
<source type="image/jpeg" media="(min-width: 501px)" srcset="/live/image/gid/25/width/800/height/400/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.jpg 1x, /live/image/scale/2x/gid/25/width/800/height/400/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.jpg 2x, /live/image/scale/3x/gid/25/width/800/height/400/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.jpg 3x"/>
<img width="800" height="400" alt="Student organizing bones in the archeology lab" data-caption="Student organizing bones in the archeology lab" src="/live/image/gid/25/width/800/height/400/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.jpg" title="Archeology lab" srcset="/live/image/scale/2x/gid/25/width/800/height/400/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.jpg 2x, /live/image/scale/3x/gid/25/width/800/height/400/crop/1/src_region/0,75,2400,1275/8874_archaeology_lab_bones.rev.1659723234.jpg 3x" loading="lazy" data-max-w="2400" data-max-h="1200"/>
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<p>Travel abroad to Petra, Jordan or to local archeological dig sites and excavate artifacts/remains that are brought to our research lab on campus to be cleaned, examined, and catalogued.</p>
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<div id="intro-paragraph" class="intro reversed editable">
<p>Study the history of humanity. Learn from the mistakes and successes of the past and present to curate a better future.</p>
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<p>Our Anthropology degree covers three of the main areas of study that define Anthropology:</p>
<h3><strong>Archaeology</strong></h3>
<p>Archaeologists excavate sites to recover material culture or artifacts to help understand the past and its effect on the present. At Brockport, you’ll get a chance to travel to the dunes of Petra and uncover ancient artifacts or learn about the great exodus of Frost Town right here in upstate New York.</p>
<h3><strong>Biological Anthropology</strong></h3>
<p>Biological anthropologists study human biological evolution, variation in growth and development, and adaptation to past and present environments. In this area, you’ll be analyzing bones with hidden mysteries.</p>
<h3><strong>Cultural Anthropology</strong></h3>
<p>Step outside the box and see the world through someone else’s eyes. Cultural anthropologists observe, listen to, and work with people in communities to understand how groups mobilize culture, power, and history for different purposes.</p>
<h3><strong><a href="/academics/museum/minor/" target="_blank" rel="noopener">Museum Studies</a></strong></h3>
<p>Working in a museum is a common career path for anthropology majors. We offer internship opportunities at a number of local museums, including the Morgan Manning House, located in the heart of Brockport.</p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/community-justice/">Community Justice Major</a></li><li> <a href="/academics/community-justice/sample-four-year-degree-plan/">Sample Four-Year Degree Plan</a></li>
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<h1>Sample Four-Year Degree Plan</h1>
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<p>This four-year plan serves as a <strong>sample</strong> to provide students with a clear path to graduation. A student’s path may differ from this example. Students are <strong>encouraged to consult with their faculty advisor</strong> each semester to ensure appropriate course selection.</p>
<h2>Community Justice Major</h2>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">First Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>CRJ 101:</strong> Introduction to Criminal Justice</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Written Communication (ENG 112) (Q)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Math/Quant Reasoning (M)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Diversity: Equity, Inclusion, Social<br />Justice - DEIS (D)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Language (R)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>GEP 100:</strong> Academic Planning Seminar</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>16</strong></p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>PHL 102:</strong> Ethics</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Natural Sciences/Scientific Reasoning + lab (L)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Humanities (H)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Fine Arts (F)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Social Sciences (S)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>16</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Second Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 201:</strong> Introduction to Culture Anthropology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>CRJ 203:</strong> The Police Process</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>CRJ 205:</strong> The Adjudication Process</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> World History and Global Awareness (O)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>CRJ 207:</strong> The Corrections Process</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 256:</strong> Introduction to Forensic anthropology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Statistics:</strong> MTH 243, SOC 200 or PYS 201 (any acceptable Stats)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Oral Communication (Y)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Third Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 383 or 356:</strong> Methods Class</p></td>
<td width="312"><p>3/4</p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT/CRJ 300-400-Level:</strong> Approved Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed</strong>: Perspectives on Gender (W)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> US History and Civic Engagement (V)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT/CRJ 300-400-Level:</strong> Approved Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Contemporary Issues (I)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Fourth Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>CRJ 471:</strong> Research Methods</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>CRJ 494:</strong> Criminology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
<h4>Spring Semester</h4>
<p> </p>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT/CRJ 300-400-Level:</strong> Approved Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Major Specific Elective Courses</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong> <strong>(include</strong> <strong>Course number and title</strong><strong>)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>ANT 301 – Native Americans: Contemporary Issues</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 303 – Native American Women</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 304 – Native American Images in Film and Media</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 305 – Gender sex and Power: The View from Inside</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 315 – The Migration Experience: Cultural Perspectives</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 321 – Global Friction: Conflict in the Anthropocene</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 322 – Culture and Power</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 325 – Indigenous Peoples and Globalization</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 368 – Forced from Home: Refugees, IDPS and Asylees</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 366 – GIS and Spatial Survey for the Social Sciences</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 415 – Human Rights and Political Ecology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 416 – Exiled to America: Experiences of Refugee Resettlement</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 499 – Independent Study in Anthropology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CRJ 304 – Investigations</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CRJ 331 – Community based Corrections</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CRJ 371 – Introduction to Forensic Sciences</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CRJ 431 – Crime prevention</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CRJ 465 – Terrorism and the Criminal Justice System</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CRJ 476 – Race & Crime</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CRJ 477 – Family Violence</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>CRJ 479 – Victimology</p></td>
<td width="312"><p>3</p></td>
</tr></tbody></table>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/community-justice/">Community Justice Major</a></li><li> <a href="/academics/community-justice/career-pathways/">Career Pathways</a></li>
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<h1>Career Pathways</h1>
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<p>Community Justice provides students with an excellent interdisciplinary foundation for building a career path into a range of fields. Our program provides people-centric <strong>knowledge</strong> about legal systems, <strong>cultural</strong> competency, and <strong>critical thinking</strong> skills which will prove essential in the 21st century for success in <strong>advocacy</strong>, <strong>disaster and emergency services</strong>, <strong>law enforcement</strong>, and <strong>community development</strong>.</p>
<h2>Is your Education on Track?</h2>
<h3>Recommendations for Community Justice (CJU) Majors</h3>
<h4>Year 1: Exploration</h4>
<p>Students are exploring who they are, what they are interested in, if they are in the right major, what potential career paths exist.</p>
<ul>
<li>
ENROLL in at least three of the required seven introductory CJU courses<br />(CRJ 101, 203, 205, 207; ANT 201,256, PHL 102)
</li>
<li>
SIGN UP for Eagle Connect powered by Handshake
</li>
<li>
TAKE a Career Interest Instrument
</li>
<li>
JOIN Anthropology Club or find out about other relevant clubs by attending Club Craze
</li>
<li>
INVESTIGATE what other major/minors may be a good fit by attending the Majors/Minors Fair
</li>
<li>
ATTEND Undergraduate Research & Internship Day
</li>
<li>
CONSIDER the Leadership Development Program
</li>
<li>
ATTEND a career event
</li>
<li>
ATTEND ANT, CRJ and CJU events and get to know faculty outside of the classroom
</li>
</ul>
<h4>Year 2: Direction</h4>
<p>Students begin developing a professional demeanor, learning career options, and participating in activities relevant to the discipline/profession.</p>
<ul>
<li>
ENROLL in the remaining required introductory CJU courses
</li>
<li>
ATTEND Careers for the Common Good Jobs, Internships & Volunteer Fair
</li>
<li>
ATTEND Jobs & Internships Fair
</li>
<li>
CREATE a LinkedIn profile and visit Career Services Drop-In Express for help with your resume
</li>
<li>
LOOK for a volunteer or shadowing experience relevant to Community Justice
</li>
<li>
TALK to Community Justice faculty about research interests (if interested in graduate school)
</li>
<li>
ATTEND a career event
</li>
<li>
ATTEND ANT, CRJ and CJU events and get to know faculty outside of the classroom
</li>
</ul>
<h4>YEAR 3: CREDENTIALS</h4>
<p>Students complete opportunities to distinguish themselves from others through research, internships, volunteer work, study abroad, etc.</p>
<ul>
<li>
ENROLL in statistics course (choose from MTH 243, PYS 201, SOC 200, or another stats course approved by CJU advisor)
</li>
<li>
ENROLL in one of the two required methods courses (ANT 383, CRJ 471) Note: Pre-reqs and frequency of offering
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<h4>YEAR 4: TARGETING</h4>
<p>Students polish and refine their job materials and prepare for entry into the job market/grad school</p>
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TAKE remaining required upper-level elective courses (select from approved list)
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ATTEND ANT, CRJ and CJU events and get to know faculty outside of the classroom
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<h1>CSWE Assessment Summary</h1>
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<h2>SUNY Brockport Baccalaureate Social Work Program Assessment of Student Learning Outcome Competencies</h2>
<p><em>Assessment Data Collected During the Academic Year (2022-2023)</em></p>
<table><tbody>
<tr><th colspan="2">Assessment Measure #1: Final Field Evaluation</th></tr>
<tr>
<td>Dimension(s) assessed:</td>
<td>knowledge, values, skills, and cognitive & affective processes</td>
</tr>
<tr>
<td>When/where students are assessed:</td>
<td>End of Spring 2023 semester/Internship setting</td>
</tr>
<tr>
<td>Who assessed student competence:</td>
<td>Field Instructors</td>
</tr>
<tr>
<td>Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9:</td>
<td>3 or higher</td>
</tr>
<tr>
<td>Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9:</td>
<td>90%</td>
</tr></tbody></table>
<table><tbody>
<tr><th colspan="2">Assessment Measure #2: E-Portfolio Rubric</th></tr>
<tr>
<td>Dimension(s) assessed:</td>
<td>knowledge, values, skills, and cognitive & affective processes</td>
</tr>
<tr>
<td>When/where students are assessed:</td>
<td>End of Spring 2023/Field Seminar Class</td>
</tr>
<tr>
<td>Who assessed student competence:</td>
<td>Faculty liaison (seminar instructors)</td>
</tr>
<tr>
<td>Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9:</td>
<td>3 or higher</td>
</tr>
<tr>
<td>Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9:</td>
<td>90%</td>
</tr></tbody></table>
<hr />
<h3>Competency 1: Demonstrate Ethical and Professional Behavior</h3>
<p><strong>Competency Benchmark:</strong> 90% of students 3 or higher</p>
<p><strong>E-Portfolio Mean Score, % meeting Benchmark: </strong>4.33, 100%</p>
<p><strong>Field Evaluation Mean Score, % meeting Benchmark: </strong>4.45, 100%</p>
<p><strong>Two Measures: Average Score Percentage meeting benchmark: </strong>4.39, 100%</p>
<p><strong>Benchmark Attained? </strong>Yes</p>
<hr />
<h3>Competency 2: Engage Diversity and Difference in Practice</h3>
<p><strong>Competency Benchmark:</strong> 90% of students 3 or higher</p>
<p><strong>E-Portfolio Mean Score, % meeting Benchmark:</strong> 4.40, 100%</p>
<p><strong>Field Evaluation Mean Score, % meeting Benchmark:</strong> 4.32, 100%</p>
<p><strong>Two Measures: Average Score Percentage meeting benchmark:</strong> 4.36, 100%</p>
<p><strong>Benchmark Attained?</strong> Yes</p>
<hr />
<h3>Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice</h3>
<p><strong>Competency Benchmark:</strong> 90% of students 3 or higher</p>
<p><strong>E-Portfolio Mean Score, % meeting Benchmark:</strong> 4.40, 100%</p>
<p><strong>Field Evaluation Mean Score, % meeting Benchmark:</strong> 4.32, 100%</p>
<p><strong>Two Measures: Average Score Percentage meeting benchmark:</strong> 4.36, 100%</p>
<p><strong>Benchmark Attained?</strong> Yes</p>
<hr />
<h3>Competency 4: Engage In Practice-informed Research and Research-informed Practice</h3>
<p><strong>Competency Benchmark:</strong> 90% of students 3 or higher</p>
<p><strong>E-Portfolio Mean Score, % meeting Benchmark:</strong> 4.47, 100%</p>
<p><strong>Field Evaluation Mean Score, % meeting Benchmark:</strong> 4.15, 100%</p>
<p><strong>Two Measures: Average Score Percentage meeting benchmark:</strong> 4.31, 100%</p>
<p><strong>Benchmark Attained?</strong> Yes</p>
<hr />
<h3>Competency 5: Engage in Policy Practice</h3>
<p><strong>Competency Benchmark:</strong> 90% of students 3 or higher</p>
<p><strong>E-Portfolio Mean Score, % meeting Benchmark:</strong> 4.47, 100%</p>
<p><strong>Field Evaluation Mean Score, % meeting Benchmark:</strong> 4.19, 100%</p>
<p><strong>Two Measures: Average Score Percentage meeting benchmark:</strong> 4.33, 100%</p>
<p><strong>Benchmark Attained?</strong> Yes</p>
<hr />
<h3>Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities</h3>
<p><strong>Competency Benchmark:</strong> 90% of students 3 or higher</p>
<p><strong>E-Portfolio Mean Score, % meeting Benchmark:</strong> 4.36, 100%</p>
<p><strong>Field Evaluation Mean Score, % meeting Benchmark:</strong> 4.38, 100%</p>
<p><strong>Two Measures: Average Score Percentage meeting benchmark:</strong> 4.37, 100%</p>
<p><strong>Benchmark Attained?</strong> Yes</p>
<hr />
<h3>Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities</h3>
<p><strong>Competency Benchmark:</strong> 90% of students 3 or higher</p>
<p><strong>E-Portfolio Mean Score, % meeting Benchmark:</strong> 4.30, 97.87%</p>
<p><strong>Field Evaluation Mean Score, % meeting Benchmark:</strong> 4.23, 100%</p>
<p><strong>Two Measures: Average Score Percentage meeting benchmark:</strong> 4.26, 100%</p>
<p><strong>Benchmark Attained?</strong> Yes</p>
<hr />
<h3>Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities</h3>
<p><strong>Competency Benchmark:</strong> 90% of students 3 or higher</p>
<p><strong>E-Portfolio Mean Score, % meeting Benchmark:</strong> 4.44, 100%</p>
<p><strong>Field Evaluation Mean Score, % meeting Benchmark:</strong> 4.24, 100%</p>
<p><strong>Two Measures: Average Score Percentage meeting benchmark:</strong> 4.34, 100%</p>
<p><strong>Benchmark Attained?</strong> Yes</p>
<hr />
<h3>Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities</h3>
<p><strong>Competency Benchmark:</strong> 90% of students 3 or higher</p>
<p><strong>E-Portfolio Mean Score, % meeting Benchmark:</strong> 4.31, 100%</p>
<p><strong>Field Evaluation Mean Score, % meeting Benchmark:</strong> 4.17, 100%</p>
<p><strong>Two Measures: Average Score Percentage meeting benchmark:</strong> 4.24, 100%</p>
<p><strong>Benchmark Attained?</strong> Yes</p>
</div>
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<h1>CSWE Competencies</h1>
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<h2>Council on Social Work Education (CSWE) Educational Competencies</h2>
<h3>Competency 1: Demonstrate Ethical and Professional Behavior</h3>
<p>Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:</p>
<ul>
<li>
make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
</li>
<li>
use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
</li>
<li>
demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
</li>
<li>
use technology ethically and appropriately to facilitate practice outcomes; and
</li>
<li>
use supervision and consultation to guide professional judgment and behavior.
</li>
</ul>
<h3>Competency 2: Engage Diversity and Difference in Practice</h3>
<p>Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social workers:</p>
<ul>
<li>
apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
</li>
<li>
present themselves as learners and engage clients and constituencies as experts of their own experiences; and
</li>
<li>
apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.
</li>
</ul>
<h3>Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice</h3>
<p>Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected. Social workers:</p>
<ul>
<li>
apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
</li>
<li>
engage in practices that advance social, economic, and environmental justice.
</li>
</ul>
<h3>Competency 4: Engage In Practice-informed Research and Research-informed Practice</h3>
<p>Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:</p>
<ul>
<li>
use practice experience and theory to inform scientific inquiry and research;
</li>
<li>
apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
</li>
<li>
use and translate research evidence to inform and improve practice, policy, and service delivery.
</li>
</ul>
<h3>Competency 5: Engage in Policy Practice</h3>
<p>Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:</p>
<ul>
<li>
identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
</li>
<li>
assess how social welfare and economic policies impact the delivery of and access to social services;
</li>
<li>
apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
</li>
</ul>
<h3>Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities</h3>
<p>Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:</p>
<ul>
<li>
apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
</li>
<li>
use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
</li>
</ul>
<h3>Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities</h3>
<p>Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers:</p>
<ul>
<li>
collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
</li>
<li>
apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
</li>
<li>
develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and
</li>
<li>
select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.
</li>
</ul>
<h3>Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities</h3>
<p>Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration. Social workers:</p>
<ul>
<li>
critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
</li>
<li>
apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
</li>
<li>
use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
</li>
<li>
negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
</li>
<li>
facilitate effective transitions and endings that advance mutually agreed-on goals.
</li>
</ul>
<h3>Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities</h3>
<p>Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:</p>
<ul>
<li>
select and use appropriate methods for evaluation of outcomes;
</li>
<li>
apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
</li>
<li>
critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
</li>
<li>
apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
</li>
</ul>
</div>
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<h1>Field Education</h1>
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<p class="intro">Field Education provides students with opportunities to apply theoretical knowledge, skills, and integrate values and ethics learned in course work through structured guidance in real world practice settings.</p>
<p>Field practicum also provides students with opportunities to develop identification with the profession and to develop competence as they advance toward autonomous social work practice.</p>
<p>Please refer to the following documents for more information:</p>
<p><a class="go" href="/academics/social-work/handbook/">MSW Handbook & Field Education Manual</a></p>
<p><a class="file file_4271 lw_files_pdf" title="brockport_contract_exhibit_a.pdf" href="/live/files/4271-brockportcontractexhibitapdf">Brockport Contract Exhibit</a></p>
<p><a class="file file_4272 lw_files_pdf" title="contract_of_affilation_non_clinical.pdf" href="/live/files/4272-contractofaffilationnonclinicalpdf">Non-Clinical Contract of Affiliation</a></p>
<p><a class="file file_4273 lw_files_pdf" title="contract_of_afiliation_clinical.pdf" href="/live/files/4273-contractofafiliationclinicalpdf">Clinical Contract of Affiliation</a></p>
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<h1>Student Advisement</h1>
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<h2>Intents-To-Major in Social Work</h2>
<p>A <strong>GPA of 2.5 or better</strong> is required for acceptance as a Major in Social Work. <strong>Students may not start taking core required Social Work classes until accepted into our program</strong>. These pre-requisites must be completed with a C or better prior to starting the major:</p>
<h3>Required Prerequisite Courses</h3>
<p><strong>Three Courses (9 Credits):</strong></p>
<ol>
<li>
SOC 100 Introduction to Sociology
</li>
<li>
PSH 110 Principles of Psychology
</li>
<li>
<strong>ONE</strong> of the following biology courses:
<ul>
<li>
BIO 281 Elements of Human Biology<br />BIO 221 Survey of Anatomy/Physiology<br />BIO 285 Biology of Aging<br />BIO 321 Anatomy and Physiology I<br />BIO 322 Anatomy and Physiology II
</li>
</ul>
</li>
</ol>
<p><strong>*Note for transfer students</strong>. It can be difficult to get into pre-requisite classes as a transfer student, unless you plan to deposit and register early. Therefore it is a good idea to finish these courses at your community college before transferring.</p>
<p><strong>Note:</strong>The length of time allowed to complete the BSW degree is six years from the time that a student is accepted into the major. After six years of study, students are required to re-take courses that were taken prior to that deadline.</p>
<h3>Plan of Study for Students Accepted for Fall</h3>
<p>The plans below cover only the required social work classes. Electives may need to be added to reach the number of credits required for graduation (120 credits).</p>
<p><strong>Standard Plan #1, with concurrent (two semester) field placement in senior year</strong></p>
<table><tbody>
<tr>
<th><p>Junior Year - FALL</p></th>
<th><p>Senior Year - FALL</p></th>
</tr>
<tr>
<td><p>SWO 301 (Human Behavior I)</p></td>
<td><p>SWO 310 (Research Methods)</p></td>
</tr>
<tr>
<td><p>SWO 341 (Methods I)</p></td>
<td><p>SWO 451 (Field instruction I)</p></td>
</tr>
<tr>
<td><p>SWO 323. (DEIJ)</p></td>
<td><p>SWO 455 (Field Instruction seminar I)</p></td>
</tr>
<tr>
<td><p>SWO 221 (Intro to Generalist Practice)</p></td>
<td><p>Elective</p></td>
</tr>
<tr>
<td><p>Elective</p></td>
<td><p>Elective</p></td>
</tr></tbody></table>
<table><tbody>
<tr>
<th><p>Junior Year - SPRING</p></th>
<th><p>Senior Year - SPRING</p></th>
</tr>
<tr>
<td>SWO 304. (Case Management)</td>
<td>SWO 441 (Methods III)</td>
</tr>
<tr>
<td>SWO 342 (Methods II)</td>
<td>SWO 453 (Field instruction II)</td>
</tr>
<tr>
<td>SWO 210 (Statistics)</td>
<td>SWO 457 (Field Instruction seminar II)</td>
</tr>
<tr>
<td>SWO 311 (Social Policy)</td>
<td>Elective</td>
</tr>
<tr>
<td>Elective</td>
<td>Elective</td>
</tr></tbody></table>
<h3>Social Work Prerequisites</h3>
<ul>
<li>
<strong>SWO 341</strong> is a pre-requisite for SWO 342.
</li>
<li>
<strong>SWO 441</strong> must be taken in the second semester of field.
<ul>
<li>
Students in Block field will take SWO 441 concurrently with field instruction, unless the student is completing an international placement (in which case it is taken the previous semester)
</li>
</ul>
</li>
<li>
<strong>FIELD</strong> (completed during senior year). <strong>All 300 level classes must be competed with a C or better prior to starting field.</strong>
</li>
</ul>
<h3>Field Instruction</h3>
<p>The standard concurrent field instruction includes 440 hours of internship over the course of <strong>two</strong> semesters. This equates to 2 days (16 hours per week, usually in two 8 hour days; total of 220 hours per semester) for both semesters, plus a biweekly seminar.</p>
<p>This model suits a majority of students who are employed and have other responsibilities.</p>
<h4>Block Field Option</h4>
<p>Block field entails completing field in one semester; i.e. 4 days a week. Students who have a GPA of 3.25 or better are eligible to apply for a possible Block field placement. Students in Block field have field four days a week (32 hours per week; total of 440 hours in semester), and have a weekly seminar. Most agencies require students to be available for field during normal daytime business hours.</p>
<p>Block field placement is dependent on departmental and other resources; students wishing to pursue a block field placement must notify the Field Director as soon as possible regarding which semester they would like to take field.</p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/social-work/">Social Work</a></li><li> <a href="/academics/social-work/full-time-msw-60credit/">Full Time 60-credit Program</a></li>
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<h1>
Full Time 60-credit Program
</h1>
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<div id="main-content-area" class="editable"><h3>
SUNY Brockport MSW Program Plan of Study
</h3>
<h4>
60-credit: Full-time (4-semesters)
</h4>
<h4>
Semester 1 (Fall)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 501: Social Work Practice I
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 504: Field Practicum & Seminar I
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 506: Human Behavior & the Social Environment
</p>
</td>
<td>
<p>
3
</p>
</td>
</tr>
<tr>
<td>
<p>
SWK 520: Social Welfare Policy
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 524: SW Practice and Cultural Diversity
</p>
<p>
 
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
<p>
15
</p>
</td>
</tr>
</tbody>
</table>
<hr/>
<h4>
Semester 2 (Spring)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 500: Mandated Child Reporter Training
</p>
</td>
<td>
0
</td>
</tr>
<tr>
<td>
<p>
SWK 502: Social Work Practice II
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 505: Field Practicum & Seminar II
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 507: Human Behavior & the Social Environment II
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 508: Diagnostic Process
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 533: Critical Thinking & Research in SW*
</p>
<p>
 
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
15
</td>
</tr>
</tbody>
</table>
<p>
*SWK 500: Mandated Child Abuse Reporter Cert. is integrated with SWK 533: Critical Thinking & Research in SW (2.5-hour online training through NYSED)
</p>
<hr/>
<h4>
Semester 3 (Fall)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 610: Field Practicum Seminar III
</p>
<p>
OR
</p>
<p>
SWK 612: Field Practicum Seminar IV – Gero. Cert.
</p>
</td>
<td>
4
</td>
</tr>
<tr>
<td>
<p>
SWK 621: Advanced Social Welfare Policy
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 602: Social Work Assessment and Brief Interventions
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 605: Cultural Humility and Social Work Practice
</p>
<p>
 
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
Approved Elective
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
16
</td>
</tr>
</tbody>
</table>
<hr/>
<h4>
Semester 4 (Spring)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 611: Field Practicum Seminar IV
</p>
<p>
OR
</p>
<p>
SWK 613: Field Practicum Seminar IV – Gero. Cert.
</p>
</td>
<td>
5
</td>
</tr>
<tr>
<td>
SWK 631: Master’s Project Thesis
</td>
<td>
3
</td>
</tr>
<tr>
<td>
Approved Elective
</td>
<td>
3
</td>
</tr>
<tr>
<td colspan="2">
Choose <strong>one</strong> of the following advanced practice course.
</td>
</tr>
<tr>
<td>
SWK 604: SW Practice in Health Care
</td>
<td rowspan="6">
3
</td>
</tr>
<tr>
<td>
SWK 616: Disabilities in Social Work
</td>
</tr>
<tr>
<td>
SWK 654: Evidence-Based Practice in Mental Health
</td>
</tr>
<tr>
<td>
SWK 655: Mental Health Recovery
</td>
</tr>
<tr>
<td>
<p>
SWK 645: Sexual Health for Professional Practice
</p>
</td>
</tr>
<tr>
<td>
<p>
SWK 680: Social Work Practice with Groups
</p>
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
14
</td>
</tr>
</tbody>
</table>
<h4>
Please Note:
</h4>
<p>
Min. grade of ‘B-’ is required for the following:<br/>
SWK 501, 502, 508, 602, 604, 605, 616, 645, 654, 655 and 680.
</p>
<p>
‘B’ grade is required for a ‘Satisfactory’ (S) grade for:<br/>
SWK 504, 505, 610, 611, 612, & 613.
</p></div>
</article>
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<h3>Generalist Practice:</h3>
<h4>Assessment Measure #1: Final Generalist Field Practicum Evaluation of Student</h4>
<table><tbody>
<tr>
<th>Dimension(s) assessed:</th>
<th>Knowledge, skills, values, cognitive and affective process</th>
</tr>
<tr>
<td>When/where students are assessed:</td>
<td>grading rubric</td>
</tr>
<tr>
<td>Who assessed student competence:</td>
<td>field instructor</td>
</tr>
<tr>
<td>Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9:</td>
<td><strong>3 out of 5</strong></td>
</tr>
<tr>
<td>Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9:</td>
<td><strong>85%</strong></td>
</tr></tbody></table>
<h4>Assessment Measure #2: Human Behavior and the Social Environment Theory Paper</h4>
<table><tbody>
<tr>
<th>Dimension(s) assessed:</th>
<th>Knowledge</th>
</tr>
<tr>
<td>When/where students are assessed:</td>
<td>grading rubric</td>
</tr>
<tr>
<td>Who assessed student competence:</td>
<td>faculty</td>
</tr>
<tr>
<td>Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9:</td>
<td><strong>2 out of 3</strong></td>
</tr>
<tr>
<td>Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9:</td>
<td><strong>85%</strong></td>
</tr></tbody></table>
<hr />
<h3>Area of Specialized Practice: Advanced Standing</h3>
<h4>Assessment Measure #1: Final Advanced Field Practicum Evaluation of Student</h4>
<table><tbody>
<tr>
<th>Dimension(s) assessed:</th>
<th>Knowledge, skills, values, cognitive and affective process and associated behaviors</th>
</tr>
<tr>
<td>When/where students are assessed:</td>
<td>grading rubric</td>
</tr>
<tr>
<td>Who assessed student competence:</td>
<td>field instructor</td>
</tr>
<tr>
<td>Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9:</td>
<td><strong>3 out of 5</strong></td>
</tr>
<tr>
<td>Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9:</td>
<td><strong>85%</strong></td>
</tr></tbody></table>
<h4>Assessment Measure #2: Master’s Project Thesis</h4>
<table><tbody>
<tr>
<th>Dimension(s) assessed:</th>
<th>knowledge</th>
</tr>
<tr>
<td>When/where students are assessed:</td>
<td>grading rubric</td>
</tr>
<tr>
<td>Who assessed student competence:</td>
<td>faculty</td>
</tr>
<tr>
<td>Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9:</td>
<td>.<strong>75 out of 1.0</strong></td>
</tr>
<tr>
<td>Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9:</td>
<td><strong>85%</strong></td>
</tr></tbody></table>
<p><a class="go" href="/academics/social-work/masters/cswe-competencies/index.php">View all CSWE Competencies</a></p>
<h3>Overall Assessment Findings</h3>
<h4>LAST COMPLETED: May 24, 2023</h4>
<p>(Complete with Aggregate Findings for All Program Options Combined)</p>
<table><tbody>
<tr>
<th>Competency</th>
<th>Competency Benchmark (Generalist)</th>
<th>Competency Benchmark<br />(Area of Specialized Practice)</th>
<th>Percentage of Students Achieving Benchmark (Generalist Practice)</th>
<th>Percentage of Students Achieving Benchmark (Area of Specialized Practice #1<br />(Advanced Integrated Practice))</th>
</tr>
<tr>
<td><strong>Competency 1</strong>: Demonstrate Ethical and Professional Behavior</td>
<td>85%</td>
<td>85%</td>
<td>100%</td>
<td>100%</td>
</tr>
<tr>
<td><strong>Competency</strong> <strong>2</strong>: Engage Diversity and Difference in Practice</td>
<td>85%</td>
<td>85%</td>
<td>100%</td>
<td>100%</td>
</tr>
<tr>
<td><strong>Competency 3</strong>: Advance Human Rights and Social, Economic, and Environmental Justice</td>
<td>85%</td>
<td>85%</td>
<td>100%</td>
<td>100%</td>
</tr>
<tr>
<td><strong>Competency 4</strong>: Engage In Practice-informed Research and Research-informed Practice</td>
<td>85%</td>
<td>85%</td>
<td>100%</td>
<td>100%</td>
</tr>
<tr>
<td><strong>Competency 5</strong>: Engage in Policy Practice</td>
<td>85%</td>
<td>85%</td>
<td>98.5%</td>
<td>100%</td>
</tr>
<tr>
<td><strong>Competency 6</strong>: Engage with Individuals, Families, Groups, Organizations, and Communities</td>
<td>85%</td>
<td>85%</td>
<td>100%</td>
<td>100%</td>
</tr>
<tr>
<td><strong>Competency 7:</strong> Assess Individuals, Families, Groups, Organizations, and Communities</td>
<td>85%</td>
<td>85%</td>
<td>100%</td>
<td>100%</td>
</tr>
<tr>
<td><strong>Competency 8</strong>: Intervene with Individuals, Families, Groups, Organizations, and Communities<strong><br /></strong></td>
<td>85%</td>
<td>85%</td>
<td>100%</td>
<td>100%</td>
</tr>
<tr>
<td><strong>Competency 9</strong>: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities<strong><br /></strong></td>
<td>85%</td>
<td>85%</td>
<td>100%</td>
<td>100%</td>
</tr></tbody></table>
</div>
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<h1>Field Instruction</h1>
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<p tabindex="-1">Social Work majors must complete SWO 451 and 453, Field Instruction I and II, and the accompanying seminar SWO 455 and 456 <strong tabindex="-1">or</strong> SWO 454, Block Field Instruction with SWO 456, during their senior year in our program.</p>
<p tabindex="-1">All 200 and 300 level courses must have been successfully completed prior to the start of field. Field seminar is an accompanying course to the field practicum. This application is completed as part of the Field Application Process.</p>
<p tabindex="-1">Field Applications should be submitted via the online application by the due date. The coordinator of field education will begin field planning early in the spring semester.</p>
<h4 tabindex="-1">STUDENT RESPONSIBILITIES</h4>
<ul tabindex="-1">
<li tabindex="-1">
Preparation of self for an agency-based professional social work educational experience that will reflect an integration of academic learning & life experience.
</li>
<li tabindex="-1">
Completion of all field work paper work in a timely fashion
</li>
<li tabindex="-1">
Complete all requirements for agency placement
</li>
<li tabindex="-1">
Act in a responsible manner that reflects the image of the agency in the wider community
</li>
<li tabindex="-1">
Adhere to the Social Work Code of Ethics
</li>
<li tabindex="-1">
Assume an active role in planning the learning activities
</li>
<li tabindex="-1">
Notify the field instructor and the faculty liaison in a timely manner of any issues in field practicum
</li>
<li tabindex="-1">
Complete the Student Training Agreement
</li>
</ul>
<hr tabindex="-1" />
<h3 tabindex="-1">About the Practicum Requirement</h3>
<p tabindex="-1"><strong tabindex="-1">The undergraduate Social Work Program requires a senior field practicum of 440 hours to complete the major. Under no circumstances will students negotiate their own field practicum placement.</strong><br tabindex="-1" /><br tabindex="-1" />Before entering the field practicum and field seminar courses, students must complete <strong tabindex="-1">all 200 and 300 level courses</strong> required for the major; in addition, students must be in “good standing” as defined below:</p>
<ul tabindex="-1">
<li tabindex="-1">
Continued earning of a grade of “C” or better in every social work course required for the major.
</li>
<li tabindex="-1">
Re-taking any social work course in which a grade of below “C” is received, if the course is a requirement for the major.
</li>
<li tabindex="-1">
Maintaining a cumulative GPA of 2.5 or better overall and within the major.
</li>
<li tabindex="-1">
Continued demonstration of suitability and capacity to enter the profession of social work.
</li>
</ul>
<h3 tabindex="-1">Fall & Spring Semester Concurrent Field Practicum</h3>
<p tabindex="-1">Most students complete field practicum using our fall and spring semester concurrent model. Students complete 220 hours of field instruction at the assigned agency. Two days per week (16 hours per week) over two semesters for a total of 440 field instruction hours. A bi-weekly seminar in field seminar I & II is required. Students remain at the same agency for both semesters</p>
<h3 tabindex="-1">Block (one semester) field practicum</h3>
<p tabindex="-1">Students may apply for consideration of a Block placement. Block placements are structured as a one semester field instruction and weekly seminar class. Students do the same level of work and assignments in one semester as completed by concurrent field students in two semesters. Field Instruction is four days per week (32 hours a week) for a total of 440 field instruction hours. To be considered for a Block placement two additional conditions are required to the list of pre-field practicum course and GPA requirements listed above:</p>
<ul tabindex="-1">
<li tabindex="-1">
Minimum GPA of 3.25 in social work and 3.00 overall GPA
</li>
<li tabindex="-1">
Two letters of recommendation from social work faculty
</li>
</ul>
<h3 tabindex="-1">Distal Block Field Placements</h3>
<p tabindex="-1">Distal field placements are structured as a spring semester block placement. Students must be eligible for a block placement to be considered for an international field placement. Location options vary from year to year but typically include Viet Nam, Washington, D.C., Alaska, and others as they are developed depending upon most recent legislation, availability of vetted quality field instruction supervision, and partner affiliation agreements. If you are interested in a distal field placement please indicate your interest on the field application and contact the Director of Field Education.</p>
<h3 tabindex="-1">Availability During Normal Daytime Business Hours</h3>
<p tabindex="-1">Most field placements require availability during normal business hours of the agency. A limited number of field sites provide the opportunity for students to complete some hours during evening or weekend hours provided there is a qualified field instructor to provide supervision. However this is the exception and students should expect that field placements will require daytime responsibilities and should plan their availability accordingly.</p>
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<h1>Social Work Major</h1>
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<p class="intro">Improve the lives of others. Advocate for social and economic justice. Get involved in social and political policy, research and activism. Study social work with us.</p>
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<h2>What You’ll Learn</h2>
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<p class="leadin">Social work is a vast field. Find out how you can work with individuals, groups, organizations, and communities by building upon strengths to promote social and economic justice.</p>
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<h3>Curriculum</h3>
<p>Prepare to be a competent, self-aware, and ethical generalist social worker. You’ll learn the most current methods for practice across diverse settings and populations.</p>
<p>With an undergraduate degree in Social Work from Brockport, you can complete your <a href="/academics/social_work/graduate/masters.html">Master of Social Work</a> degree in one year. Find out more about the Advanced Standing program.</p>
<p><a class="go" href="/academics/social-work/major/sample-four-year-degree-plan/" target="_blank" rel="noopener">Sample Four-Year Plan</a></p>
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<p>Students who have been accepted to Brockport and who have earned junior status (with 54 credits earned by fall semester) can declare their intent to be a social work undergraduate major. The program offers students admission to full-time and part time students each fall. Acceptance by the University does not guarantee acceptance to the program.</p>
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<p>Phi Alpha National Honor Society for Social Workers is a national social work honor society for undergraduate and graduate students and faculty. The purposes of Phi Alpha are to provide a closer bond among students of social work and promote humanitarian goals and ideals.</p>
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<h3>Career Outlook</h3>
<p>According to the US Department of Labor Bureau of Labor Statistics (BLS), social work is one of the fastest growing careers in the United States. The profession is expected to grow by 19% between 2012 and 2022. More than 650,000 people currently hold social work degrees. Social workers are even the nation’s largest group of mental health service providers.</p>
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<span>Brockport helped me grow personally as I learned to push myself knowing that I always could do better. My professors challenged me to learn as much as possible and to grow as a professional and as a person. My professors listened to my interests and guided me to help me become the person I am today.</span>
<cite class="citation">Carolyn Baker ’08</cite>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/social-work/">Social Work</a></li><li> <a href="/academics/social-work/masters/">Social Work (MSW)</a></li>
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<h1>
Social Work (MSW)
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Make a lasting impact. Practitioners, who study here, enhance the lives of others.
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<h3>
<a class="go" href="https://today.brockport.edu/calendar/all/groups/Social%20Work?_ga=2.92063321.2144016213.1664798915-1134546220.1643739603">Register for an Information Session</a>
</h3>
<p>
Join us for one of our upcoming information sessions either in-person at <a href="/about/brockport_downtown/" target="_blank" rel="noopener">Brockport Downtown</a> or via Zoom. Meet with our admissions coordinator to answer your questions related to the MSW program, admission requirements, and application materials.
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<h2>
What You’ll Learn
</h2>
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The MSW program focuses on integrated practice and prepares students for work in programs that serve at-risk populations within families, as well as positions in comprehensive/specialized healthcare facilities, public health clinics and programs, medically based senior health care facilities, wellness/preventive healthcare, and mental health programs.
</p>
<p>
Day and evening courses are offered in Rochester, NY at <a href="/about/brockport_downtown/">Brockport Downtown</a>. Get information regarding the <a href="/support/student_accounts/bill-pay-refund/tuitioncost.html">tuition rate for the MSW program</a>.
</p>
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<h3>
Curriculum
</h3>
<p>
The Advanced Standing, <strong>36-credit program</strong> is offered to students who earned a Bachelor of Social Work within the past eight years from a CSWE accredited program. This program can be completed full-time in three semesters or part-time in five semesters.<br />
<br />
The <strong>60-credit program</strong> is offered to students who earned a bachelor’s degree in a discipline outside of Social Work. The 60-credit program can be completed full-time in two years or part-time in three years.<br />
<br />
Day & evening classes; daytime fieldwork.
</p>
<h4>
Example courses include:
</h4>
<ul>
<li>Critical Thinking in Social Work
</li>
<li>Social Work Assessment and Brief Intervention
</li>
<li>Cultural Humility
</li>
</ul><a class="go" href="/academics/catalogs/current/programs/social_work-masters.html">Curriculum & Learning Outcomes</a>
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<h3>
Career Outlook
</h3>
<p>
Graduates go on to clinical, supervisory, and administrative positions in private, non-profit organizations and government agencies. Students may choose to focus their careers in the areas of:
</p>
<ul>
<li>Substance abuse
</li>
<li>Mental health
</li>
<li>Gerontology
</li>
<li>Child & Public welfare
</li>
<li>and more
</li>
</ul>
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<h3>
Application Process
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All applicants must complete the multi-step process managed by the Center for Graduate Studies.
</p>
<ol>
<li>Determine your <a href="/graduate/admissions/applicant/index.html">applicant type</a>
</li>
<li>Submit <a href="/graduate/admissions/index.html">application</a>
</li>
<li>Request all official transcripts
</li>
<li>Review and submit required <a href="/graduate/admissions/part_two/social_work.html">application materials</a> through the <a href="https://apply.brockport.edu/account/login?r=https%3a%2f%2fapply.brockport.edu%2fportal%2fgr_status">Application Status Portal</a>
</li>
<li>International applicants must also submit <a href="/graduate/admissions/international_part_three.html">international materials</a>
</li>
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<h3>
Deadlines
</h3>
<h4>
Summer Admission
</h4>
<p>
February 15: Full-time Program (36-credit)
</p>
<h4>
Fall Admission
</h4>
<ul>
<li>February 15: Full-time program (60-credit)
</li>
<li>March 15: Part-time program (60-credit)
</li>
<li>March 15: Part-time program (36-credit)
</li>
</ul>
<p>
We currently <strong>do not</strong> offer spring admission for our programs.
</p>
<p>
Complete applications received after the published deadline are welcome and will be reviewed on a space-available basis.
</p>
<p>
<a class="go" href="/graduate/admissions/index.html">Apply Now</a>
</p>
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</li>
<li>
<div class="line-above heading-with-text-and-link text">
<h3>
Field Education
</h3>
<p>
Field education provides the opportunity for students to apply classroom knowledge to real-world settings. Our contracts with over 250 local agencies allow internships across a variety of concentrations, including: substance-abuse, mental health, domestic violence, and more.
</p>
<p>
Field Placements are incorporated into your regular plan of study:
</p>
<ul>
<li>Two-semester placement concurrent with coursework for Advanced Standing.
</li>
<li>Four-semester placement concurrent with coursework for the 60-credit program.
</li>
</ul>
</div>
</li>
<li>
<div class="line-above heading-with-text-and-link text">
<h3>
Financing Your Education
</h3>Learn more about scholarships, fellowships, and graduate assistantships.<br />
<br />
<p>
<a class="go" href="/graduate/financing/">Learn More</a>
</p>
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What’s Next?
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<h3 class="block-title">
Program Contact
</h3>
<p>
Brad Snyder<br />
(585) 395-8452
</p>
<p>
<a class="tiny button" href="mailto:[email protected]?subject=">Send Email</a>
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Start Your Application
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Complete our multi-part application with the Center for Graduate Studies.
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<h1>MSW Program Student Handbook & Field Manual</h1>
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<h2>
Welcome & Introduction
<a id="welcome---introduction"></a></h2>
<p>Welcome to the SUNY Brockport MSW Program. We are excited that you have selected our Program to obtain your MSW degree and look forward to working in partnership with you during your course of study.</p>
<p>This Handbook is designed to familiarize you with important program policies, procedures, resources, and general information. We hope you will refer to this handbook for information about the MSW Program not only during the orientation period, but also throughout your course of study.</p>
<p>It is our hope that your study with us will be stimulating, exciting, challenging, and filled with both personal and professional growth. The faculty and staff of the program stand ready to assist you as needed. We look forward to sharing this wonderful journey of graduate social work education with you!</p>
<p>– <a href="/academics/social_work/directory/index.html#f-MSW" target="_blank" rel="noopener">The MSW Faculty and Staff</a></p>
<h2><a id="office"></a> MSW Office Information</h2>
<h3>
Brockport Downtown Office Hours (Subject to Change)
<a id="brockport-downtown-office-hours-subject-to-change"></a></h3>
<table><tbody>
<tr>
<td><strong>Day of the Week</strong></td>
<td><strong>Office Hours</strong></td>
</tr>
<tr>
<td>Monday</td>
<td>9 am – 6 pm</td>
</tr>
<tr>
<td>Tuesday</td>
<td>9 am – 6 pm</td>
</tr>
<tr>
<td>Wednesday</td>
<td>9 am – 6 pm</td>
</tr>
<tr>
<td>Thursday</td>
<td>9 am – 6 pm</td>
</tr>
<tr>
<td>Friday</td>
<td>10 am – 2 pm (closed during Summer Session)</td>
</tr></tbody></table>
<p><strong>Program Emai</strong>l: <a href="mailto:[email protected]">[email protected]</a><br /><strong>Phone</strong>: (585) 395-8450<br /><strong>Fax</strong>: (585) 395-8603</p>
<h3>
NYS Department of Education
<a id="nys-department-of-education"></a></h3>
<p>The MSW Program is registered by the NYS Education Department and the curriculum is approved as meeting the clinical credit hour requirements for the LCSW license.</p>
<h3>
<a href="https://www.cswe.org/">CSWE Accreditation</a>
<a id="cswe-accreditation"></a></h3>
<p>The SUNY Brockport MSW Program is fully accredited by the Council on Social Work Education (CSWE).</p>
<h3>
<a href="https://forms.brockport.edu/view.php?id=3438000">MSW Student Handbook Acknowledgement and Agreement Form</a>
<a id="msw-student-handbook-acknowledgement-and-agreement-form"></a></h3>
<p>Upon their entrance to the program, students sign an acknowledgement, that they have read that they have received, will read, and will adhere to the policies and procedures set forth in the <a href="https://www2.brockport.edu/academics/social-work/handbook/">MSW Student Handbook</a>. University Statement of Nondiscrimination</p>
<h3>
<a href="https://www2.brockport.edu/support/human-resources/nondiscrimination/">Statement of Nondiscrimination</a>
<a id="statement-of-nondiscrimination"></a></h3>
<p><strong>SUNY Brockport does not discriminate. SUNY Brockport is an Affirmative Action/Equal Opportunity Employer.</strong> The University is committed to fostering a diverse community of outstanding faculty, staff, and students, as well as ensuring equal educational opportunity, employment, and access to services, programs, and activities, without regard to an individual’s race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, or criminal conviction. Employees, students, applicants, or other members of the University community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law or treated adversely or retaliated against based upon a protected characteristic.</p>
<h3>
<a href="https://www2.brockport.edu/about/title-ix/">Title IX Policy</a>
<a id="title-ix-policy"></a></h3>
<p>Title IX is a federal civil rights law that protects people in education programs from discrimination based on sex. <strong><em>“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance…”</em></strong> 20 U.S.C. § 1681</p>
<p>Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits sex discrimination on the basis of sex in educational programs or activities that receive federal funding. This includes admission into the university, financial aid awards, athletic programs, internships, school-related conferences, participation in club sports and organizations, and other SUNY Brockport sponsored activities.</p>
<p>Under Title IX, discrimination on the basis of sex may include sexual harassment, sexual assault, dating violence, domestic violence, stalking, pay inequity, and pregnancy discrimination. The University also prohibits discrimination on the basis of sexual orientation, gender identity and gender non-conformity.</p>
<p>For more information, please go to: <a href="https://www2.brockport.edu/about/title-ix/">https://www2.brockport.edu/about/title-ix/</a></p>
<h3>
<a href="/about/diversity/">Office of Equity, Diversity, & Inclusion</a>
<a id="office-of-equity-diversity---inclusion"></a></h3>
<p>We guide efforts to communicate to the University and outside community Brockport’s commitment to diversity and equity. We develop and monitor the University’s EDI Plan; prepare and analyze reports to monitor our success; and conceptualize and cultivate diversity as an institutional and educational priority. <strong>Please visit</strong> <a href="https://www2.brockport.edu/about/diversity/">https://www2.brockport.edu/about/diversity/</a> <strong>for more information.</strong></p>
<h3>
Program Mission and Goals
<a id="program-mission-and-goals"></a></h3>
<h4>Mission</h4>
<p>The Master of Social Work program at SUNY Brockport, is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression.</p>
<p>Through teaching, service, and scholarship, we strive to prepare competent, self- aware, ethical, and culturally humble integrated practice social workers, with diverse populations, advocating for the well- being of all people in our shared global community.</p>
<h4>Goals</h4>
<p>As a reflection of its mission, the overall goals of the Master of Social Work Program are to:</p>
<ol>
<li>
Provide advanced social work education incorporating theoretical knowledge and critical thinking within an advanced integrated practice framework; emphasizing an ecological strength-based community collaborative, empowerment model of practice to promote social, economic and environmental
</li>
<li>
Educate social work practitioners who are ethical, critical thinkers engaged in ongoing inquiry and life- long
</li>
<li>
Develop practitioners who provide autonomous social work practice and leadership in health, human service, and other community organizations, as well as in diverse communities to assist high need or at-risk
</li>
<li>
Infuse a critical understanding and practice of cultural humility in working with diverse groups, and to adapt social work knowledge and skills to meet the needs of disenfranchised and historically oppressed
</li>
<li>
Educate social work practitioners to use evidence and knowledge to improve the effectiveness of social work practice, policies, and
</li>
<li>
Promote the health and well-being of individuals, families, groups, and communities by advancing understanding of social determinants of health to ensure justice in a changing environment and in a global
</li>
</ol>
<h3>
Curriculum & Program Overview
<a id="curriculum---program-overview"></a></h3>
<h4>MSW Curriculum Overview – Generalist Year Curriculum</h4>
<p>The Generalist year introduces the student to the generalist perspective. The faculty adopted the CSWE 2015 EPAS definition of generalist practice, which states:</p>
<p><em>“Generalist practice is grounded in the liberal arts and the person-in-environment framework. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with diverse individuals, families, groups, organizations, and communities based on scientific inquiry and best practices. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice.”</em>
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</p>
<p>The generalist MSW curriculum is organized as a coherent and interrelated entity, consisting of generalist social work courses and generalist field practicum experiences. It is designed to demonstrate the integration and application of the nine-generalist competencies to ensure our students are prepared as competent generalist level social workers before beginning advanced course work. In addition, courses are designed to provide outcome based educational activities, which allow students to demonstrate the integration and application of the nine interrelated competencies and component behaviors. This is done by sequencing classes, as we recognize that competence is developmental and dynamic, changing over time to facilitate continuous learning (CSWE, EPAS, 2015).</p>
<p>The MSW curriculum draws from the liberal arts base that students have taken in their undergraduate degrees. The first 30 credits of the traditional 60-credit MSW program is the generalist level.</p>
<h3>
General Competencies
<a id="general-competencies"></a></h3>
<p><em>“Each competency describes the knowledge, values, skills, and cognitive and affective processes that comprise the competency at the generalist level of practice followed by a set of behaviors that integrate these components. These behaviors represent observable components of the competencies, while the previous statements represent the underlying content and processes that inform the behaviors (CSWE EPAS 2015 p.7).”</em></p>
<p>The faculty adopted the nine social work competencies specified in the 2015 EPAS.</p>
<h4>Competency 1 – Demonstrate Ethical and Professional Behavior</h4>
<p>Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice.</p>
<h5>Social workers:</h5>
<ul>
<li>
make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
</li>
<li>
use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
</li>
<li>
demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
</li>
<li>
use technology ethically and appropriately to facilitate practice outcomes; and
</li>
<li>
use supervision and consultation to guide professional judgment and
</li>
</ul>
<h4>Competency 2 – Engage Diversity and Difference in Practice</h4>
<p>Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.</p>
<h5>Social workers:</h5>
<ul>
<li>
apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
</li>
<li>
present themselves as learners and engage clients and constituencies as experts of their own experiences; and
</li>
<li>
apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and
</li>
</ul>
<h4>Competency 3 – Advance Human Rights and Social, Economic, and Environmental Justice</h4>
<p>Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably, and that civil, political, environmental, economic, social, and cultural human rights are protected.</p>
<h5>Social workers:</h5>
<ul>
<li>
apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
</li>
<li>
engage in practices that advance social, economic, and environmental
</li>
</ul>
<h4>Competency 4 – Engage in Practice-informed Research and Research-informed Practice</h4>
<p>Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.</p>
<h5>Social workers:</h5>
<ul>
<li>
use practice experience and theory to inform scientific inquiry and research;
</li>
<li>
apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
</li>
<li>
use and translate research evidence to inform and improve practice, policy, and service
</li>
</ul>
<h4>Competency 5 – Engage in Policy Practice</h4>
<p>Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.</p>
<h5>Social workers:</h5>
<ul>
<li>
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
</li>
<li>
assess how social welfare and economic policies impact the delivery of and access to social services;
</li>
<li>
apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental
</li>
</ul>
<h4>Competency 6 – Engage with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.</p>
<h5>Social workers:</h5>
<ul>
<li>
apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
</li>
<li>
use empathy, reflection, and interpersonal skills to effectively engage diverse clients and
</li>
</ul>
<h4>Competency 7 – Assess Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making.</p>
<h5>Social workers:</h5>
<ul>
<li>
collect and organize data and apply critical thinking to interpret information from clients and constituencies.
</li>
<li>
apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
</li>
<li>
develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and
</li>
<li>
select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and
</li>
</ul>
<h4>Competency 8 –Intervene with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence- informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration.</p>
<h4>Social workers:</h4>
<ul>
<li>
critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
</li>
<li>
apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
</li>
<li>
use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
</li>
<li>
negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
</li>
<li>
facilitate effective transitions and endings that advance mutually agreed-on
</li>
</ul>
<h4>Competency 9 – Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.</p>
<h5>Social workers:</h5>
<ul>
<li>
select and use appropriate methods for evaluation of outcomes;
</li>
<li>
apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
</li>
<li>
critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
</li>
<li>
apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
</li>
<li>
skills required for empirical assessment of research findings to (3cr)
</li>
</ul>
<h2>Overview – Advanced Integrated Practice</h2>
<p>The MSW program’s area of specialty is Integrated Practice. Integrated Practice incorporates themes of social justice, ethics and values, with emphasis on intersectionality of power, privilege, oppression,</p>
<p>discrimination, marginalization, disparities and their impact on human experience. Advanced MSW students are prepared to work with diverse client systems and incorporate collaborative community-based approaches in applying a range of micro to macro skills. The Integrated Practice area of specialty reflects the program’s commitment to prepare MSW graduates that are culturally humble, and able to assess social determinants of health and wellness. The Integrated practice competencies and observable bulleted behaviors reflect dimensions of knowledge, values, skills and cognitive & affective processes that extends and enhances the generalist competencies.</p>
<p>The MSW program’s area of specialty is Integrated Practice. Integrated Practice incorporates themes of social justice, ethics and values, with emphasis on intersectionality of power, privilege, oppression, discrimination, marginalization, disparities and their impact on human experience. Advanced MSW students are prepared to work with diverse client systems and incorporate collaborative community-based approaches in applying a range of micro to macro skills. The Integrated Practice area of specialty reflects the program’s commitment to prepare MSW graduates that are culturally humble, and able to assess social determinants of health and wellness. The Integrated practice competencies and observable bulleted behaviors reflect dimensions of knowledge, values, skills and cognitive & affective processes that extends and enhances the generalist competencies.</p>
<p>The MSW program’s formal curriculum for the Integrated Practice area of specialty is designed in a coherent and integrated manner for both classroom and field. The MSW curriculum committee ensures that course objectives, and assignments as well as course sequencing is designed to build on the depth of knowledge, values and skills from one course to the next.</p>
<p>Additionally, core concepts of cultural humility, ethics, and intersectionality of issues related to power and privilege are integrated along with critical thinking about social determinants of health. Plans of study guide when students take courses. Two plans of study are available for 60 credit students (a full-time two- year option and a 3 year/6-semester option). Additionally, the plans of study are designed to ensure that whether a student is full-time or part-time, students are taking specific practice courses concurrently with field placement to facilitate the transfer of practice knowledge and provide students with opportunities to apply practice skills learned in classes to their field placements concurrently.</p>
<h3>
Advanced Integrated Practice Curriculum
<a id="advanced-integrated-practice-curriculum"></a></h3>
<p>The advanced curriculum is 30 credits. Courses are sequenced to provide build on competency development. Full-time 60 credit students begin advanced course work in their second year, and part-time 60 credit students begin advanced coursework in their third year. Students accepted as 36 credit advanced stranding program, begin the integrated practice advanced curriculum concurrent with or after of completing SWK 508 and SWK 533.</p>
<p>Plans of study for full-time and part-time integrated practice advanced students have been carefully designed to ensure advanced competency development as well as integration of course work to field in a coherent and integrated manner. The Integrated Practice curriculum is designed to ensure all students have two advanced practice courses while also providing students some choice of practice course options. These practice course options are reflected in the plans of study. Students have two electives in their plans of study and an additional selection of an advanced practice course can be taken for elective credit. This is detailed in the plans of study. Students also take an advanced policy course, cultural humility practice course, advanced field courses and a culminating Master’s Project Thesis course during their advanced year plan of study.</p>
<h3>
Advanced Integrated Practice Competencies
<a id="advanced-integrated-practice-competencies"></a></h3>
<h4>Competency 1 – Demonstrate Ethical and Professional Behavior</h4>
<p>Integrated practice social workers differentially use theories, evidence-based practice knowledge social work skills and use an ethical reasoning framework to inform decisions related to ethical tensions and challenges. They apply the values base of the profession, its ethical standards as well are relevant laws, and regulations to their practice while using a self-reflective stance and initiating use of consultation and supervision. The advanced integrated practice social worker uses practice interventions to enhance the well-being of individuals, families, groups and communities in an ethical manner and recognize the importance of the therapeutic and collaborative relationship, the person-in-environment and strengths perspectives.</p>
<h5>Social workers:</h5>
<ul>
<li>
initiate and effectively use supervision and consultation while maintaining a self- reflective stance;
</li>
<li>
manage personal values and maintain therapeutic and collaborative relationships with client systems, supervisors, peers and inter-professional teams;
</li>
<li>
effectively and ethically, integrate and communicate professional judgments to other social workers and to professionals from other disciplines in oral, written and electronic formats and
</li>
<li>
demonstrate professionalism in behavior, appearance, communications, punctuality, time management and
</li>
</ul>
<h4>Competency 2 – Engage Diversity and Difference in Practice</h4>
<p>Integrated practice social workers apply knowledge of diversity and difference in understanding the intersectionality’s of power, privilege, oppression, discrimination, marginalization, disparities and their impact on human experiences. Social workers practice using a cultural humility framework, incorporating self-reflection and discovery to build positive relationships while also challenging power imbalances. Social workers engage in multidimensional understanding in policy, practice to promote institutional accountability. Social workers recognize that no single solution may work equally well for all clients and therefore seek and integrate many facets of difference in planning interventions. Social workers know about the ways in which various dimensions of diversity impact social determinants of health and wellness, help-seeking behaviors and healing practices.</p>
<h5>Social workers:</h5>
<ul>
<li>
understand the cultural humility framework and its impact on social work practice;
</li>
<li>
recognize one’s own experience with power and privilege;
</li>
<li>
demonstrate cultural humility and
</li>
<li>
assess for relevant social determinants of health and well-being.
</li>
</ul>
<h4>Competency 3 – Advance Human Rights and Social, Economic, and Environmental Justice</h4>
<p>Integrated practice social workers advocate for inclusion of clients and collaborating with partners to plan and develop programs, policies and laws related to serving clients and their families. To effect advocacy and needed change, social workers communicate effectively with partners. Advanced integrated practice social workers understand the discrimination and marginalization associated with disorders, diagnoses, and help-seeking behaviors across diverse populations.</p>
<h5>Social workers:</h5>
<ul>
<li>
Identify and use knowledge of relationship dynamics including power differentials to advocate at multiple levels for social, economic, employment, health, education, housing and human rights;
</li>
<li>
understand the potentially challenging effects of economic, social, environmental and cultural factors in the lives of clients and client systems and
</li>
<li>
Engage in practices to positively impact social determinants of health and promote well- being.
</li>
</ul>
<h4>Competency 4 – Engage in Practice-informed Research and Research-informed Practice</h4>
<p>Integrated practice social workers consult the empirical and evidence-based forms of evidence to inform their understanding and guide practice decisions. Integrated practice social workers use critical thinking to examine the applicability of the research and evidence to diverse populations and obtain feedback from client systems using a cultural humility framework. In considering interventions, the social worker can select, implement, and evaluate appropriate assessment, intervention, and evaluation tools for use with various target populations and use research findings to improve practice, policy and social service delivery.</p>
<h5>Social workers:</h5>
<ul>
<li>
identify, analyze and synthesis evidence to inform social work practice;
</li>
<li>
demonstrate how evidence informs understanding of the multi-dimensions of integrated practice and the social determinants of health;
</li>
<li>
demonstrate the knowledge of program evaluation in achieving intended outcomes and
</li>
<li>
use research including evidence-based practice to evaluate and enhance the effectiveness of social work
</li>
</ul>
<h4>Competency 5 – Engage in Policy Practice</h4>
<p>Integrated practice social workers analyze, formulate, and advocate for policies that advance social well- being, and are knowledgeable and use advocacy methods to contribute to policies in promoting human rights and social justice. Integrated practice social workers collaborate and partner with client systems of all sizes to promote effective policy action.</p>
<h5>Social workers:</h5>
<ul>
<li>
Identify the connection of policy on client systems and practice;
</li>
<li>
understand the role social determinates of health play in policy;
</li>
<li>
assess what changes are needed in policy;
</li>
<li>
formulate an action plan and
</li>
<li>
advocate to influence policies that improve the lives of
</li>
</ul>
<h4>Competency 6 – Engage with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Integrated practice social workers engage client systems and constituencies by understanding and applying a range of appropriate theories. To foster this engagement, social workers recognize the dynamic, interactive and reciprocal process of engagement with diverse populations. Integrated practice social workers apply principles of relationship building and collaboration to facilitate engagement. Integrated social workers consider the contexts of those experiences using a cultural humility perspective. Integrated practice social workers also recognize how their own life trajectory influences their engagement with diverse client systems and are self-reflective about their own reactions.</p>
<h5>Social workers:</h5>
<ul>
<li>
Apply knowledge of human behavior and the social environment, person-in-environment, and other theoretical frameworks to engage with clients and constituencies;
</li>
<li>
use empathy, reflection, interpersonal skills and cultural humility to engage diverse clients and constituencies;
</li>
<li>
manage the dynamics and contextual factors that both strengthen and potentially threaten the relationship
</li>
<li>
develop rapport that encourages client(s) to be equal participants in the working relationship
</li>
</ul>
<h4>Competency 7 – Assess Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Integrated practice social workers have the knowledge and skills to conduct comprehensive bio- psycho- social-spiritual assessments. Assessment includes an understanding of intersectionality issues as they impact the client experience. Social workers understand that assessment is an ongoing process and includes input from clients and others. Social workers select appropriate methods for assessment based on client need and specific context. Social workers consider multiple sources of data and actively collaborate with others in the assessment process.</p>
<h5>Social workers:</h5>
<ul>
<li>
Conduct comprehensive assessments;
</li>
<li>
Collaborate with others to gather necessary information;
</li>
<li>
Include data and information from other relevant sources;
</li>
<li>
Ensure that the client is an active participant;
</li>
<li>
Continuously reassess based on client need and changing circumstances;
</li>
<li>
Develop mutually agreed upon goals and intervention strategies based on continuous assessment
</li>
<li>
Ensure that social work perspectives are present in inter-professional team
</li>
</ul>
<h4>Competency 8 – Intervene with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Integrated practice social workers use empirical and theoretical knowledge to develop assessment-based interventions. In working with client systems, integrated practice social workers draw from multiple modalities and strategies and can match the intervention to the assessed need and client goal. Integrated practice social workers are skilled at choosing and implementing interventions to achieve client goals and enhance capacities of client systems. Social workers develop intervention plans in collaboration with client systems, inter-professional teams and partners using a strengths-based approach.</p>
<h5>Social workers:</h5>
<ul>
<li>
apply critical thinking and understanding of theoretical frameworks in identifying
</li>
<li>
using evidence, choose interventions that match the assessed need and client goal;
</li>
<li>
develop appropriate intervention plans with measurable objectives and outcome;
</li>
<li>
modify interventions as needed, based on evaluation findings
</li>
<li>
effectively collaborate with others to achieve practice outcomes and
</li>
<li>
mobilize resources and assets to enhance client system capacity
</li>
</ul>
<h4>Competency 9 –Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Integrated practice social workers apply skills to establish evidence-based evaluations founded on measurable goals, objectives and outcomes. Whether working collaboratively with or independently of other practitioners, social workers aim to ascertain the intended and unintended effects of interventions. Integrated practice social workers regularly evaluate the effectiveness of chosen interventions and modify them as needed. Integrated practice social workers communicate and disseminate evaluation results to intended audiences.</p>
<h5>Social workers:</h5>
<ul>
<li>
regularly evaluate the effectiveness of chosen interventions;
</li>
<li>
demonstrate the knowledge of practice evaluation in achieving intended outcomes and
</li>
<li>
based upon the results of practice evaluation, adjust intervention plans on a continuing basis and appropriately disseminate
</li>
</ul>
<h3>
Key Concepts
<a id="key-concepts"></a></h3>
<p>In addition to the core content areas required by the Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) there are several key concepts that express themselves throughout the curriculum. These core concepts are:</p>
<ol>
<li>
Community Collaboration
</li>
<li>
Inter-professional / Interdisciplinary Teamwork
</li>
<li>
Empowerment
</li>
<li>
Strengths Perspective
</li>
<li>
Evidence-Based Practice
</li>
<li>
Social Determinants of Health
</li>
<li>
Cultural Humility
</li>
</ol>
<p><strong>Community Collaboration:</strong> For purposes of the MSW program, the term collaboration connotes a durable and pervasive relationship among individuals, groups, and organizations. We are committed to a definition that suggests that collaborations bring previously separated organizations into new structures with full commitment to a common mission. Such relationships require comprehensive planning and well-defined channels operating on many levels. Authority is determined by the collaborative structure. Resources are pooled or jointly secured, and the products are shared. Most significantly, the term collaboration includes a commitment to a definition of mutual relationships and goals and mutual authority and accountability for success (Mattessich & Monsey, 1992; Poulin, 2005). The MSW values community-based collaborations to solve complex community challenges. They draw upon building, using, and enhancing community resources that involve the actual client groups being targeted. Enhancing the capacity of local communities to serve as a major player in solving the social problems that face the community is a major goal of the program.</p>
<p><strong>Empowerment:</strong> Within the context of the MSW program, empowerment is both an end-state and a process, which can be directed at multiple levels. The critical elements of empowerment are: an increased level of power within a system (self-efficacy, intra-system power), improves interaction at a given system level (group cohesion and interaction), increases ability to make demands between system levels (political awareness and action), and the ability to critically analyze the interaction between systems (critical thinking) aimed at increasing social justice within a democratic process (Itin, unpublished manuscript).</p>
<p>Within the program, students are encouraged to view empowerment as requiring action on both the intra- systemic (e.g., within individuals, families, groups, organization or communities) and inter-systemic (e.g.</p>
<p>between and among individuals, families and groups, agencies and organizations) levels. In this way, empowerment links to both the integrated practice perspective and the program’s focus on community- based collaboration. This view of empowerment supports practice across systems (e.g., case management, short-term interventions, psychotherapy, family therapy, community development, organizational change, research, policy development, and advocacy).</p>
<p><strong>Strengths Perspective:</strong> The MSW program conceptualizes a strengths-based perspective as a collaborative effort between the service user and the social worker that avoids hierarchy with the intent to empower the client system (Ligon, 2002; Poulin, 2005). We are committed to the individual, family, group, organization or community acting on their own behalf. The role of the social worker is to facilitate the client’s utilization of his/her strengths while bridging this process to enable the client to mobilize his/her solutions.</p>
<p><strong>Inter-professional and Interdisciplinary Teamwork</strong>: The MSW program conceptualizes inter-professional and interdisciplinary teamwork as processes that promotes partnership with service users through networking in multi-professional (e.g., psychologists, nurses, psychiatrists, doctors, case managements, occupational therapists) settings, whether in health or human services (Payne, 2000).</p>
<p>Inter-professional teams work collaboratively in assessment and intervention planning and value the knowledge of each team member. The coordination of services and responsibilities is essential on both inter-professional and interdisciplinary teams and, in this way, teamwork links to integrated practice, community-based collaboration and empowerment. Consumers are full and active members of the team. The approach aims to place the consumer as an equal partner with care providers. This definition of collaborative work means rethinking the role of “expert”. The expert becomes a team member contributing to systems problem-solving. The MSW program incorporates the client system as a team member who has equal power within the interdisciplinary team.</p>
<p><strong>Evidence-Based Practice:</strong> The MSW faculty recognizes that preparing social work students as evidence- based practitioners involves teaching knowledge, values, and skills necessary to facilitate the identification, critical appraisal application and evaluation of practice relevant evidence over the course of one’s professional careers (McMillion, & Pollo, 2003) informing practice with client systems of all sizes (individual, family, group, organization and community).</p>
<p><strong>MSW Program Definition:</strong> Evidence-based practice in social work is the conscientious, systematic, and judicious use of current best evidence in making decisions. The use of evidence- based social work means integrating individuals’ proficiency and judgment acquired through professional practice, expertise and professional standards of practice, the best available external evidence from systematic research, and the personal and cultural values and judgments of client systems (Cournoyer, 2004; Sackett, Roesenberg, Gary, Haynes & Richardson, 1996).</p>
<p><strong>Levels of Evidence:</strong> The six categories represent varying levels of evidence for the use of a specific treatment procedure, or for a specific recommendation. This system was adopted from the Agency of Health Care Policy and Research classification of Level of Evidence (Foa, Keane & Friedman, 2000).</p>
<ol>
<li>
Randomized, controlled clinical
</li>
<li>
Well-designed clinical studies without randomization or placebo comparison
</li>
<li>
Service and naturalistic clinic studies combined with clinical observations, which are sufficiently compelling to warrant use of the treatment technique or follow the specific
</li>
<li>
Long standing and wide-spread clinical practice that has not been subjected to empirical tests.
</li>
<li>
Long standing practice by circumscribed groups of clinicians that has not been subjected to empirical
</li>
<li>
Recently developed treatment that has not been subjected to clinical or empirical tests.
</li>
<li>
Not applicable:
</li>
</ol>
<p>*Adapted from: Cournoyer, B.R. (2004). <em>The evidence-based social work skills book</em>. Allyn and Bacon, Boston MA.; Sackett, D.L., Roesenberg, W., Gary, J., Haynes, R.. & Richardson, W. (1996). Evidence based medicine: what it is and what it isn’t: It’s about integrating individual expertise and the best external evidence. <em>BMJ, 312</em>(7023:71-72; Howard, M. O., McMillion, C.J., & Pollo, D.E. (2003). Teaching evidence-based practice: Toward a new paradigm for social work education. <em>Research on Social Work Practice, 13</em> (2)234-259. and Foa, B. E., Keane, T. M., & Friedman, M. J. (2000) Guidelines for Treatment of PTSD. <em>Journal of Traumatic Stress,</em> Vol. 13, No. 4, 2000.</p>
<p><strong>Social Determinants of Health:</strong> Social determinants of health are defined by the World Health Organization (2008) as <em>“the complex, integrated, and overlapping social structures and economic systems that are responsible for most health inequities. These social structures and economic systems include the social environment, physical environment, health services, and structural and societal factors. Social determinants of health are shaped by the distribution of money, power, and resources throughout local communities, nations, and the world.”</em> https://www.cdc.gov/nchhstp/socialdeterminants/definitions.html</p>
<p><strong>Cultural Humility:</strong> The MSW program infuses tenets of cultural humility throughout the curriculum beginning in the generalist year and continuing in the advanced year. Cultural Humility is a framework to effectively confront inequities in society related to social disparities in health based on various intersecting areas of diversity. There are three components to cultural humility: 1) lifelong learning and critical self- reflection; 2) recognizing and challenging power imbalances for respectful partnerships and 3) institutional accountability (Foronda, Baptiste, Reinholdt, Ousman, 2016; Hook, Davis, Owen, Worthington & Utsey, 2013; Tervaln & Murray- Garcia, 1998). Cultural Humility recognizes that knowledge of different cultures is insufficient and shifts the focus from the accumulation of knowledge to individual self-understanding. It also includes a personal/professional stance characterized by openness to learning and a lack of superiority (Hook, Davis, Owen, Worthington & Utsey, 2013).</p>
<h3>
SWK Course Descriptions
<a id="swk-course-descriptions"></a></h3>
<p>For a complete list of MSW course numbers, descriptions, and credits, please visit the <a href="https://webapp.brockport.edu/academics/catalogs/current/">SUNY Brockport Course Catalog</a><strong>.</strong></p>
<h3>
Practice and Field Practicum Course Restrictions Policy
<a id="practice-and-field-practicum-course-restrictions-policy"></a></h3>
<p>All MSW Practice and Field Practicum courses are restricted to matriculated students pursuing the MSW degree. Consistent with CSWE accreditation standards, no exceptions are made to this policy.</p>
<h3>
<a href="https://www.nysmandatedreporter.org/">Mandated Child Reporter Training: Identifying and Reporting Child Abuse and Maltreatment</a>
<a id="mandated-child-reporter-training-identifying-and-reporting-child-abuse-and-maltreatment"></a></h3>
<p>Prior to graduation, MSW students are required, per NYS Education Department (NYSED), to participate in mandated reporter training for the identification and reporting of child abuse and maltreatment. The MSW Program is required to document that students have received this training. This training is scheduled as follows:</p>
<ul>
<li>
All students must complete the 5-hour online module through NYSED in <strong>SWK 533: Critical Thinking and SW Research</strong> as an assignment.
</li>
<li>
Students that have taken the certification within <strong>one calendar year</strong> are not eligible to complete the module, a copy of their prior completion must be provided.
</li>
<li>
Information on how to complete the Child Abuse and Neglect Mandated Reporter online training module are published in the SWK 533 Syllabi.
</li>
<li>
Students are required to print a certificate of completion once the module is completed and submit the certificate to their course instructor SWK
</li>
<li>
The certificates of completion will be kept on file by the MSW program. Completion of this certificate will meet the requirement for the LMSW
</li>
</ul>
<h3>
<a href="https://www2.brockport.edu/academics/social-work/student-resources/">MSW Degree Plans of Study (POS)</a>
<a id="msw-degree-plans-of-study-pos"></a></h3>
<p>The following are the Plans of Study for incoming students. It is the sole responsibility of each student to know, understand and complete the requirements for his/her degree program. Please consult with your advisor for any questions regarding your plan of study.</p>
<h4>Changing a Plan of Study</h4>
<p>Students are expected to follow their designated plan of study. The program is aware that sometimes a student would like to change their plan of study or designated class time. In order to do this, students must do the following:</p>
<ol>
<li>
Meet with their advisor to review their request. Students may be asked to provide a reason for the change. The advisor will approve the change.
</li>
<li>
The student must contact the professor to ensure there is room available in the class and receive permission to add the class.
</li>
<li>
Lastly, the student must receive permission from the program director to change their program of study.
</li>
</ol>
<p>While the program would like to be able to grant all changes, often this is not possible. Due to the strict schedule of when classes are offered, enrollment considerations, among other factors, not all requests can be granted. Please make sure to communicate a needed change as early as possible and be aware the request may or may not be able to be granted.</p>
<h3>Program Grading – Grade Point Average</h3>
<p>Students are considered in good academic standing if their overall GPA is 3.0 or higher.</p>
<p><strong>Grading System</strong> – Letter grades are given for each course. <strong>Final Grades –</strong> Final grades may be found on Banner. Students do not receive mid- term grades.</p>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<td style="width: 33.9888%;"><strong>Letter Grade</strong></td>
<td style="width: 33.9888%;"><strong>Quality Points</strong></td>
<td style="width: 31.9901%;"><strong>Description</strong></td>
</tr>
<tr>
<td style="width: 33.9888%;">A (95 - 100<br />A- (94.9 - 90)</td>
<td style="width: 33.9888%;">4.9<br />3.7</td>
<td style="width: 31.9901%;">Distinguished Work</td>
</tr>
<tr>
<td style="width: 33.9888%;">B+ (89.9 - 87)</td>
<td style="width: 33.9888%;">3.3</td>
<td style="width: 31.9901%;">Quality expected at Graduate Level</td>
</tr>
<tr>
<td style="width: 33.9888%;">B (86.9 - 84)</td>
<td style="width: 33.9888%;">3.0</td>
<td style="width: 31.9901%;">Average</td>
</tr>
<tr>
<td style="width: 33.9888%;">B- (83.9 - 80)<br />C+ (79.9 - 77)</td>
<td style="width: 33.9888%;">2.7<br />2.3</td>
<td style="width: 31.9901%;">Below average at Graduate Level<br />Barely adequate work</td>
</tr>
<tr>
<td style="width: 33.9888%;">C (76.9 - 74)</td>
<td style="width: 33.9888%;">2.0</td>
<td style="width: 31.9901%;"><strong>C- is not a passing grade</strong></td>
</tr>
<tr>
<td style="width: 33.9888%;">E (below 73.9)</td>
<td style="width: 33.9888%;">0.0</td>
<td style="width: 31.9901%;">Failure</td>
</tr></tbody></table>
<h3><a href="/support/policies/adopted/aa_graduate_academic_standing_prob.html">Academic Standing / Academic Probation</a> <u></u></h3>
<p>Graduate students who have completed at least <strong>nine graduate credits</strong> at Brockport and who’s cumulative Brockport graduate GPA <strong>falls below 3.0</strong> will be placed on <strong>Academic Probation I</strong> – Students receive written notification of their probationary status from The Center for Graduate Studies.</p>
<p><strong>Satisfactory, Unsatisfactory (S/U)</strong> – Letter grades use to measure student achievement in certain designated courses. Credit hours are earned for satisfactory work, but such grades are not included in the grade point average. <strong>S/U grades are used for field seminar section, SWK 504, 505, 610, 611, 612, and 613.</strong></p>
<p>Grading policies for generalist and advanced year Field Practicum and Field Seminar courses may be found in the Field Education Manual and syllabi for these courses.</p>
<p><strong>Incomplete (I) –</strong> A grade of Incomplete or “I” should be submitted only where circumstances beyond the student’s control prevent the student from completing a minor part of the required work and some additional time is needed.</p>
<h4>Courses Requiring a Grade of B- or Higher (Passing)</h4>
<ul>
<li>
The following practice courses require a grade of B- or higher: SWK 501, 502, 508, 602, 604, 605, 616, 645, 654, 655 and
</li>
<li>
Field seminar/practicum require a 3.0 or higher for a grade of Satisfactory (S) in<strong>:</strong> SWK 504 & 505; SWK 610 & 611; SWK 612 &
</li>
</ul>
<p><strong>Repeating</strong> <strong>an MSW Course</strong> – Students may not repeat any course more than once.</p>
<hr />
<h2>
Field Education
<a id="field-education"></a></h2>
<h3>
CSWE: Field as Signature Pedagogy
<a id="cswe-field-as-signature-pedagogy"></a></h3>
<p><em>The Council on Social Work Education has determined field education is the signature pedagogy for social work education.</em></p>
<p> </p>
<p><strong>Signature Pedagogy</strong> represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum-classroom and field-are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated and evaluated based on the criteria by which students demonstrate the achievement of program competencies.</p>
<p> </p>
<h3>
MSW Field Overview
<a id="msw-field-overview"></a></h3>
<p>The MSW program enjoys strong community support. Community support is one of the strongest assets of the Program. This is in part due to the program’s commitment to a vital and extensive field education component that includes 900 hours of field practicum, and the involvement of the community in participating in the development of the integrated community-based practice model that engages with the community in collaborative partnerships.</p>
<p>The field education component of the MSW Program curriculum consists of a generalist year and an advanced second-year field experience. Field practicum in both the generalist and the advanced year provide structured learning opportunities guided by established field education goals. The Field practicum and seminars provide opportunities for students to integrate theory and knowledge into practice through skill development and skill refinement within the context of professional values and ethics. Students also contrast field experiences in field seminar discussions and engage in scholarly work to expand their knowledge beyond the scope of their practicum settings.</p>
<p>The field education goals reflect the MSW Mission Statement that affirms the social work tradition of promoting empowerment of all groups of people to achieve social justice and equality by enhancing the quality of life of individuals within the community through social work teaching, research, scholarship, and service.</p>
<p><em>The agency/organization site with experienced professional supervision serves as the training ground for student development. Expectations are that the student develops practice competencies from a generalist perspective in the Generalist year. In the advanced practicum, it is expected that students focus on their skill and knowledge enhancement in the Integrated Practice area of specialty. Students as advanced practitioners must demonstrate an ability to analyze, intervene, and evaluate in ways that are highly differentiated, discriminating, and self-critical. They must synthesize and apply a broad range of knowledge as well as practice with a high degree of autonomy and skill. They must be able to refine and advance the quality of their practice as well as that of the larger social work profession.</em></p>
<h3>
Structure of Field Instruction
<a id="structure-of-field-instruction"></a></h3>
<p>The field instruction component of the curriculum is designed with a two-semester generalist level concurrent field placement and two semester concurrent advanced level field placement. The generalist and advanced field placement provide students with opportunities to integrate social work knowledge, values, and skills in the application of professional practice at progressive levels.</p>
<p><strong><em>All students are required to demonstrate social work competencies through in-person contact with clients and constituencies at the generalist and advanced levels of field practice.</em></strong></p>
<h3>
Generalist Year Field Practicum
<a id="generalist-year-field-practicum"></a></h3>
<p>The Generalist year field practicum is an average of 15 hours over two-days a week during two 14 –week semesters (fall and spring). Students complete 200 hours each semester for or a total of 400 clock hours. Students complete this placement at the same agency for both semesters. The semester break between semesters is typically followed and any exception to this is made through arrangements with the field education office and the student’s field instructor. Monitoring and integration of the experience for students is through SWK 504 Field Practicum I and Seminar I (fall semester), and SWK 505 Field Practicum II and Seminar II (spring semester). The student is registered for and continues with the same instructor and section of field and seminar for both semesters</p>
<p><em>In the generalist year field practicum, the application of generalist knowledge and skills is emphasized through the integration of the problem-solving process. Ecological, systems, and strengths-based empowerment models of practice are utilized. Generalist year field education objectives serve as the reference points for students and field instructors as they collaborate together to develop the students’ learning contracts. The Generalist year field education objectives provide clear practice and evaluation goals for the field practicum. The faculty liaison serves as a resource for field instructors and students by providing guidance and feedback to them regarding the congruence of the learning contracts and field education outcome objectives. At the conclusion of the field practicum, students complete an agency and field instructor evaluation. Students are required to earn a minimum of 3.0 Quality Points to receive a letter grade of Satisfactory (see field practicum evaluation form and field seminar /practicum syllabi for explanation of quality points).</em></p>
<h3>
Integrated Practice Advanced Year Field Practicum
<a id="integrated-practice-advanced-year-field-practicum"></a></h3>
<p>The advanced year field practicum averages 18 hours per week. The field placement extends over two semesters, for fourteen weeks each semester, or a total of 500 clock hours. Students complete this placement at the same agency for both semesters. The semester break between semesters is typically followed and any exception to this is made through arrangements with the field education office and the student’s field instructor.</p>
<p>The Field Faculty liaison is the course instructor for SWK 610 or SWK 612 in fall semester and SWK 611 and SWK 613 in spring semester. The faculty liaison monitors students’ field learning and competency development. The student is registered for and continues with the same instructor and section of field both semesters’ Students are required to earn a minimum of 3.0 Quality Points to receive a letter grade of Satisfactory (see field practicum evaluation form and /practicum syllabi for explanation of quality points).</p>
<p>The integrated practice model in the second year of the program builds on the generalist perspective. To facilitate students’ abilities to synthesize and apply a broad range of knowledge, the ability to practice with a high degree of autonomy and skill, and the ability to refine and advance the quality of professional practice and that of the larger social work profession. The outcome objectives of preparing practitioners who can analyze, intervene, and evaluate in ways that are highly differentiated, discriminating, and self-critical assure coherence between the generalist year and the advanced year are reflected in the 9 advanced year competencies.</p>
<p>During the advanced year, students’ course work and field practicum experiences provide knowledge and skill development focusing on interdisciplinary team leadership and conflict resolution. Integrated practice advanced competencies and practice indicators, provide the basis for students and field instructors as they work together to develop learning contracts in a manner that addresses all competency dimensions (values, skills, knowledge, and cognitive and affective processes).</p>
<p>The faculty liaison serves as a resource for field instructors and students by providing guidance and feedback to them regarding the congruence of the learning contract with field education competencies.</p>
<p>The generalist and advanced year competencies reflected in learning contracts provide the framework for the field practicum evaluation. At the conclusion of field practicum, students complete an agency evaluation. This evaluation provides feedback about the quality of field instruction supervision and the opportunities provided to practice and demonstrate competencies.</p>
<h4>Availability during normal business hours of the agency</h4>
<p>Most generalist and advanced level field sites require students to complete their field hours during the normal business hours of the agency and while exceptions may be made to this, students may make arrangements for evening and/or weekend hours providing the following occurs: it is mutually agreed upon with the student’s field instructor; it is cleared through the field education office, and MSW field instruction supervision is available. It is important to recognize that this is an exception and that ordinarily, students should expect that field placements require daytime responsibilities.</p>
<h4>Extended Semester Field Placement Exception</h4>
<p>The MSW program recognizes MSW students are balancing work and family demands along with the rigors of graduate social work education. In response, the program has developed an Extended Semester Field Placement Exception to provide some flexibility in completing field practicum requirements while maintaining quality field placement learning opportunities. An <em>Extended Semester Field Placement exception</em> is defined as a field placement assignment that reduces the number of field hours per week and extends the semester length as follows:</p>
<ul>
<li>
Generalist field hours from 15 hours per week to a minimum of 12 hours per week and extends the number of semester weeks from a fourteen-week semester to a seventeen-week semester to achieve the 200 clock hours of field placement per semester.
</li>
<li>
Advanced year field practicum hours are reduced from 18 hours per week to a minimum of 16 hours per week and extends the number of semester weeks from a fourteen-week semester to a seventeen-week semester to achieve the 250 clock hours of field placement per semester.
</li>
<li>
<strong><em>Requirements for Approval:</em></strong> For an <em>Extended Semester Field Placement Exception</em> to be granted by the Office Field Education when the placement is confirmed the agency field instructor must agree that the practicum extended semester provides continuity and quality field learning opportunities congruent with core competencies and practice behaviors.
</li>
<li>
The Faculty Liaison monitors the pre-approved extended semester extensions developed in the field planning process and has authority to amend and approve extended semester exceptions during the fall or spring semester to ensure continuity of learning opportunities. The student is required to complete a Field Learning Contract Addendum and submit an <em>Extended Semester Exception Plan Form</em>. The plan must be approved by both field instructor and Faculty Liaison.
</li>
<li>
<strong><em>Learning Contracts</em></strong><strong>:</strong> It is the student’s responsibility to reflect the extended semester schedule plan in her or his field practicum learning contract by submitting Field Learning Contract Addendum- Extended Semester Exception Schedule Plan.
</li>
</ul>
<h3>
Grading
<a id="grading"></a></h3>
<p>Students approved for an <em>Extended Semester Field Placement</em> Exception receive an “In Process” grade (PR) at the end of the traditional semester. The PR grade is converted to a final grade by the faculty liaison (Field Seminar Professor) upon the student’s completion of the required field hours and field practicum evaluation. All PR grades must be converted to a final grade at a satisfactory level (see field grading) before the student begins the second semester of field practicum. Please note: The PR grade does not remain on the student’s transcript and is replaced by the final semester grade.</p>
<h3>
Semester Break Coverage for Continuity of Services
<a id="semester-break-coverage-for-continuity-of-services"></a></h3>
<p>The semester break between fall and spring semesters is typically followed and any exception to this is to ensure continuity of client services is to be made through arrangements with the student, field instructor and faculty liaison in accordance with the following guideline:</p>
<p> </p>
<p><strong><em>Guideline to approve semester break coverage:</em></strong> <em>In order to maintain continuity of client services, some agencies request the student to continue in field placement during the semester break. Under these circumstances, and upon approval of the field instructor, the student is allowed to continue in the agency during the semester break for up to eight hours per week. Please note: Field hours should not take place during the University holiday shutdown period between Christmas and New Year’s. The field hours completed during the semester break are credited to spring semester field hours, and time sheets are required to verify hour completion. Students are to remain in field placement during the entire spring semester.</em></p>
<h3>
MSW Field Education Goals
<a id="msw-field-education-goals"></a></h3>
<p>It is expected that field practicum will provide students with:</p>
<ul>
<li>
Practice opportunities that enhance student learning by integration of previous classroom experiences and direct application of social work knowledge and skills within a community-based practice setting.
</li>
<li>
Opportunities for collaborative learning and practice through a variety of professional interdisciplinary settings that offer direct experiences at the micro, mezzo, and macro levels of practice.
</li>
<li>
A learning environment that allows student development and maturity within the framework of professional values and ethics.
</li>
<li>
An experiential setting that allows students to explore their professional utilization of self to promote change.
</li>
<li>
An environment for practice that enhances the value of diversity and social justice.
</li>
<li>
On-site supervision by an experienced MSW field instructor who is a licensed social work practitioner in New York State.
</li>
<li>
Opportunities for student exploration of the professional context of practice including: social welfare policies and programs, agency structure and policies for operation, utilization of current research, and advocacy for populations-at-risk.
</li>
<li>
Opportunities for application of evaluation methods to practice and/or program effectiveness.
</li>
</ul>
<h4>Integration of Generalist and Advanced Field Practicum:</h4>
<p>The generalist and advanced competencies and practice indicators are realized operationally through the Field Practicum and Field Seminar experiences. The overall design of the MSW program is such that the achievement of program outcomes begins with an understanding of the mission of the program, demonstration of knowledge and skill acquisition in all courses, and culminates in an assessment of competencies. The formal evaluation procedure is an integral part of the practicum requirement and is conducted at the end of each semester with the field instructor, faculty liaison, and student.</p>
<p>Generalist field seminars are structured to facilitate integration of course content with field practicum learning experiences. Seminar requirements are designed to facilitate this integration through class discussion, exercises, writing, presenting, and participating in group activities. SWK 504 is the first course, followed by SWK 505 in the Generalist year.</p>
<p>Advanced practice courses are structured to facilitate integration of course content with field practicum learning experiences. The advanced year competencies and practice indicators are operationalized through the Field Practicum experience. Faculty liaisons are the course instructors for advanced field courses. The first semester of advanced field, students register for SWK 610 or SWK 61) followed by SWK 611 or SWK 613. Students are concurrently registered for SWK 602 (Assessment and Brief Intervention) in fall semester, and students select from several second semester advanced practice courses to facilitate processing their field experiences and integrating course content.</p>
<h3>
Field Education Operational Process and Procedures
<a id="field-education-operational-process-and-procedures"></a></h3>
<h4>Selection Process for Practicum Sites</h4>
<p>The field experience should maximize development of social work professional and practice skills. The collaborative nature of the MSW program philosophy and structure is a model for the design of the field practicum relationship with community agencies and organizations. The selection of appropriate internship sites is based on the desire to have excellent educational practice opportunities available for student learning.</p>
<p>Agencies and organizations contribute substantial resources to student education through the provision of teaching and the creation of learning situations that foster integration of knowledge and skill development. The agency/organization needs to be able to provide distinct learning opportunities and activities that are consistent with the objectives, values, and mission of the program, university, and profession. The agency must be able to provide a qualified field instructor and agency experiences that align with the program’s learning outcomes for the Generalist year, and/or the advanced year.</p>
<h4>Criteria for Selection of Field Practicum Agency Partners</h4>
<p>The agency must have a demonstrated commitment to excellence in the provision of services and professional development of students.</p>
<ol>
<li>
The agency goals and objectives must align with the program mission and goals.
</li>
<li>
The values and ethics of the profession should be demonstrated through agency structure and functions.
</li>
<li>
The value of the agency-based experience is recognized, and educational activities developed within a supportive (learning) environment.
</li>
<li>
Agency-based learning opportunities are provided and are designed to expand student participation within various systems and at different system levels.
</li>
<li>
The agency must provide adequate space and access to agency resources appropriate for carrying out assigned responsibilities and functions.
</li>
<li>
The agency must provide the necessary measures to protect the safety of the student. At a minimum this should include where not to go, how to conduct oneself when in the field, how to interact with potentially dangerous individuals, and other generally accepted actions to be followed in specific situations.
</li>
<li>
The agency allows the student maximum exposure to and participation in agency training and in-service opportunities.
</li>
<li>
The agency provides staff for regular and timely individualize field instruction supervision with an MSW from a CSWE accredited program with at least two years post MSW degree practice experience who holds a license as an LMSW or LCSW in the State of New York.
</li>
<li>
The agency agrees to ongoing and frequent participation in the evaluation process.
</li>
<li>
The agency agrees to provide up-to-date information on agency services, organization, and student placement procedures and opportunities.
</li>
</ol>
<h4>Criteria for Selection of Field Instructors</h4>
<p>The field instructor is seen as a valued contributor to the educational accomplishments of the student. The student - field instructor relationship provides a unique in the learning process. Because the learning environment has shifted from the classroom to the field, the learning process also shifts to an interactional action-based process. The field instructor becomes pivotal in guiding students’ skill development and refinement. Field Instructors are expected to:</p>
<ol>
<li>
Possess an attitude toward professional graduate social work education that fosters a positive relationship for agency-based learning.
</li>
<li>
Possess a master’s degree in social work from an accredited CSWE MSW Program with a minimum two years post MSW degree practice experience, and be licensed to practice social work in NYS. It is recommended that the field instructor have at least one-year experience at the agency site.
</li>
<li>
Have an ability to distinguish internship learning and evaluation from staff performance expectations and incorporate these differences in the evaluation process of the student.
</li>
<li>
Be able to recognize and accommodate teaching responsibilities at a generalist and advanced integrative level of practice.
</li>
<li>
Be able to creatively provide practicum experiences that enable the student to integrate social work knowledge, skills, values, awareness of diversity, and all other classroom learning into the field experience.
</li>
<li>
Possess a desire and ability to create a learning environment that recognizes student differences and provides for the student a professional educational setting that enhances individual strengths and challenges development of new skills. Possess a desire to participate in a university/agency collaborative effort to offer a sound educational experience for the student by providing feedback and input into new practice directions and trends.
</li>
<li>
Possess a willingness to attend field instruction orientations, seminars, and field instruction site selection activities organized by the Office of Field Education.
</li>
<li>
Possess the willingness to provide structured supervisory time on a regular minimum one-hour per week basis.
</li>
</ol>
<h3>
Roles and Responsibilities
<a id="roles-and-responsibilities"></a></h3>
<p>The roles and responsibilities of the participating people and designated units of the MSW Program and agency are outlined below.</p>
<h4>MSW Field Education Coordinator Responsibilities</h4>
<p>The MSW Field Education Coordinator is responsible for the administration of the MSW Field Practicum. The Field Education Coordinator works in a collaborative manner with community agencies to ensure planned cooperation and coordination between the program and the agencies it selects for the placement of students.</p>
<ol>
<li>
Administer the Field Education component of the MSW Program including but not limited to student placement in field practicum settings.
</li>
<li>
Provide information to various constituents regarding accreditation related issues pertaining to Field Education.
</li>
<li>
Evaluate and establish field education sites.
</li>
<li>
Explicate and represent field policies and procedures required for the practicum process.
</li>
<li>
Provide annual student field instruction orientation and annual field instructor orientation covering curriculum and other program changes and relevant field instructor trainings.
</li>
<li>
Compile and maintain current information on agency affiliations.
</li>
<li>
Maintain and distribute an updated <em>Field Education Manual</em> to appropriate parties.
</li>
<li>
Collaborate and meet on an as needed basis, with faculty liaisons/seminar instructors.
</li>
<li>
Provide oversight of the program and policies process for field education awards.
</li>
<li>
Serve as the negotiating office for resolution of agency field instructor issues and field education related conflicts not successfully resolved by the faculty liaison.
</li>
<li>
Monitor all field practicum sites, including student and faculty liaison evaluations and feedback.
</li>
<li>
Provide leadership for MSW Program field instruction committees, sub- committees, and other appropriate groups.
</li>
</ol>
<h4>Agency Responsibilities</h4>
<ol>
<li>
Provision of appropriate learning activities for the student including opportunities that allow for work at all levels with systems of all sizes.
</li>
<li>
Provision of adequate space and resources for the student to comfortably engage in agency work.
</li>
<li>
Engaging in the selection and placement process of students.
</li>
<li>
Understanding and participating in the educational and evaluation process of the student.
</li>
<li>
Provision of a qualified field instructor for each student assigned to the agency.
</li>
<li>
Providing an atmosphere of cooperative learning that allows for other agency personnel to become involved in the educational process.
</li>
<li>
Creation of a creative learning environment that is both challenging and rewarding to student and field instructor.
</li>
<li>
Completion of all university affiliation and agency agreements and related documents.
</li>
</ol>
<h4>Field Instructor Responsibilities</h4>
<ol>
<li>
Participate in the student practicum interview and assignment process.
</li>
<li>
Participate in the orientation process of the student to establish the framework for agency work.
</li>
<li>
Provide guidance and feedback to the student as the student writes her or his field learning contact identifying the tasks and responsibilities of the student in the agency.
</li>
<li>
Develop and create Generalist or Advanced year experiences that enable the student to learn and practice social work skills.
</li>
<li>
Provide regular weekly formal supervision of the student for monitoring student learning and service engagement as well as plans for monitoring student’s performance and progress toward stated learning objectives.
</li>
<li>
Select workload and responsibilities for the student so that they are attuned to the setting, taking into consideration the student’s capacity, interests, past experiences, learning style, life patterns, and goals of the Program.
</li>
<li>
Attend required workshop/seminars/field practicum training events sponsored by the Program.
</li>
<li>
Assist the student in the integration of classroom learning into the field experience.
</li>
<li>
Provide joint management of student time and monitoring of field practicum requirements.
</li>
<li>
Participate in student conferences with the faculty liaison, student and field education director as necessary.
</li>
<li>
Maintain on-going contact with the faculty liaison to identify any issues of concern with the student or placement.
</li>
<li>
Participate in the evaluation process as established by the Program and complete the end of semester evaluations of the student.
</li>
</ol>
<h4>Task Supervisor assignment by some agencies to complement Field Instructor</h4>
<p>In addition to being assigned a licensed social worker as field instructor, some agencies also assign the student a task supervisor. The task supervisor provides the student with day- to-day supervision. A task supervisor may have a master’s degree in another discipline as field instructor supervision is required to be provided by licensed social worker meeting the requirements specified. The task supervisor may give input to the evaluation, but the responsibility of evaluating student performance rests with the field instructor.</p>
<h4>Faculty Liaison Responsibilities</h4>
<ol>
<li>
Provide explanation of field practicum policies and expectations of the school and agency relationship as questions arise during the course of liaison with the student and agency (in consultation with the MSW Field Education Coordinator).
</li>
<li>
Provide mediation of issues/conflicts between the agency field instructor and the student or the Program.
</li>
<li>
Monitor student progress toward accomplishment of learning objectives for the field practicum.
</li>
<li>
Maintain consistent contact with the field instructor and student through visits to the agency a minimum of two times during the year and phone contacts, as necessary.
</li>
<li>
At the generalist level, provide seminar classroom opportunities for integration of course material and field experience.
</li>
<li>
Ensure completion of all requirements for the student/agency contracts and evaluation procedures.
</li>
<li>
Evaluate student progress in the agency through the field seminar experience.
</li>
<li>
Encourage and assist the field instructor in creation of challenging and rewarding experiences for agency-based learning.
</li>
<li>
Complete agency liaison summary reports and submit summary report with evaluation forms, along with student time sheets to the MSW Field Coordinator.
</li>
<li>
Participate in the semester evaluation process and recording of the final grade for the practicum experience.
</li>
<li>
Maintain regular contact as needed with the MSW Field Coordinator, and as needed with the advanced practice course instructor.
</li>
</ol>
<h4>Student Responsibilities</h4>
<ol>
<li>
Prepare self for an agency-based professional social work educational experience integrating course material, life experiences, and skill development.
</li>
<li>
Complete all field instruction paperwork in a timely fashion and work collaboratively with the MSW field office to assist in the process of field practicum assignment.
</li>
<li>
Review, sign and submit the Social Work Field Practicum Student Training Agreement to the MSW Field Coordinator prior to beginning field practicum.
</li>
<li>
Complete all requirements for agency placement.
</li>
<li>
Understand the operational procedures, structure, and functions of the agency.
</li>
<li>
Act responsibly in all activities undertaken in the agency maintaining confidentially and ethical practice standards.
</li>
<li>
Act in a professional manner as a representative of the agency to the wider community.
</li>
<li>
Adhere to the NASW Social Work Code of Ethics
</li>
<li>
Assume an active and responsible role in planning the learning objectives and specific responsibilities for the practicum experience, including, but not limited to, developing and updating the field practicum learning contract.
</li>
<li>
Take responsibility for setting and preparing an agenda for weekly supervision at the agency.
</li>
<li>
Notify the field instructor and faculty liaison in a timely manner of any issues in the field practicum.
</li>
<li>
Maintain a schedule for attendance and prompt notification of any absences.
</li>
<li>
Maintain field practicum time sheet including obtaining field instructor’s weekly review and signature and submission of time sheet to faculty liaison upon request during the semester and at the end of each semester.
</li>
<li>
Be open to critical analysis and feedback of performance behaviors and integration of learning.
</li>
<li>
Complete the required evaluation forms within required timeframes.
</li>
<li>
Actively participate in the field evaluation process of student learning
</li>
</ol>
<h3>
Field Education Policies
<a id="field-education-policies"></a></h3>
<h4>Field Placement Readiness</h4>
<p>Students admitted to the program have been assessed by the program as having met all requirements and are eligible for field placement. If, however, a student’s GPA falls below 3.0, an assessment of the student’s academic status and plan of study is completed to determine if the student will be allowed to proceed with the field planning process. The program’s Standards for Evaluating Academic Performance are used to assess professional and academic behavior when concerns are identified to determine field placement readiness. Additionally, students are required to earn a grade of B minus or better in all practice classes. If a student earns below a B minus in the designated practice courses, this affects their ability to continue in the next semester of field as there are designated practice classes taken concurrently with field.</p>
<p>Students applying for advanced integrated practice field placements must also earn a B minus or better in SWK 508 Diagnostic Processes to be eligible for Integrated Practice advanced field placement<em>. (Note: If, the students plan of study calls for SWK 508 to be taken concurrently with SWK 610/612, the student must earn a grade of B minus or better in SWK 508 to continue into SWK 611/613).</em></p>
<h4>Placement Planning and Field Assignment Process</h4>
<p>Within the established procedures, the MSW Field Coordinator will work in consultation with the student, will make the arrangements for agency placement. Under no circumstances will students negotiate their own practicum placement.</p>
<p>The MSW Field Coordinator will provide students with a Field Placement Application and Planning Guide.</p>
<p>This guide includes:</p>
<ul>
<li>
Instructions for completing field placement written materials.
</li>
<li>
Field Education Policies.
</li>
<li>
Field Practicum Application.
</li>
<li>
Student Training Contract.
</li>
<li>
Framework in preparing a resume for field practicum.
</li>
<li>
Framework in preparing a cover letter for student introduction.
</li>
<li>
Sample Interview Notice and Interview Report Form.
</li>
</ul>
<h4>Generalist and Advanced Year Field Planning</h4>
<p>The MSW Field Coordinator sends an email notification to students eligible to apply for field instruction with instructions including an attachment to a field planning guide, employment-based field application and a link to submit an online field application and upload a resume and letter of introduction. Field planning meetings are held once students’ field applications and materials are submitted. By the end of this planning meeting, a plan will be developed identifying the student’s field placement preferences. The field office will contact the identified agency and explore field placement opportunities and will forward the students field materials to agency settings in order of student ranking. (If the first-choice option is not available, the field materials will be forwarded to the second agency ranked etc.)</p>
<h5>The Process</h5>
<ol>
<li>
Students submit her or his Field Practicum Application, Student Training Contract, resume and letters of introduction by the due date.
</li>
<li>
The MSW Field Coordinator will post meeting dates for student sign up for field planning meetings.
</li>
<li>
By the end of this planning meeting a plan is be developed identifying the student’s field placement preferences and appropriateness of the placement for generalist or advanced level field placement.
</li>
<li>
The MSW Field Coordinator then contacts the identified agency to explore field placement opportunities and forwards the students field materials to agency setting in order of student ranking. (If the first-choice option is not available, the field materials will be forwarded to the second agency ranked etc.)
</li>
<li>
The MSW Field Coordinator provides students with an <em>Interview Notice</em> directing the student to contact the agency to schedule an internship interview.
</li>
<li>
The student will contact the person listed on the Interview Notice and schedule an interview in a timely fashion.
</li>
<li>
Student will complete the <strong><em>MSW Student Pre-Placement Interview Outcome Form</em></strong> and return the form to the MSW Field Coordinator within three business days of her or his field placement interview.
</li>
<li>
The agency will complete an interview report form indicating whether the student is accepted for field placement following the student interview. The interview report form will also describe the field placement and will designate the name and contact information for the field instructor.
<ol>
<li>
In the event that the student is not accepted for the internship, the Field Education Office will discuss the reasons for the decision with the agency.
</li>
<li>
There are times that agencies choose between several field candidates. There are other times when agencies determine a student will not be a good fit with the agency, and other times when concerns or other issues impact the decision not to accept a student intern candidate. The MSW Field Coordinator will discuss the reason for the agency decision with the student and as necessary assist students identify potential barriers impeding field placement assignment.
</li>
</ol>
</li>
<li>
Students may decline a field placement offer only for compelling reasons and should discuss reason with the MSW Field Coordinator in advance.
</li>
<li>
Students turned down by an agency will be allowed to interview at another agency, however if the student is declined by two agencies an academic review will be scheduled.
</li>
<li>
It is the responsibility of the MSW Field Coordinator to make the final pairing based on each student’s educational plans, agency ability to provide a quality field practicum, and program needs.
</li>
</ol>
<h4>Employment-Based Field Instruction</h4>
<p>In certain circumstances, students may be permitted to complete field education in their place of employment. The MSW Field Coordinator may grant this exception on a case-by-case review.</p>
<p>In such cases the following criteria must be met:</p>
<ol>
<li>
The field practicum must be structured in a way that ensures separation of the student’s responsibilities as employee and that of student.
</li>
<li>
To ensure new learning opportunities, the field placement must be in an area that is different from current, and past work assignments and responsibilities.
</li>
<li>
The agency must:
<ol>
<li>
Relieve the student from employment obligations and assign different responsibilities to the student that meet student learning objectives <strong>or</strong>
</li>
<li>
Provide a separate field experience not related to the employment obligations outside of normal work hours.
</li>
<li>
Agree that the work-based field placement will have an educational focus.
</li>
<li>
Establish an affiliation agreement with SUNY Brockport Department of Social Work
</li>
<li>
Assign a different licensed social worker to provide field instruction supervision than her or his job supervisor and assign a different caseload. The assigned licensed social worker must meet the MSW Program’s criteria for qualification as a field instructor.
</li>
</ol>
</li>
</ol>
<p>Students requesting an employment–based field instruction are required to submit an Application for Employment-based Field Education. Final approval of the employment-based field placement will be made by the MSW Field Coordinator or designee upon review of the required supporting documents.</p>
<p><strong><em>Important Note:</em></strong></p>
<p>Under no circumstances may a student accept or pursue employment in the same agency in which he/she/they is/are a field practicum student during the period of the field placement without the expressed permission of the MSW Field Coordinator.</p>
<h3>
Social Work Field Practicum Student Release of Information and Training Agreement
<a id="social-work-field-practicum-student-release-of-information-and-training-agreement"></a></h3>
<p>Students are required to submit a signed <em>Student Release of Information/Training Contract</em> as a component of the field application.</p>
<h4>Field Learning Contract</h4>
<p>
At the beginning of the placement the student must develop an Individual Learning Contract with input, discussion and review with field instructor. The individual learning contract is to be submitted to the faculty liaison in the 3
<sup>rd</sup>
field seminar class. The Individual Learning Contract is designed to facilitate the contracting process. Specific field practicum activities or tasks are documented in the field learning contract associated with each competency.
</p>
<p>The Learning Contract is linked to the evaluation process and ensures that all students are given the opportunity to fully actualize the educational opportunities required. The document is designed to be fluid over the course of the field placement and should be amended and re-submitted to the faculty liaison when substantive changes are made. The Faculty Liaison reviews, comments (recommends changes) and approves the Learning Contract. The final spring semester learning contract is submitted to the MSW Field Coordinator by the faculty liaison for submission to students’ permanent field file.</p>
<p>The Learning Contract includes the following components.</p>
<ul>
<li>
Determining appropriate learning activities and assignments.
</li>
<li>
Link learning activities and assignments to specific competencies and practices
</li>
<li>
Clarify specific performance expectations that may be relevant (refer to field evaluation for performance criteria developed by program).
</li>
</ul>
<h4>Grading</h4>
<p>A minimum of 3.0 quality points or higher is considered passing for work for the GMSW field practicum/field seminar courses. Student’s receiving 3.0 quality points or higher in field seminar/practicum courses are given a letter grade of “<strong>S”</strong> S letter grades represents a Satisfactory Grade level. Satisfactory Letter Grades are used to measure student achievement in specified designated courses such as internship. Students’ earning below 3.0 quality points in field seminar/practicum courses are given an “Unsatisfactory” (U) grade. Credit hours are earned for satisfactory work, but such grades are not included in the grade point average.</p>
<p>The faculty liaison is formally responsible for determining the student’s grade in consultation with the field instructor. It is the expected that generally there will be consistency between the field performance and the seminar performance. To the degree that there is discrepancy in these areas, the faculty liaison/seminar instructor makes the final decision regarding the student’s grade as outlined in the field practicum/field seminar syllabus.</p>
<p>A student who receives an unsatisfactory or “U” grade in a field practicum/seminar course will require an automatic Academic/Field Review. (Please refer to the Field Review Policy and Procedure for additional information).</p>
<p>In rare circumstances a student may be given a grade of “<em>In Process</em>” (PR). This is usually done when a student’s field hours are being extended as part of their learning agreement. The “PR” grade must convert to an “S” satisfactory grade within six weeks of the end of semester grading cycle and prior to the beginning of the next semester. The grade of “PR” cannot be used as a substitution for a failing grade (U grade).</p>
<p>A grade of “I” for incomplete work will be arranged through the student and faculty liaison. This grade is given only in extenuating circumstances such as family or personal emergencies that have occurred during the semester and preclude course completion. Students are eligible for an incomplete grade only if they have completed a major portion of the course work requirements. Incomplete grades must be resolved within six weeks of the end of semester grading cycle. While the “I grade does not impact the cumulative grade point average, the ”I” grade remains on the student transcript along with the final grade earned in the course The procedure to petition for an “I” grade, as outlined in SUNY Brockport, catalog must be followed.</p>
<h3>
Graduate Certificate Opportunities
<a id="graduate-certificate-opportunities"></a></h3>
<p>In the advanced practice year, students can participate in certificate programs including the Evidence Based Practice certificate in conjunction with the New York State Office of Mental Health, and a Gerontology certificate acknowledged by New York State. Information on certificates will be provided to students during the field placement planning process.</p>
<hr />
<h2>
Academic & Policies
<a id="academic---policies"></a></h2>
<h3>
Academic Advisement
<a id="academic-advisement"></a></h3>
<p>Individual advisement of students is a major and vital component of the educational experience for graduate professional social work education. The purpose of advisement is to help students obtain the maximum benefit from the educational experience. A process of developmental advisement will be utilized to help students integrate the professional and personal self. The focus is on both on academic and professional advisement.</p>
<h4>Faculty Advisor Assignments</h4>
<p>All incoming students are assigned a full-time faculty member as their advisor for the duration of their program. Advisor assignments and contact information are made available in the student’s on-line acceptance packet and may also be found in their <strong>Web Banner account.</strong></p>
<h5>Accessing Faculty Advisor Information – Web Banner</h5>
<p>Please see the following instructions to view your advisor and contact information.</p>
<ol>
<li>
<a href="http://www.brockport.edu/">brockport.edu</a>
</li>
<li>
Quicklinks
</li>
<li>
<strong>Web Banner</strong> Log-in: Net ID/user password
</li>
<li>
<strong><em>Click</em></strong> – Student Services Tab
</li>
<li>
<strong><em>Click</em></strong> – Student Records
</li>
<li>
<strong>View Student Information</strong>
</li>
</ol>
<p>View information from the general student record including entry term, level, class, advisor, major and degree type. Students may request a change in advisor, please see the process on, Changing Advisors.</p>
<h5>Right to Advisement</h5>
<p>Students have the right to proper advisement. The MSW Program places high value on the advising process. Academic and professional advising assists in achieving awareness and understanding of each student’s abilities and needs. Joint effort by both students and faculty is required in sharing the responsibility of structuring and implementing an educational plan that meets students’ needs. Advisement is needed for the academic and professional development of students.</p>
<p>Students accepted into the MSW Program will be assigned to a full-time member of the MSW program faculty for ongoing academic and professional advisement. For continuity, students will ordinarily remain with the assigned faculty member through degree completion. Students meet with their advisor each semester for course selection/registration. Students are encouraged to meet with their advisor whenever there are concerns regarding course performance.</p>
<p>Mutual respect should govern the interactions between advisors and students. Students and advisors have advising responsibilities to prepare for, actively participate in, and take appropriate action following advising sessions.</p>
<h5>Student Responsibilities</h5>
<ol>
<li>
To take advantage of advising services and associated
</li>
<li>
To understanding the requirements of the degree program and to return various program forms by the
</li>
<li>
To know the policies of the Graduate School that govern master’s-level graduate
</li>
</ol>
<h5>Faculty Advisor Responsibilities</h5>
<p>To assist the student with the transition into graduate study and support the student’s initial involvement in the educational experience.</p>
<ol>
<li>
To discuss the rationale for degree requirements, institutional and/or departmental requirements, policies, and
</li>
<li>
To assist in developing the student’s plan of study and provide guidance for revisions as needed.
</li>
<li>
To review the student’s academic performance and provide consultation and guidance as needed.
</li>
<li>
To provide consultation and referral as needed, regarding academic or personal issues that may arise related to the student’s participation in the
</li>
<li>
To provide guidance for the student’s professional
</li>
<li>
To approve the student’s elective course
</li>
<li>
To provide guidance toward the successful completion of the MSW
</li>
</ol>
<p>Students will be required to meet a minimum of once per semester with their faculty advisor and are encouraged to meet more frequently as needed. All Brockport MSW faculty advisors will hold regular office hours for advisement. The following times are especially important:</p>
<ul>
<li>
During
</li>
<li>
Before any drop/add
</li>
<li>
Following any report of unsatisfactory academic
</li>
<li>
Prior to withdrawal from the
</li>
<li>
When a student is experiencing personal, social adjustment, academic problems/challenges that are affecting performance in the
</li>
<li>
Record check for
</li>
</ul>
<p>During students’ initial conferences with their advisor, the Social Work Program’s curriculum is thoroughly reviewed. This curriculum outlines the course requirements for the student in sequential order and program requirements are discussed along with students’ educational and career goals. The advisor helps advisees relate past educational achievements to their present educational goals. Advisees are encouraged to become familiar with NASW Code of Ethics, professional Social Work Journals, organizations, and books in order to further assess and develop their social work education.</p>
<p>Academic advisement is typically scheduled for late October for spring registration and late March for summer/fall registration; please check the MSW academic calendar for specific dates. Check with your advisor for specific requirements for the MSW program and dates/times for advisement.</p>
<p><strong>Please remember, however, that advisors are always available to answer questions and they provide both academic and professional advisement</strong>.</p>
<h4>Changing Advisors</h4>
<p>A student may request a change of MSW faculty advisor by contacting the desired MSW faculty advisor to obtain that faculty member’s agreement to serve as advisor and informing the original advisor of the change. Once these steps are completed, the student then submits a Mach form to the MSW administrative office signed by the faculty confirming this change.</p>
<h4>Review of Student Progress</h4>
<p>Each semester and throughout the semester, students’ progress will be evaluated by the faculty who are providing instruction and by the academic advisors to ensure that students are meeting standards for continuation in the Program. Students are expected to maintain a 3.0 GPA during all semesters.</p>
<p>Additionally, the Center for Graduate Studies also completes a grade audit each semester to ensure students remain in good standing and to notify a student of institutional policies if their overall semester grade drops below 3.0. In the MSW program, <strong>no grade below a C is considered passing</strong>.</p>
<p><strong>Advanced Standing Students</strong> – Students in the 36-credit advanced standing program must obtain/maintain a 3.0 in the advanced standing bridge courses SWK 508 and SWK 533 to maintain advanced standing status.</p>
<p>Students who do not meet these academic standards will meet with their academic advisor. The advisor will also consult with the program director to determine an appropriate plan of study (e.g., to determine if other University policies are also impacted) which may include remediation and/or specific strategies of continued enrollment in the Program is warranted. Further information regarding academic standards may be found in the section on Program Policies.</p>
<h4>Academic Standing/Academic Probation</h4>
<p>Matriculated graduate students who have completed at least nine graduate credits at Brockport and whose cumulative Brockport graduate GPA falls below 3.0 are placed on <strong>Academic Probation I<em>.</em></strong> Students receive written notification of their probationary status from The Graduate School.</p>
<p><strong>Academic Probation I:</strong> Students are allowed to take up to twelve graduate credits on Academic Probation I. Students on Academic Probation I will be eligible to register for classes once a <em>“Return to Good Academic Standing Course Plan”</em> is approved and signed by their graduate advisor or program director as well as by the Graduate Dean (or the Dean’s designee).</p>
<p>Students on Academic Probation I who achieve a minimum cumulative Brockport graduate GPA of 3.0 after completing any of the twelve credits will be returned to good academic standing. If a student does not achieve the minimum cumulative Brockport graduate GPA of 3.0 after completing the twelve credits, the respective department Graduate Committee will review the student’s academic file and either:</p>
<ul>
<li>
Academically dismiss the student from the program immediately; or
</li>
<li>
Place the student on Probation II
</li>
</ul>
<p><strong>Academic Probation II:</strong> Students on Probation II receive written notification of their probationary status from The Graduate School. They can take up to six graduate credits on Academic Probation II.</p>
<p>Students on Academic Probation II will be eligible to register for classes once a <em>“Return to Good Academic Standing Course Plan”</em> is approved and signed by their graduate advisor or program director as well as by the Graduate Dean (or the Dean’s designee).</p>
<p>Students on Academic Probation II who achieve a minimum cumulative Brockport graduate GPA of 3.0 after completing any of the six credits will be returned to good academic standing. Students who do not achieve the minimum cumulative Brockport graduate GPA of 3.0 after completing the six credits will be academically dismissed.</p>
<p><strong>Academic Conditions of Admission supersede Academic Standing/Academic Probation Policy.</strong> <a href="/support/policies/adopted/aa_graduate_academic_standing_prob.html">This policy is also available online</a>.</p>
<h3>
<a href="/graduate/forms/academic_standing_plan.html">Return to Good Academic Standing Plan Form</a>
<a id="return-to-good-academic-standing-plan-form"></a></h3>
<h4>Summary of Form</h4>
<p>This plan is meant to help you achieve good academic standing (cumulative 3.0 GPA) at the University and complete your degree. For more details on academic probation and the financial aid implications of probation, please refer to the following links on graduate policies: <u>Academic Standing/Academic Probation</u> and <a href="/support/policies/adopted/emsa_advisement_graduate_standards_eligibility_title_iv_financial_aid.html">Federal Academic Standards for Graduate Financial Aid Recipients</a></p>
<h4>Satisfactory Academic Progress Standards to Retain Eligibility for Federal Title IV Financial AID – Graduate Level</h4>
<p>Students are advised that continued eligibility for federal financial aid awards requires that students maintain compliance with Federal Satisfactory Academic Progress Standards. Federal Satisfactory Academic Progress Standards are reviewed at the end of each academic term. Students who fail to maintain pace, who fall below the required grade point average, or who meet or surpass the maximum time frame standard, or any combination of the standards, will be considered out of compliance and ineligible to receive Federal Title IV aid for future semesters, beginning immediately, until compliance has been regained. Notification of ineligibility following the term will be sent to students after the semester grades have been analyzed.</p>
<h3>
Academic Dismissal
<a id="academic-dismissal"></a></h3>
<p>Students may be academically dismissed from a graduate program for reasons:</p>
<ol>
<li>
Failure to meet the conditions of a Conditional Admission, following recommendation of the academic
</li>
<li>
Failure to maintain a cumulative GPA of 0 or above (see academic probation policy).
</li>
<li>
Failure to adequately perform in field placements*
</li>
<li>
Failure to meet individual program requirements. Such requirements may be in addition to and more restrictive than those delineated in the preceding two
</li>
</ol>
<p><em>*These can include but are not limited to unethical or illegal behavior, negligence, actions that are considered unsafe by the agency or MSW program, and violations of institutional policies or procedures.</em></p>
<p><strong><em>Note:</em></strong> <em>See Standards for Evaluating Academic Performancei, Policies and Procedures for Review of Academic Performance and Academic Grievances and Policies and Procedures for Review of Academic Performance and Academic Grievances located below for MSW program specific policies and procedures.</em></p>
<p>A student who has been academically dismissed from any graduate degree program at SUNY Brockport must wait at least six months before enrolling in any graduate course at the University. Students may explore options for appeal of an academic dismissal with the School Dean that is affiliated with their graduate program. <a href="/support/policies/adopted/aa_graduate_academic_dismissal.html">These Institutional policies and procedures are available online</a>.</p>
<h3>
MSW Standards for Evaluating Academic Performanceii, Policies and Procedures for Review of Academic Performance and Academic Grievances
<a id="msw-standards-for-evaluating-academic-performanceii-policies-and-procedures-for-review-of-academic-performance-and-academic-grievances"></a></h3>
<h4>Introduction</h4>
<p>This document sets forth standards for evaluating academic performance, and policies and procedures for review of academic performance and academic grievances. These standards, policies and procedures apply to students enrolled in the MSW program. These standards are linked to students’ abilities to become effective social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic performance concerns. The goal of these policies is to help students have a successful experience in the MSW program.</p>
<p>Faculty and field instructors who teach and supervise students, along with the MSW program director, will assess student academic performance and apply their professional judgment to determine if standards are being met during a student’s educational career. Professional judgment is the capacity to assess a situation by applying the values and knowledge of the social work profession, combined with a professional’s own experience and practice wisdom. It also represents the application of knowledge, values, and skills to making decisions in a helping process.</p>
<p>All social work students will be provided with and expected to read the Standards for Evaluating Academic Performance, Policies and Procedures and the National Association of Social Workers (NASW) Code of Ethics (2021)iiiin the <em>MSW Student Handbook</em>. Students will be asked to sign an acknowledgment that they have read, are aware of the contents of, and will abide by, the documents. The signed form will be kept in the student’s active file. All relevant federal, state, and local laws, as well as the institutional policies of SUNY Brockport, are applicable to these standards.</p>
<h4>Standards for Evaluating Academic Performance</h4>
<p>The MSW program evaluates academic performance in four general areas:</p>
<ol style="list-style-type: lower-alpha;">
<li>
Basic abilities to acquire professional
</li>
<li>
Mental and emotional
</li>
<li>
Professional performance
</li>
<li>
Scholastic
</li>
<li>
Both professional behavior and scholastic performance comprise academic
</li>
</ol>
<p><em>These</em> <em>standards were adapted in part from policies developed by the University of Texas at Austin, School of Social Work</em><em>.</em></p>
<ol>
<li>
<strong>Basic Abilities Necessary to Acquire Professional Skill:</strong>
<ol style="list-style-type: lower-alpha;">
<li>
<strong>Communication:</strong> Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and
</li>
<li>
<strong>Written:</strong> Writes clearly, uses correct grammar and spelling, and applies appropriate writing style, including American Psychological Association (APA) referencing, appropriate source citation, and documentation. Demonstrates enough skills in written English to understand content presented in the program and to complete adequately all written assignments, as specified by
</li>
<li>
<strong>Oral:</strong> Communicates effectively and sensitively with other students, faculty, staff, clients, and Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates enough skills in spoken English to understand content presented in the Program, to complete adequately all oral assignments (with or without accommodations), and to meet the objectives of field placement experiences, as specified by faculty.
</li>
<li>
<strong>Interpersonal Skills:</strong> Demonstrates the interpersonal skills needed to relate effectively with other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These include compassion, empathy, altruism, integrity, and demonstration of respect for and consideration of others. Takes appropriate responsibility for own actions and considers the impact of these actions on
</li>
<li>
<strong>Cognitive Skills:</strong> Exhibits enough knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in classroom and field. Demonstrates grounding in relevant social, behavioral, and biological science, knowledge, and research— including knowledge and skills in relationship building, data gathering, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional
</li>
<li>
<strong>Physical Skills:</strong> Exhibits enough motor and sensory abilities to attend and participate in class and practicum placement, with or without accommodations. (See section on <em>Accommodations for Disabilities</em> for clarification).
</li>
<li>
<strong>Emotional and Mental Abilities:</strong> necessary for performance in the program and professional practice: <strong>Stress Management<em>:</em></strong> Demonstrates ability to deal with current life stressors through the use of appropriate coping mechanisms. Handles stress effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and
</li>
</ol>
</li>
<li>
<strong>Uses sound judgment:</strong> Seeks and effectively uses help for medical or emotional problems that interfere with scholastic and professional Engages in counseling or seeks out support and help if personal problems, psychosocial distress, substance abuse, or mental health difficulties do any of the following:
<ol style="list-style-type: lower-alpha;">
<li>
Compromise scholastic and other performance,
</li>
<li>
Interfere with professional judgment and behavior, or
</li>
<li>
Jeopardize the best interests of those with whom the social work student has a professional responsibility (as outlined in the current Code of Ethics by the National Association of Social Workers).
</li>
</ol>
</li>
<li>
<strong>Professional</strong> <strong>Performance</strong> <strong>Skills:</strong> Necessary for work with clients and professional practice:
<ol style="list-style-type: lower-alpha;">
<li>
<strong>Professional Commitment:</strong> Exhibits a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics. Demonstrates commitment to the essential values of social work that includes the respect for the dignity and worth of every individual and his/her right to a just share of society’s resources (social justice).
</li>
<li>
<strong>Professional Behavior:</strong> Exhibits behaviors that follow program policies, institutional policies, professional ethical standards, and societal laws, in classroom, field, and community including:
<ol style="list-style-type: lower-roman;">
<li>
Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work.
</li>
<li>
Respects others, is punctual and dependable, prioritizes responsibilities, attends class regularly, observes deadlines, completes assignments on time, keeps appointments, and makes appropriate arrangements. Students should not have late assignments, request extended deadlines, or expect the opportunity to re-write assignments at the graduate level.
</li>
<li>
Works effectively with others, regardless of level of authority.
</li>
<li>
Advocates in an appropriate and responsible manner and uses proper channels for conflict resolution.
</li>
<li>
Shows a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional development.
</li>
<li>
Appearance, dress, and general demeanor reflect a professional manner.
</li>
</ol>
</li>
<li>
<strong>Self –Awareness:</strong> Exhibits knowledge of how one’s values, attitudes, beliefs are demonstrated in the following ways:
<ol style="list-style-type: upper-roman;">
<li>
Incorporates professional knowledge, values and skills in professional decision-making.
</li>
<li>
Recognizes that in a helping process, emotions and past experiences affect thinking, behavior, and relationship.
</li>
<li>
Accurately assesses one’s own strengths, limitations, and suitability for professional practice.
</li>
<li>
Shows awareness of self and how one is perceived by others.
</li>
<li>
Reflects on one’s own limitations as they relate to professional capacities.
</li>
<li>
Is willing to examine and change behavior when it interferes in working with clients and other professionals.
</li>
</ol>
</li>
<li>
<strong>Ethical Obligations:</strong> Current behavior and classroom performance demonstrate adherence to the ethical expectations and obligations of professional practice, noted in the NASW Code of Ethics. Ethical behaviors include:
<ol style="list-style-type: upper-roman;">
<li>
Adherence to the NASW Code of Ethics.
</li>
<li>
Systematic evaluation of clients and their situations in an unbiased, factual way; comprehension of another individual’s way of life and values.
</li>
<li>
The use of empathic communication and support of the client as a basis for a productive professional relationship.
</li>
<li>
Appreciation of the value of diversity and effective and nonjudgmental relation to and work with others who are different from oneself. Appropriate service to all persons in need of assistance, regardless of the person’s age, class, race, religious beliefs, gender, disability, sexual orientation, and/or value system. No imposition of personal, religious, sexual, and/or cultural values on clients.
</li>
<li>
Demonstration of respect for the rights of others including the client’s rights to freedom, choice, and self-determination.
</li>
<li>
Maintenance of confidentiality as it relates to human service, classroom activities, and field placement.
</li>
<li>
Demonstration of honesty and integrity by being truthful about background, experiences, and qualifications; doing one’s own work; giving credit for the ideas of others; and providing proper citation of source materials.
</li>
<li>
Demonstration of clear, appropriate, and culturally sensitive boundaries; does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with clients, supervisors, or faculty, abuse others in physical, emotional, verbal, or sexual ways; or participate in dual relationships where conflicts of interest may exist.
</li>
</ol>
</li>
</ol>
</li>
<li>
<strong>Scholastic Performance:</strong>
<ol style="list-style-type: lower-alpha;">
<li>
Students are in academic difficulty if their GPA falls below a 3.0. When this occurs, students are placed on academic probation and may take no more than six credits in a semester. Students have two semesters to achieve a 3.0.
</li>
<li>
Students receiving an <strong>Unsatisfactory (U)</strong> grade for field or an F in any required social work course are considered also to be in academic difficulty. An automatic field review is called for students receiving an unsatisfactory grade in field and an academic review may be called for students doing poorly in or failing a required social work course. An overall GPA of 3.0 is required for graduation.
</li>
</ol>
</li>
</ol>
<h3>
Policies and Procedures for Review of Academic Performance
<a id="policies-and-procedures-for-review-of-academic-performance"></a></h3>
<h4>Academic Review</h4>
<p>An academic review is a formal review process which includes any field related concerns. The Review is convened by the MSW program director and will include the student, the student’s advisor and one or more MSW faculty having direct knowledge of the student’s academic performance (include field). If either the MSW program director or faculty identifying the performance concern is also the student’s academic advisor, the student will be assigned another member of the faculty to serve as advisor during the review. If the concerns are in field, the field coordinator, the student’s field instructor and field liaison will also be included in the meeting.</p>
<ol>
<li>
The program director will serve as chair and the recorder for this review. The student, advisor, and MSW faculty (including field faculty) may present information both verbally and in writing as part of the If field related concerns, the faculty liaison will summarize in writing the contacts and actions taken and will provide copies to all parties involved in the review.
</li>
<li>
The student can request the presence of a supportive MSW Community member at the
</li>
<li>
The Review will usually result in immediate decisions. In the event of significant concerns or the need for additional information, the program director, academic advisor and participating faculty may elect to go into executive
</li>
<li>
Written decisions must be made within ten business days of the Review and placed in the student’s permanent student
</li>
<li>
Formal student notification of the review decisions must be made within ten business days of the Review and is sent by certified
</li>
<li>
Remedial actions to address the concerns may include the following:
<ol style="list-style-type: lower-alpha;">
<li>
The student may be required to take specific actions to address academic concerns related to the four performance standards (basic abilities to acquire professional skills, mental and emotional abilities, professional performance skills, and scholastic performance). The remedial actions identified should specify implementation actions to be taken, demonstrated outcomes, and
</li>
<li>
The student may choose to take a leave of absence from the program and reapply at a later date. If this option is chosen it should include specific tasks that must be accomplished to be considered for return to the
</li>
<li>
The student may be required to complete additional field
</li>
<li>
A change of placement may be
</li>
<li>
The student may choose to withdraw from the
</li>
<li>
The student may be terminated from the
</li>
</ol>
</li>
</ol>
<h4>Academic Review Appeal</h4>
<p>A student who believes that the case has not been handled appropriately or resolved to her or his satisfaction may appeal in writing utilizing the appropriate procedures of the home institution of the student’s faculty advisor. These procedures are outlined in the <strong><em>Student Appeal and Grievance Procedures Regarding Contesting a Program Action.</em></strong> Appealing the Decision of an Academic Review</p>
<p>A student who believes that the case has not been handled appropriately or resolved to her or his satisfaction may appeal in writing. These procedures are outlined below:</p>
<h4>Student Appeal and Grievance Procedures</h4>
<p><em>Students who have grievances regarding courses or program action should seek resolution within the program and department according to the following procedures:</em></p>
<ol>
<li>
Student contacts and consults with the program director or academic advisor to seek clarification regarding program action within two weeks of being informed of the program
</li>
<li>
If no satisfactory resolution is obtained regarding program action, the student <em>appeals</em> in writing to the department chair within 30 days of the decision notification of the program action. If the department chair was involved in decision affecting the student, the Associate Dean of the School of Education, Health and Human Services, will review the student
</li>
<li>
The written appeal must include details of the student’s grievance and the reasons as to why she or he believes the matter requires additional consideration. Any relevant supporting documents should be attached to the
</li>
<li>
The department chair may request any or all the following when considering the student’s appeal: additional data; consultation with the student, instructor, and/or faculty advisor; formal meeting(s) between all parties involved. Any formal meeting(s) will be held within two weeks of receipt of all written
</li>
<li>
Written notification of the department chair’s decision will be forwarded to all parties concerned within 15 business days of receipt of the student’s written appeal. A copy of the decision will be placed in the student’s academic advisement file for department
</li>
<li>
If no satisfactory resolution is obtained, he/she may appeal in writing to SUNY Brockport’s Associate Dean, School of Education, Health and Human Services and provide supporting
</li>
<li>
Written notification of the associate dean’s decision will be forwarded to all parties concerned within two weeks of receipt of the student’s written appeal. A copy of the decision will be placed in the student’s academic advisement file for department record.
</li>
<li>
If no satisfactory resolution is obtained, he/she may appeal in writing to the vice- Provost at SUNY Brockport,
</li>
<li>
Grade appeals follow the University of Brockport’s Grade Appeal Policy and
</li>
</ol>
<h4><a href="/support/policies/adopted/aa_vprovost_academicaffairs_grade_appeals.html">Grade Appeals</a></h4>
<p>Students should address any question or disagreement about grades as quickly as possible with the course instructor and/or department chair. An attempt to resolve the issue informally with the instructor and or department chair is required in all cases. After carrying out the informal process, however, the student may wish to initiate a further appeal. Time limits for grade appeals: The student must file a written grade appeal with the department chairperson within thirty (30) calendar days from the date on which the registrar posts the grades for the semester in which the course was taken. During this 30-day period, the student must also engage in the informal attempt to resolve the disagreement. <a href="/live/profiles/5225-grade-appeals">The University Policy may be found online</a>.</p>
<h4>Social Work Professional Conduct</h4>
<p>Students in the MSW Program are expected to conduct themselves in a manner consistent with the <strong><em>NASW Code of Ethics</em>,</strong> the values of the profession, and the Program. This includes, but is not limited to, respect for others, personal integrity, a commitment to human rights, social and economic justice and social change, an openness to growth and change, respect for the views of others, tolerance for difference, and respect for human diversity. Additionally, students are expected to adhere to all policies of SUNY Brockport regarding student conduct, published in the Graduate Catalog, Student Handbooks, and other published documents.</p>
<p>During the academic experience in the MSW Program, students are given guidelines and standards to assist their transition to a professional role. Professional Conduct is a significant part of the professional and academic standards in the social work degree program. Professional conduct involves the core performance behaviors of:</p>
<p><strong>Professional conduct and accountability involve the following expectations integrating the core performance behaviors:</strong></p>
<ul>
<li>
Task management
</li>
<li>
Self-awareness
</li>
<li>
Professional relationships with respect for diversity and appropriate boundaries (with peers and professors as well as clients and supervisors)
</li>
<li>
Clear, timely, and responsible communication
</li>
<li>
Ethical decision – Adherence to the <strong><em>NASW Code of Ethics</em></strong>
</li>
<li>
Use of proper channels for conflict resolution
</li>
<li>
Critical thinking
<ol>
<li>
<strong>Students are expected</strong> to attend every graduate class, come prepared to discuss the readings, share ideas, engage in active critical thinking and discussion, and respect diverse Critical thinking and respect for diverse perspectives involve learning as much as possible about opposing viewpoints as well as one’s own viewpoint.
</li>
<li>
<strong>As with employment responsibilities</strong>, absences impact professional accountability and academic performance evaluations. Students are expected to have back up plans for childcare, transportation, and family responsibilities and to make arrangements with employers so that students can attend every class and be on time. Students should notify their professors ahead of time or as soon as possible following an absence, just as one would inform a supervisor of an absence at work or in an internship. Students’ colleagues should also be informed when the absence impacts group work for the
</li>
<li>
<strong>It is the student’s responsibility</strong> to attend each class, to be prepared for class, and to participate in a meaningful and professional way. Recognizing, however, there are those instances when a student may be unavoidably absent from class, students may miss one class without penalty. Any absences beyond that will be penalized
</li>
<li>
<strong>Repeated late arrival</strong>, early departure or extended break time will result in absence penalization at the instructor’s discretion. In online and hybrid courses, class attendance is represented through a variety of assignments, activities that demonstrate class
</li>
<li>
<strong>As in all courses</strong>, but particularly in online and hybrid courses, active and consistent participation is required and critical to student success. Failure to fulfill online and hybrid course expectations and requirements jeopardize student learning and academic success, therefore the grading table presented above also is utilized in online and hybrid course attendance.
</li>
<li>
<strong>A student who is unable to participate in any class</strong>, examination, or assignment due to his or her religious holy day requirements shall not be penalized, provided the instructor has been notified in writing at least two weeks prior to the
</li>
<li>
<strong>Students are expected to submit all assignments on time and in hard copy</strong>. Late assignments cannot be submitted without prior discussion with the professor who may deduct points for lateness. Professors may determine that late assignments are not acceptable, or they may impose a time limit beyond which a paper cannot be submitted because assignments frequently are sequential and build upon one not her. If a paper is submitted by email to meet a deadline, a hard copy of the paper is expected the next
</li>
<li>
<strong>Students are expected to be respectful of professors and classmates</strong> during class sessions just as they would be respectful of work supervisors, field instructors, and colleagues at work or internships. Cell phones, pagers, and personal communication devices should be turned off and there should be no text messaging during class or internship meetings. If an urgent message is expected, this should be anticipated with the instructor, settings should be set to “vibrate,” and a student should leave the classroom to take the message.
</li>
<li>
<strong>In both field agencies and at Brockport Downtown</strong>, students should dress appropriately to each Students should inquire as to the dress code expected at their field agency.
</li>
</ol>
</li>
</ul>
<h3>
Student Rights and Responsibilities
<a id="student-rights-and-responsibilities"></a></h3>
<p>The MSW Program faculty recognizes certain fundamental rights and responsibilities of the student as outlined below:</p>
<p><strong>Student Rights</strong> – Students have the right of protection against improper disclosure of their views, beliefs, academic records, and political associations, and from limitations upon freedom of expression with all due process of law.</p>
<ol>
<li>
Students have the right to be free of sexual harassment by faculty, staff, university employees, students, and in the field
</li>
<li>
Students have the right of protection against prejudicial or capricious academic and field evaluations, and against faculty behavior which impedes student progress, such as canceling class frequently with no mutually agreeable rescheduling, failure to provide course objectives or expectations, consistently not returning papers or exams within a reasonable period of time, and not posting or keeping regular office
</li>
<li>
Students have the right to organize in their own
</li>
<li>
Students have the right to establish and issue publications free of pressure aimed at controlling editorial Editorials shall be written solely at the discretion the organizations sponsoring those publications. No claims of representation of the MSW program, or SUNY Brockport shall be made by these publications without prior authorization.
</li>
<li>
Students have the right to freely engage in activities on or off campus, in the company of their choice, exercising their rights as citizens of the community, state, and nation. Students shall not claim to represent the MSW Program, or SUNY Brockport without prior authorization.
</li>
<li>
Students have the right to use the resources of Brockport Downtown, subject to all the rules and regulations regarding student use of such
</li>
<li>
Students have the right to invite and hear speakers of their choice on subjects of their choice in meetings, which students
</li>
<li>
Students have the right to petition, through proper channels, in all matters of academic and student affairs, including changes in curriculum, field instruction, faculty advisor, grades, and in all cases of
</li>
<li>
Students have the right, when participating in research projects or other scholarly works under faculty direction as part of their formal academic programs, to receive appropriate recognition for their contribution to the
</li>
<li>
Students have the right to enjoy equal rights regardless of race, color, creed, religion, national origin, marital status, political affiliation or beliefs, sexual orientation, disability, sex, gender identity or age. Students have the right to consult regularly with their academic advisor for academic and professional
</li>
</ol>
<p><strong>The above rights are protected by, and subject to, the institutional policies of SUNY Brockport.</strong></p>
<h3>
Responsibilities
<a id="responsibilities"></a></h3>
<p>Although social work faculty make great effort to inform students of their rights, the students have the responsibility to familiarize themselves with the policies and procedures of SUNY Brockport, and the MSW Program.</p>
<p>Students are primarily responsible for <em>knowing</em> the degree requirements and <em>following</em> the policies that govern their academic program. Students are expected to adhere to the highest standards of professionalism as students, researchers, and social workers.</p>
<p>The above-mentioned rights and responsibilities are intended to facilitate:</p>
<ul>
<li>
Opportunities for students to organize in their own
</li>
<li>
Opportunities for faculty and student collaboration in matters of Program policies operational procedures, and academic
</li>
<li>
Student participation in the formulation and modification of policies affecting academic and student
</li>
<li>
Student participation in the development of policy, practice, and course development and
</li>
<li>
Student evaluation of course and field
</li>
</ul>
<h3>
<a href="https://www2.brockport.edu/graduate/">Center for Graduate Studies Policies</a>
<a id="center-for-graduate-studies-policies"></a></h3>
<p>The policies listed in this section pertain specifically to both matriculated and non-degree students enrolled in graduate courses at The University at Brockport. However, graduate students should carefully note that there are also policies listed in other categories that apply to all students at the University, including graduate students. For example, the Grade Appeal Policy, found under the “Academic Policies” category, is applicable to all students. It is, therefore, strongly recommended that graduate students review these other policy sections.</p>
<p><a class="go" href="/graduate/">Center for Graduate Studies</a></p>
<h3>
<a href="https://www2.brockport.edu/live/profiles/5218-academic-dishonesty-policy">Academic Integrity</a>
<a id="academic-integrity"></a></h3>
<p>Education cannot take place in the absence of trust. Students are expected to abide and conduct themselves by the codes of academic integrity for SUNY Brockport. The student or students responsible for a paper or presentation must be the sole authors of assignments. No paper of assignment may be submitted to fulfill the requirements of more than one course (though ideas from one course may inform assignments for multiple classes). Appropriate credit must be given for the sources of ideas. Plagiarism of any type is a major violation of academic integrity. Papers or presentations that violate any aspect of academic integrity will be penalized and are grounds for further disciplinary action.</p>
<p>The MSW Program follows <a href="/support/policies/adopted/aa_vprovost_academicaffairs_academ%20ic_dishonesty.html." target="_blank" rel="noopener">SUNY Brockport Policy on Academic Dishonesty which can be found online</a>.</p>
<p><strong>Below please find Context of Policy for Students and Definitions of Academic Dishonesty as Covered by this Policy:</strong></p>
<h5>Context of Policy for Students:</h5>
<p>Academic dishonesty, “cheating” and other forms of misrepresenting others’ work as your own, such as plagiarism, are considered serious breaches of academic integrity and are major violations of the standards of ethical behavior that the University expects from all its students.</p>
<p>When detected, as it often is, academic dishonesty can result in a range of disciplinary actions including failure on an assignment, failure of a course, or even Conduct Dismissal from the University. Records of disciplinary actions for dishonesty are kept and conduct dismissals are noted on university transcripts. The best rule is to assume that instructors expect all work (exams, papers, projects, etc.) submitted for grading to be entirely your own, done without collaboration. If the instructor allows or desires collaboration, you should assume that the instructor will make that clear in the assignment. If the instructor has not explicitly stated that collaboration is permitted, all work submitted should be entirely your own.</p>
<h5><strong>Definitions of Academic Dishonesty Covered by this Policy.</strong></h5>
<p>Violations of the Student Academic Dishonesty Policy refer to actions related to the standards of honesty required in submission and evaluation of coursework in any undergraduate or graduate course bearing SUNY Brockport credit. These violations include, but are not limited to the following:</p>
<p><strong>Plagiarism</strong> — presenting as one’s own, the exact words of another, not properly indicated by quotation marks, paraphrased text too similar to the original, ideas, or creative products of another without providing an adequate standard form of documentation to identify the source — such as footnotes, endnotes, or bibliographic documentation. <strong><em>Students are advised to scrupulously acknowledge and properly cite all sources to give appropriate credit for borrowed materials.</em></strong></p>
<ol style="list-style-type: lower-alpha;">
<li>
Fabricating facts, data, statistics, or other forms of evidence included in papers, laboratory experiments, theses, or other
</li>
<li>
Presenting someone else’s examination results, paper, computer work, or other material as one’s own This includes work done as part of group/team effort unless collaboration has been specifically approved by the instructor for any assignment. Students should always assume that any out- of-class assignments or take-home examinations are to be done individually and without help or collaboration unless the instructor specifically states otherwise. Students should not generalize from one assignment to another as instructors may permit collaboration on some assignments but not on others.
</li>
<li>
Representing one’s own performance as another’s or knowingly allowing such misrepresentation to occur, e.g., signing another student into class; taking an exam for another student; writing or attempting to write an examination, paper, computer work, or other material for another
</li>
<li>
Buying and selling or sharing of examinations or assignments; being in possession of examinations or answers to examinations without the instructor’s
</li>
<li>
Using “cheat sheets,” looking onto another’s paper, talking to someone other than the instructor or proctor during an examination, or using any other method of communication (e.g., cell phones, text messaging) during an examination without the instructor’s
</li>
<li>
Failing to follow the rules of conduct for taking an examination as stipulated by the instructor prior to the examination or as stated in a written course
</li>
<li>
Presenting work for a current course (e.g., papers, projects, research) that is substantially the same as a previous submission for another course without obtaining the current instructor’s prior consent to do When the courses are taught in the same semester, informing, and obtaining prior approval of both course instructors is required to avoid a possible dishonesty charge.
</li>
</ol>
<h5><a href="https://www2.brockport.edu/live/profiles/5298-harassment-and-discrimination-policy#_gl=1*1uai046*_gcl_au*MTUzNjk5MzA4Mi4xNjgzMDM2Nzc3&_ga=2.41670690.1653336819.1685460355-608976536.1659552493">Harassment and Discrimination Policy</a></h5>
<p>The MSW Program is committed to non-discrimination and takes pride in maintaining an environment that celebrates diversity. The Program staunchly supports and abides by SUNY Brockport’s Harassment and Discrimination Policy which states:</p>
<p>“<em>SUNY Brockport will not tolerate discrimination or harassment of any type, from any source. It is the responsibility of all University administrators, supervisors, employees, and students to create and maintain a workplace and academic environment free from discrimination and harassment</em></p>
<h5><a href="https://www2.brockport.edu/about/diversity/bias-reporting/">Bias Reporting</a></h5>
<p>In alignment with The Strategic Plan goals — “To be a Great University at which to Learn and Work,” SUNY Brockport is devoted to maintaining an inviting, respectful and collaborative community in support of all its members. Dedicated to principles that foster integrity, civility, and dignity, our commitment to “Building a Better Brockport” is demonstrated through efforts focusing on continual growth and improvement. In support of monitoring and responding to incidents impacting the institutional climate and culture, the bias-related incident reporting system was developed.</p>
<p>The term “bias related incident” refers to language and/or behaviors which demonstrate bias against persons or groups because of factors (actual or perceived) such as: race, ethnicity, national origin, religion, creed, age, sex, gender, gender identity, gender expression, sexual orientation, medical condition, body size, disability, marital status, familial status, pregnancy, predisposing genetic characteristics, veteran status, domestic violence victim status, ex-offender status, and/or socioeconomic status.</p>
<p>If you have experienced a bias relate incident, <a href="/about/diversity/bias_reporting_system.html">please report it online</a>.</p>
<h5>Social Media Policy</h5>
<p>All students are expected to adhere to the ethical standards of the profession when interacting with classmates, field instructors and colleagues when using social media or social networking sites. Students should refrain from establishing informal relationships with clients and faculty through social media as it may be difficult to maintain professional boundaries. All postings on social media sites must follow confidentiality guidelines and should reflect the highest professional standards and students should think carefully as to how their postings would reflect on them, the Universities and the profession. Violations can be subject to disciplinary actions by the program, the department and the University.</p>
<h5>Program Academic Concerns</h5>
<p>Each semester and throughout the semester, students’ progress will be evaluated by the faculty who are providing instruction and by the academic advisors to ensure that students are meeting standards for continuation in the Program. <strong>Students are expected to maintain a GPA of 3.0 during all semesters. No grade below a C is considered passing at the graduate level.</strong></p>
<p><em>A minimum grade of <strong><u>B-</u></strong> is required for all practice and clinical courses (SWK 508, 602, 604, 605, 616, 645, 654, and 680). A minimum of <strong><u>B</u></strong> is required for a satisfactory grade (S) in all field courses (610, 611, 612, & 613).</em></p>
<h5>Student/Faculty Concerns</h5>
<p>Normally, student/faculty concerns are resolved at the Program level with the individual faculty member. If not resolved, they are referred to the MSW Program Director. If necessary, concerns of an academic nature should then be addressed in writing to the Social Work Department Chair, and then the Associate Dean of the School of Education, Health and Human Services.</p>
<h5><a href="https://www2.brockport.edu/support/policies/student/code_of_conduct/">Student Code of Conduct</a></h5>
<p>All Students at SUNY Brockport are bound by the Student Code of Conduct. Students are asked to read and accept the Code of Conduct annually at time of course registration.</p>
<h4><a href="/life/accessibility_services/">Student Accessibility Services</a></h4>
<p>The goal of the student accessibility services office is to promote self-determination in students by offering support and resources while encouraging inclusivity and universal accessibility throughout the University community.</p>
<p>Students with documented disabilities may be entitled to specific accommodations. Student Accessibility Services makes this determination. To inquire on obtaining an official letter to the course instructor detailing any approved accommodations.</p>
<h4><a href="/academics/calendar/">Academic Calendar</a></h4>
<p>The MSW Program follows SUNY Brockport academic calendars and is strictly adhered to for billing, course registration deadlines, and related academic and administrative policies. The complete academic year calendar may be found at <a href="/academics/calendar/">/academics/calendar/</a>.</p>
<h4><a href="/support/registration_records/">Course Registration</a></h4>
<ol>
<li>
Incoming students are registered by the program for their first semester
</li>
<li>
After the first semester, students will need to contact their advisor to receive advising and an advisor key code.
</li>
</ol>
<h5>Class Schedules</h5>
<p>Classes are scheduled to meet once a week, during the early part of the day, late afternoon or early evening.</p>
<ul>
<li>
<strong>Full time students</strong> generally take <strong>daytime courses,</strong> based on seating availability/caps, evening sections may be the only option.
</li>
<li>
<strong>Part time students</strong> generally enroll in <strong>evening classes</strong>, based on seating availability, part-time students may register for daytime sections.
</li>
<li>
Changes may be requested and are based on a space available basis with <strong>instructor or director</strong>
</li>
</ul>
<p><strong>Please Note:</strong> Days, times, seat availability and method of instruction may be changed without prior notice to students by the MSW Program or the University.</p>
<h4><a href="/support/policies/adopted/aa_graduate_directed_study.html">Directed Study</a></h4>
<p>The purpose of a directed study is to allow students to engage in research and/or study in a specialty area that is not available through established course offerings. A directed study is not designed to resolve schedule conflicts. It requires a comparable workload, a similar time frame, and the same quality level of work as in the regular courses.</p>
<h4>Online – Synchronous Learning Class Expectations and Etiquette</h4>
<ol>
<li>
Be dressed in clothes you would typically wear to class. Professionalism is a key aspect of social work and should be maintained on all online meetings.
</li>
<li>
You should be sitting up throughout class.
</li>
<li>
Your video needs to be on the majority of the time. If you need to step away for a moment or there is a disturbance, you can turn of your camera for a few moments.
</li>
<li>
Your mute should be on unless you are talking or in a small group setting.
</li>
<li>
Please make sure that wherever you choose to be online that it is an appropriate setting (i.e., a place that you don’t mind others seeing).
</li>
<li>
Please limit visual distractions including eating, drinking, talking to others in your house, watching television, or other actions that can be distracting to others in the class to be distracted.
</li>
<li>
We understand that your home may also house parents, children, other family members, significant others, roommates, and pets. We also understand you may sometimes need to attend to those that live in your household.
</li>
<li>
We completely accept that and just ask if the distraction level is going to be high; you let your instructor know and turn your camera off and mute yourself.
</li>
<li>
Ask permission before you screenshot or record a lecture.
</li>
<li>
Switch to gallery view to view your classmates during discussions.
</li>
</ol>
<h4>Attendance</h4>
<p>The student is responsible for all assigned course work and cannot be absolved of this responsibility. When enrolled in a course, the student is obligated to do all the work assigned. Punctual and regular attendance is vital to the discharge of this obligation. Absences, <strong>excused or not</strong>, do not alter this responsibility.</p>
<ol>
<li>
Absences will be excused for (a) documented illnesses, (b) official representation of the University, (c) death of a close relative, (d) religious holiday, and (e) other circumstances beyond the control of the
</li>
<li>
Excuses for official representation of the University must be obtained from the official supervising that activity or
</li>
<li>
Students whose unexcused absences exceed 15 percent of the scheduled classes and laboratories may receive a lowered grade or failure at the instructor’s
</li>
<li>
Repeated late arrival, early departure or extended break time will result in absence penalization at the instructor’s discretion. In online and hybrid courses, class attendance is represented through a variety of assignments, activities that demonstrate class
</li>
<li>
As in all courses, but particularly in online and hybrid courses, active and consistent participation is required and critical to student success. Failure to fulfill online and hybrid course expectations and requirements jeopardize student learning and academic
</li>
<li>
A student who is unable to participate in any class, examination or assignment due to his or her religious holy day requirements shall not be penalized, provided the instructor has been notified in writing at least two weeks prior to the
</li>
</ol>
<p><a href="/support/policies/adopted/aa_vprovost_academicaffairs_attenda%20nce_guidelines_appeals.html" target="_blank" rel="noopener">The University’s attendance appeal policy and procedures is available online</a>.</p>
<hr />
<h2>
Field Education Forms
<a id="field-education-forms"></a></h2>
<p>Reach out to a faculty member for PDFs of the Field Experience Forms.</p>
<hr />
<h2>
Additional Information & Resources
<a id="additional-information---resources"></a></h2>
<h3>
MSW Field Instructor Reciprocity Policy and Procedure
<a id="msw-field-instructor-reciprocity-policy-and-procedure"></a></h3>
<p>In recognition of the valuable contribution made by social work field instructors (field educators) to the MSW Program, SUNY Brockport offers the opportunity for MSW field educators to request a SUNY Tuition Waiver.</p>
<h3>
SUNY Tuition Waiver
<a id="suny-tuition-waiver"></a></h3>
<p>The SUNY Brockport Social Work Department offers tuition waivers to our field instructors who supervise social work students. A three-credit graduate tuition waiver may be requested at the end of the academic year, for MSW level field placements completed during that academic year, by completing and submitting the <a href="https://forms.brockport.edu/view.php?id=5603505" target="_blank" rel="noopener">Tuition Waiver Request Form</a> using the link provided by the MSW Program. In order for the waiver request to be approved and processed, the instructions include a requirement that the designated recipient submit their social security number using a secure website. The website address will be provided in the electronic application link.</p>
<p>The tuition waiver can only be issued to the primary field instructor or if declined by the field instructor, can be issued to day-to-day task supervisor for field placements using a task supervision model to supplement field instruction supervision. If a task supervision model is in place, the social work field office must have a record of this person listed as a task supervisor at the time of placement.</p>
<p>The tuition waiver is issued after the completion of the academic year (two semesters of placement). It will be sent directly to the recipient by the University via the mail. Once the tuition waiver is issued, it can be submitted to the student accounts office for tuition bill payment.</p>
<p>The recipient of the waiver must claim the value of the tuition waiver as income for tax purposes. C<strong>annot issue waivers in any semester other than the academic year in which the waiver was earned.</strong></p>
<h3>
Library Privileges for Field Instructors
<a id="library-privileges-for-field-instructors"></a></h3>
<p>MSW Field Instructors have complimentary loan privileges at SUNY Brockport. The Circulation Department at Drake Library on the main campus at Brockport will be provided with a list of Field Instructors at the beginning of each new academic year. In going to that library, you should identify yourself as a “Field Instructor” at the Circulation Desk and bring a driver’s license to receive the complimentary borrowing privilege of library materials. If you wish to use SUNY Brockport databases to search for and access online journal articles, you will be asked to pay the $25 annual fee. The borrowing policy for SUNY Brockport can be found on the <a href="/library/about/borrowing.html">Drake Library website</a>.</p>
<h3>
Insurance Coverage
<a id="insurance-coverage"></a></h3>
<p>Please refer to the SUNY Brockport Social Work Field Practicum Affiliation Agreements for liability insurance coverage.</p>
<h4>Accident</h4>
<p>The University does NOT carry insurance that would cover students transporting of agency client/patients on agency business, or student travel to and from agency field placements.</p>
<h3>
Mandatory New Student Orientation
<a id="mandatory-new-student-orientation"></a></h3>
<p>A group orientation program is held for all incoming students. During orientation students meet the faculty and each other and to receive a general overview of the institutional and program mission Program and goals. Students learn about institutional resources including library and information technology resources, registration information about courses, information about Brockport Downtown, and other pertinent information. Students are also advised at that time and at other points in the semester. In advance of the orientation, students are provided a link to the MSW Student Handbook and are asked to read the handbook in advance of the orientation meeting so that their specific questions may be addressed during advisement meetings.</p>
<h3>
Immunization Records
<a id="immunization-records"></a></h3>
<p>All students registered for classes at SUNY Brockport**, regardless of the number of credit hours, must provide proof of immunity to measles, mumps, and rubella, and provide a meningitis response.</p>
<p><strong>* Students born before 1957 are exempt</strong> <strong>** “SUNY Brockport” includes Brockport Downtown</strong></p>
<p><strong>Before classes begin, ALL graduate students must submit immunization history to include:</strong></p>
<ol>
<li>
Proof of immunity to Measles, Mumps, and Rubella (MMR)
</li>
<li>
Submit date of meningitis vaccine which must be within five years of start of classes or online declination of
</li>
<li>
These requirements must be completed <strong>before</strong> classes begin or the student will be deregistered and not permitted to attend classes. In addition, a hold will be placed on the student’s account and the Registrar will charge a fee to re-register the classes.
</li>
</ol>
<p><a class="go" href="/life/health_center/immunizations.html">More information</a></p>
<h3>
Conferral of the MSW Degree
<a id="conferral-of-the-msw-degree"></a></h3>
<p>All requirements for the MSW degree, including a minimum GPA of 3.0, must be successfully completed prior to commencement. All financial obligations of SUNY Brockport must be fulfilled before the degree will be awarded. On the official transcript, a statement will be posted that all requirements have been met as of the end of the term in which requirements are completed. <strong><em>Students completing degree requirements in August or December will receive their diplomas once degree requirements are verified.</em></strong></p>
<h3>
Credit for Life Experience Policy
<a id="credit-for-life-experience-policy"></a></h3>
<p>The MSW Program does not grant credit for life experience. Consistent with CSWE accreditation standards, no exceptions are made to this policy.</p>
<h3>
<a href="/admissions_aid/financial_aid/graduate_loans.html">Federal Financial Aid</a> (Graduate Student Loans)
<a id="federal-financial-aid-graduate-student-loans"></a></h3>
<p>This federal loan is for matriculated students who are enrolled at least half-time (six credits). It has a low fixed interest rate and repayment begins six months after the student graduates or falls below half-time enrollment. The Federal Unsubsidized Stafford Loan is not need based and interest does accrue during in- school periods. Apply yearly by filing the FAFSA by the University’s suggested deadline to ensure funds for the fall. No separate application is required. Limits exist as to how much Federal Stafford Loan a graduate student can borrow. The limits are annual and aggregate.</p>
<h3>
<a href="/support/policies/adopted/aa_graduate_continuous_enrollment.html">Graduate Continuous Enrollment Policy (University Policy)</a>
<a id="graduate-continuous-enrollment-policy-university-policy"></a></h3>
<p>Continuous enrollment requires, at a minimum, the completion of one graduate level course each 12 months. A matriculated student who discontinues enrollment, unless granted a leave of absence, will lose matriculated status, and must apply for readmission. Should readmission be offered at that time, the applicant must then meet any new requirements for admission, as well as any new requirements for the degree at the time of readmission.</p>
<h3>
<a href="/graduate/forms/index.html">Graduate Studies Forms</a>
<a id="graduate-studies-forms"></a></h3>
<p>Find all the current forms in use, including course/program withdrawal, Temporary Academic Leave, Independent Study and Application for Graduation.</p>
<h3>
<a href="/support/policies/adopted/aa_graduate_fulltime_status_enrollment_ve%20rification.html">Graduate Full-Time Status for Enrollment Verification Purposes</a>
<a id="graduate-full-time-status-for-enrollment-verification-purposes"></a></h3>
<p>A graduate student at SUNY Brockport has full-time status for Enrollment Verification purposes when: enrolled for at least 9 graduate credits per semester and/or registered for thesis credit(s). Full-time graduate student enrollment for tuition and federal financial aid purposes begins at <strong>12 graduate credits per semester</strong>. Graduate student eligibility for federal student loans begins at <strong>6 graduate credits per semester.</strong></p>
<h3>
<a href="/support/policies/adopted/aa_graduate_leave_of_absence.html">Temporary Leave of Absence</a>
<a id="temporary-leave-of-absence"></a></h3>
<p>Students whose progress toward degree completion is interrupted by circumstances beyond their control may apply for up to a year’s leave of absence. Application for such a leave is made to the student’s department. Leaves of absence approved by the department will not be charged against the time for degree completion, as stipulated by SUNY Brockport policy. If circumstances warrant, students may apply for extensions of such leaves, up to a maximum of three years in total leave time.</p>
<h3>
Degree Time Limit
<a id="degree-time-limit"></a></h3>
<p>A student seeking the MSW degree must complete the requirements in <strong>five calendar</strong> years from the date of matriculation.</p>
<h3>
<a href="https://www2.brockport.edu/life/health-center/insurance/">Health Insurance (University Policy)</a>
<a id="health-insurance-university-policy"></a></h3>
<p>SUNY Brockport requires that domestic students comply with health insurance regulations as federally mandated by the Affordable Care Act. This law requires that all individuals have health insurance.</p>
<h3>
<a href="https://www2.brockport.edu/live/profiles/5423-family-educational-rights-and-privacy-act-ferpa">The Family Educational Rights and Privacy Act (FERPA)</a>
<a id="the-family-educational-rights-and-privacy-act-ferpa"></a></h3>
<p>The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. In accordance with FERPA, the MSW Program has adopted certain policies addressing the security of student’s academic work-papers, projects, exams, etc. It is not possible for faculty to post grades or to leave students’ completed work in the MSW office. Students’ work must be returned to individuals at class, to students’ homes via the mail (students must provide postage for assignments and grades from faculty to be mailed to their homes), or through other means as arranged by the student and faculty member to safeguard confidentiality. These policies will help to assure students’ privacy with regards to grades and coursework.</p>
<h3>
<a href="https://www2.brockport.edu/support/emergency/">SUNY Brockport Emergency Notifications</a>
<a id="suny-brockport-emergency-notifications"></a></h3>
<p>The Emergency Alert System at SUNY Brockport will be activated. Students are encouraged to maintain updated contact information using the link on the University’s Emergency Information website, included on the website is detailed information about the University’s emergency operations plan, classroom emergency preparedness, evacuation procedures, emergency numbers, and safety videos. In addition, students are encouraged to familiarize themselves with the Emergency Procedures posted in classrooms, halls, and buildings and all University facilities.”</p>
<h3>
APA Reference Guidelines
<a id="apa-reference-guidelines"></a></h3>
<p>The MSW Program uses the <strong>
American Psychological Association (APA) Publication Manual – 7
<sup>th</sup></strong> edition as the official reference source for the Program. Students are expected to utilize these guidelines for all assignments. APA guidelines are used for crediting appropriate sources, formatting all elements of documents, and proper use of language (e.g., culturally, gender, and academically appropriate). Faculty may penalize students for failure to utilize APA guidelines properly.</p>
<p>Please visit the <a href="https://library.brockport.edu/citing/apa">SUNY Brockport Drake Memorial Library website</a></p>
<ul>
<li>
<a href="https://apastyle.apa.org/style-grammar-guidelines">APA Style & Grammar Guidelines</a>
</li>
<li>
<a href="https://apastyle.apa.org/instructional-aids/reference-guide.pdf">Quick reference guide from APA 7th edition (downloadable pdf)</a>
</li>
<li>
<a href="https://owl.excelsior.edu/citation-and-documentation/apa-style/">Excelsior OWL (Online Writing Lab)</a>
</li>
<li>
<a href="https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html">Purdue OWL</a>
</li>
<li>
<a href="https://library.brockport.edu/APAsetup/APAppt">APA Quick Hints Video</a>
</li>
<li>
<a href="/academics/tutoring/apa_manual.html">APA 7th Edition Frequently Used Page Guide</a>
</li>
</ul>
<h3>Redundancy Policy for Transfer Credit or Course Waiver – Transfer Credit Policy</h3>
<p>To avoid redundancy while promoting program integrity, the MSW Program will consider transfer credit for students who have completed and <u>mastered</u> comparable course content in a <u>graduate</u> course prior to admission to the MSW program. Graduate transfer credit may come from course work taken in another MSW Program, a master’s degree in a related field, or graduate course work taken elsewhere.</p>
<p>Decisions about transfer credit for a required course are made on a case-by-case assessment examining criteria which include a review of the course syllabus (and graded assignments where requested) and a grade of <strong>B or better</strong> in a comparable course.</p>
<h4>Petition Process</h4>
<p>The student must initiate the process for transfer credit for a course by petitioning the Program Director for course equivalency credit based on the belief that prior <u>graduate</u> course material is comparable to generalist level course work or elective course work was and has been <u>mastered</u> with a grade of B or higher. <em>(See Transfer Course Petition).</em></p>
<p>The student will present the transfer course petition and the required documents to the Program Director who will assign full-time faculty to review the syllabi (and graded assignments if requested) to determine how it corresponds to the MSW course for which the student seeks transfer credit. The faculty will make a recommendation regarding transfer credit after reviewing the syllabus, and the Program Director will make the final decision.</p>
<p>The petition process for transfer credit should take place after the student is notified of acceptance into the MSW program, but all documentation must be received a minimum of 3 weeks before the start of the semester to ensure time for review and placement in the proper courses. Once a semester has begun, there are no reviews of transfer credit petitions under the redundancy policy for courses taught that semester. Students who are unable to produce the required information will not be eligible for consideration of transfer credit.</p>
<h3>
Course Waiver Policy
<a id="course-waiver-policy"></a></h3>
<p>To avoid redundancy while promoting program integrity, the MSW Program will consider course waivers for students who have completed and <u>mastered</u> comparable <strong>generalist</strong> course content in a course prior to admission to the MSW. When a student receives a waiver from <strong>a required generalist level course</strong>, s/he must complete another course—usually an elective approved by an advisor—to earn the needed credit. Decisions about course waivers are made on a case-by-case assessment examining criteria which include a review of the course syllabus (and graded assignments where requested) and a grade of B or better in a comparable course taken within the past five years of admission to the program. No more than 12 credits can be waived and/or transferred into the program, subject to the approval of the MSW faculty.</p>
<p><strong>Generalist Practice Courses –</strong> Due to the clinical content in the SWK 501 & 502 and field internship SWK 504 & 505 and the imperative role of these courses in the professional development of social work students and their eligibility for clinical licensure, there is no waiver option for generalist practice and field internship courses.</p>
<h3>
Transfer Credit
<a id="transfer-credit"></a></h3>
<ul>
<li>
60 credit Program – Up to a total of 12 graduate level credits (500 or above).
</li>
<li>
36-credit Program – Up to a total of 6 credits (500 or above)
</li>
<li>
Transfer Credit – Generally used towards elective coursework, up to 6 credits, unless otherwise approved by the Program Director.
</li>
</ul>
<p>Additional policies and procedures regarding transfer credit are as follows:</p>
<ol>
<li>
Transfer credit must be appropriate to the MSW degree and congruent with the student’s educational Students petitioning for transfer credit are advised that the advisor ordinarily requires evidence, beyond the transcript, which clarifies the substance of the course (e.g., course outline, papers or exams, catalog description, etc.). Such evidence is necessary to render a reasonable judgment on equivalence of content of MSW course work and/or relevance of electives to the student’s educational Plan of Study
</li>
<li>
A minimum grade of B (3.0) or higher must be earned for each course. Courses graded S/U, P/F, or Audit are not
</li>
<li>
The official transcript is required before awarding transfer
</li>
<li>
Grades earned in transfer are not included in the quality point
</li>
<li>
The course name does not appear on the transcript. Only students who petition to have transfer credit accepted for required courses will have the name of the course appear on the transcrip
</li>
</ol>
<h3>
Weather and Class Cancellation Policy
<a id="weather-and-class-cancellation-policy"></a></h3>
<p>In the event of severe weather, conditions that create hazardous driving it may be necessary to cancel classes. <strong>MSW classes are cancelled whenever Brockport Downtown is closed.</strong> Cancellation of classes will be posted to SUNY Brockport’s website main page. Closings and cancellations are separate from REOC and there may be circumstances where REOC activities close but Brockport Downtown remains open. Look for communication for the University.</p>
<h3>
Withdrawal/Dismissal
<a id="withdrawaldismissal"></a></h3>
<p>Students planning to transfer or leave the MSW Program for any reason must give immediate and formal notice in writing to the Program Director of their intention to withdraw from SUNY Brockport reserve the right to dismiss at any time a student whose conduct and/or academic standing renders the student unacceptable as a member of the MSW Program.</p>
<h3>
Program Readmission
<a id="program-readmission"></a></h3>
<p>A student who has been dismissed from the MSW Program may only reapply for admission after a waiting period of at least one calendar year. Readmission will be at the discretion of the MSW Program. MSW students can be readmitted to the Program only once. Students who are readmitted may apply for consideration only those courses in which they received a grade of B or better towards their degree program. Students who are readmitted must meet the requirements in effect at the time of readmission and must meet with their faculty advisor to complete a new plan of study.</p>
<p>Transcripts list the following academic status of students following the term or semester:</p>
<p><em>Good Academic Standing, Probation, or Academic Dismissal. These notations are based on the overall academic performance of the student.</em></p>
<h3>
Change of Address/Phone Number/Name Change
<a id="change-of-addressphone-numbername-change"></a></h3>
<p>If you have any changes in your contact information from your acceptance into the program; including mailing or e-mail addresses, phone contacts or name change due to marriage or divorce. Change of contact information is submitted through Web Banner at</p>
<ul>
<li>
<a href="http://www.brockport.edu/">http://www.brockport.edu</a>
</li>
<li>
Quick Links
</li>
<li>
Web Banner
</li>
<li>
Personal Information
</li>
</ul>
<h3>
<a href="/graduate/financing/">Graduate Assistantships</a>
<a id="graduate-assistantships"></a></h3>
<p>Information about application for various MSW Graduate Assistantships is provided by faculty through advisement, in-class announcements, and postings on the MSW listserv and MSW bulletin boards.</p>
<p>Additionally, they are posted on the websites of SUNY Brockport.</p>
<h3>
Printing Photocopying Services
<a id="printing-photocopying-services"></a></h3>
<p>Scanning/copying services for students are located on the 5th floor of Brockport Downtown site. Please ask Brockport Downtown staff for assistance.</p>
<h3>
Social Work Student Association
<a id="social-work-student-association"></a></h3>
<p>The Student Social Work Organization is student organized, led, and directed with input from a faculty advisor. The purpose of the organization is to provide a forum for student activities within the context of the educational mission, goals, and objectives of the MSW Program.</p>
<h3>
<a href="/about/brockport_downtown/">Brockport Downtown, Rochester, NY</a>
<a id="brockport-downtown-rochester-ny"></a></h3>
<p>Brockport Downtown is the home of the MSW Program. Brockport Downtown is co-located at SUNY Brockport’s Rochester Educational Opportunity Center at 161 Chestnut Street Rochester, NY 14604.</p>
<p>In addition to the MSW Faculty offices and modern classrooms, Brockport Downtown offers walk-up computer stations on the fifth floor, a student lounge, IT support and Brockport Downtown Librarian are also located on the 5th floor.</p>
<ul>
<li>
<strong>Library Services</strong> – Online/remote access to Drake Library on the Brockport campus is available. Brockport Downtown also has a Library Services on the fifth floor, near the MSW offices. Please click on the following link for the most-up-to-date <a href="https://library.brockport.edu/downtownguide">Brockport Downtown library information</a>. To schedule an appointment, please call Margaret Pierce at 585-395-8476.
</li>
<li>
<strong>Food</strong> – Vending machines are located on the 2
<sup>nd</sup>
Vending machines accept cash and credit cards. There is also a Bistro, “B-STRO,” located on the first floor. The B-STRO is open for take out for lunch with sandwiches and soups available prior to evening classes.
</li>
<li>
<strong><a href="/about/brockport_downtown/students">Brockport Downtown Student Page</a></strong> – Contains information and resources for students taking classes at our downtown site. Please visit for more student information.
</li>
</ul>
<h3>
<a href="https://brockport.teamdynamix.com/TDClient/1842/Portal/Requests/ServiceDet?ID=50436">Student ID</a>
<a id="student-id"></a></h3>
<p>The <strong>SUNY Brockport Eagle One ID</strong> cards are required each time you enter the facility and must be shown upon request by security or Brockport Downtown staff. ID photos are taken at the <strong>main campus in Brockway or Brockport Downtown, 5th floor,</strong> hours posted outside IT Room.</p>
<p>Stolen ID’s with a police report are replaced for free. Lost ID’s without a police report are $25 through BASC. Please contact a Brockport Downtown staff member for additional information at <a href="mailto:[email protected]">[email protected].</a></p>
<h3>
<a href="/about/brockport_downtown/parking">Downtown Parking</a>
<a id="downtown-parking"></a></h3>
<p>Parking options include on-street (free after 6 pm), Washington Square Garage, Midtown Garage, and Court Street. If you are taking classes primarily at Brockport Downtown, you <strong>do not need</strong> to purchase a Student Parking permit from the main campus.</p>
<h3>
<a href="https://brockport.bncollege.com/">Barnes & Noble Bookstore</a>
<a id="barnes---noble-bookstore"></a></h3>
<p>There are options for obtaining your textbooks. For more information, please call (585) 395- 2554 or visit the bookstoreweb page.</p>
<ol>
<li>
To view required textbooks for courses, you may click on the bookstore link above, go to:
<ol style="list-style-type: lower-alpha;">
<li>
<a href="http://www.brockport.edu/">brockport.edu</a>
</li>
<li>
Quicklinks
</li>
<li>
Course Schedule
</li>
<li>
Select a Term
</li>
<li>
Subject: Social Work (MSW)
</li>
<li>
View/Purchase Textbooks
</li>
</ol>
</li>
<li>
Books may also be purchased in-person with cash, check or credit card: American Express, Discover, MasterCard, Visa or your Title IV Financial Aid may be used. Books may also be ordered on-line and shipped to your home; FREE GROUND SHIPPING ON ORDERS $49 OR MORE!
</li>
<li>
Students may also utilize available financial aid through the Brockport Barnes & Noble Bookstore <u><u>Please see the instructions below for using your student financial aid to purchase textbooks.</u></u>
<ol style="list-style-type: lower-alpha;">
<li>
If you are planning on using Easy Money, as your method of payment, you will need to complete the following:
</li>
<li>
Go to <a href="http://www.basc1.org/">basc1.org</a> and follow the directions under Easy Money, Student accounts.
</li>
<li>
From here, you can create a new account, add money to an existing account, and transfer money from your financial aid. After you have successfully loaded money onto your account you will be able to use Easy Money in the bookstore.
</li>
</ol>
</li>
</ol>
<p> </p>
<ul>
<li>
<u>Students may also purchase books through other retail sites such as, Amazon or other discount web locations if they wish.</u>
</li>
</ul>
<p> </p>
<h3>MSW Distribution List – Faculty/Staff and Student Mass Emailing</h3>
<p>Students and faculty/staff are enrolled with their Brockport student email account. The list is used to send current program information, University/community events, and job postings. Enrolled participants may post to the list using their Brockport email account. Place <a href="mailto:[email protected]">[email protected]</a> in the “<strong>TO:”</strong> box to send postings.</p>
<h3><a href="https://brockport.onthehub.com/WebStore/ProductsByMajorVersionList.aspx?cmi_cs=1&cmi_mnuMain=f189368a-f0a6-e811-8109-000d3af41938">Free Software</a> – OnTheHub</h3>
<p><strong>OnTheHub</strong> can be used by Students, Faculty, and Staff to download free such as Microsoft Office Professional (2016 & 2019) and Windows 10 or discounted versions of many of the software titles used at the University, such as Adobe Creative Cloud, SPSS, Minitab, Norton software, and many others.</p>
<h3>
<a href="/support/lits/tss/">Brockport Information Technology Services (BITS)</a>
<a id="brockport-information-technology-services-bits"></a></h3>
<p>We support the technology used by the University community in pursuit of their mission.</p>
<h4><a href="https://brockport.teamdynamix.com/TDClient/1842/Portal/home/">IT Service Desk</a></h4>
<p>The IT Service Desk is the primary technology support for students, faculty and staff of The University at Brockport. <strong>You can reach us: Phone:</strong> (585) 395-5151 Option 1 or the Self-service portal.</p>
<h4><a href="https://brockport.teamdynamix.com/TDClient/1842/Portal/home/">Technology at SUNY Brockport</a></h4>
<p>When you begin your journey at Brockport, your first steps will involve technology. Setting up your accounts with passwords is essential. To guide you through technology readiness at Brockport, please follow this brief tutorial by clicking on the link above that will introduce you to the following.</p>
<h3>
<a href="https://www2.brockport.edu/support/current-students/">Current Students Information</a>
<a id="current-students-information"></a></h3>
<p>Use the link above for information on the following. Get Involved with groups or clubs, for Support & Services and Wellness information.</p>
<h3>
MSW Information and Orientation Page
<a id="msw-information-and-orientation-page"></a></h3>
<p>Access through Brightspace.</p>
<hr />
<h2>
Appendix
<a id="appendix"></a></h2>
<h3>
Appendix A - Plans of Study
<a id="appendix-a-plans-of-study"></a></h3>
<ul class="lw_subnav">
<li class="lw_item_10 lw_current lw_files_php lw_item_d7073c0b lw_active">
<a class="dropdown" href="https://www2.brockport.edu/academics/social-work/full-time-msw-60credit/">Full Time 60-credit Program</a>
</li>
<li class="lw_item_11 lw_files_php lw_item_75e00b4f">
<a class="dropdown" href="https://www2.brockport.edu/academics/social-work/part-time-msw-60credit/">Part Time 60-credit Program</a>
</li>
<li class="lw_item_12 lw_files_php lw_item_d614acf6">
<a class="dropdown" href="https://www2.brockport.edu/academics/social-work/full-time-msw-36credit/">Full Time 36-credit Advanced Standing Program</a>
</li>
<li class="lw_item_13 lw_files_php lw_item_74f39bb2">
<a class="dropdown" href="https://www2.brockport.edu/academics/social-work/part-time-msw-36credit/">Part Time 36-credit Advanced Standing Program</a>
</li>
</ul>
<h3>
Appendix B - Student Advisement Goal Planning Worksheet
<a id="appendix-b-student-advisement-goal-planning-worksheet"></a></h3>
<p><a class="file file_4280 lw_files_pdf" title="goal_planning.pdf" href="/live/files/4280-goalplanningpdf" target="_blank" rel="noopener">Worksheet PDF</a></p>
<h3>
Appendix C - NASW Code of Ethics
<a id="appendix-c-nasw-code-of-ethics"></a></h3>
<p><strong>NASW Code of Ethics:</strong> Approved by the 1996 NASW Delegate Assembly and revised by the NASW Delegate Assembly in 2017. A pdf of the NASW Code of Ethics is <a href="https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English">available online</a>.</p>
<h3>
Appendix D
<a id="appendix-d"></a></h3>
<p>International Federation of Social Workers (IFSW) and International Association of Schools of Social Work (IAASW) Ethics in Social Work, Statement of Principles is <a href="https://www.ifsw.org/statement-of-ethical-principles/">available online.</a></p>
<h3>
Appendix E
<a id="appendix-e"></a></h3>
<p>The New York State Education Law – Article 154 Social Work is <a href="https://www.op.nysed.gov/professions/licensed-clinical-social-worker-lcsw/laws-rules-regulations/article-154">available online</a>.</p>
<h3>
Appendix F
<a id="appendix-f"></a></h3>
<p>The NYS Office of the Professions is an <a href="https://www.op.nysed.gov/">available online</a>.</p>
<h3>
Appendix G
<a id="appendix-g"></a></h3>
<p>The Council on Social Work Education Educational Policy and Accreditation Standards (EPAS 2015) is <a href="https://www.cswe.org/accreditation/policies-process/2015-epas-toolkit/">available online</a>.</p>
<h3>
Appendix H - Applying for Graduation
<a id="appendix-h-applying-for-graduation"></a></h3>
<p>Students must now apply for graduation <u>online</u>. It is recommended that students apply for graduation no later than the beginning of the semester (January for May, June for August) in which they will have completed all degree requirements.</p>
<h4>Eligibility</h4>
<ul>
<li>
Undergraduate students: Completion of 84 credit hours
</li>
<li>
Graduate students completing a degree: Completion of a minimum of 21 credit hours
</li>
<li>
Graduate students completing a certificate: Completion of 12 credit hours
</li>
</ul>
<p>All course work must be submitted in by the 15th of the month following the end of the term you are graduating in. For example, all course work must be submitted by June 15th for a May graduation date.</p>
<h4>How to Apply</h4>
<ol>
<li>
Log in to <a href="/system/banner/"><strong>Web Banner</strong></a>
</li>
<li>
Click <strong>Student Services</strong>
</li>
<li>
Click <strong>Student Records</strong>
</li>
<li>
Click <strong>Apply for Graduation</strong>
</li>
<li>
Complete and <strong>submit</strong> the
</li>
</ol>
<p>Ensure that the name on your graduation application is the name you want to appear on your diploma and that the address on your graduation application will be the appropriate address to mail your diploma to when you receive your degree.</p>
<p>An initial review of the degree application will be conducted at the time of submission for completion of requirements. Students will be notified through their Brockport email address of the result.</p>
<p>Contact Us: (585) 395-2531, <a href="mailto:[email protected]">[email protected]</a> or refer to <a href="/support/registration_records/graduation_faq.html">Graduation FAQ</a><u>.</u></p>
<h3>
Appendix I
<a id="appendix-i"></a></h3>
<ol style="list-style-type: upper-alpha;">
<li>
<strong>Evidence Based Practice (EBP) in Mental Health Traineeship</strong><br />Students will learn to deliver advanced therapeutic practices that have proven effective through clinical research working with clients with serious mental illness, using recovery-oriented evidence-based practices. Successful completion of following in their advanced practice curriculum:
<ol>
<li>
<strong>EBP Field Placement</strong> – NYS Office of Mental Health (NYS OMH) approved site.
</li>
<li>
<strong>Colloquia</strong> (faculty mentorship)
</li>
<li>
<strong>SWK 654: EBP in Mental Health</strong>
</li>
</ol>
</li>
<li>
<strong>Graduate Certificate in Gerontological Social Work<br /></strong>MSW students can earn a 15-credit graduate certificate in gerontological social work. The corner stone of this certificate is an advanced level field placement in a gerontological social work setting (See course description for SWK 612 and SWK 613). In addition, students take six credits of electives from the list of approved courses listed below, or with approved course substitution. MSW students can earn this certificate as part of their MSW plan of study based on course selection of electives and the advanced year field placement with a gerontological focus.
<ol style="list-style-type: upper-alpha;">
<li>
<strong>PAD 513: Health Care in America -</strong> Provides an overview of the health care system in the United States; the political, economic, and social environment of the American health care system; how health care services are organized, financed, and delivered; cost, access, and quality of problems facing the American health care system; and identification and analysis of proposals to reform the health care system. <em>3 Cr.</em>
</li>
<li>
<strong>PAD 655 Medicare and Medicaid Policy Issues -</strong> Provides a thorough overview of both the Medicare and Medicaid programs: their background and history; eligibility; covered benefits; provider reimbursement methods; program administration; financing; cost and spending patterns; their respective roles and importance in the American health-care system; and how Medicare and Medicaid both affect and are affected by current healthcare reform proposals.3 Cr.
</li>
<li>
<strong>PSH 536 Psychology of Aging</strong> (Prerequisite- Instructor Permission) - This capstone course involves the study of aging from many areas of psychology, all examined from a gerontological perspective, in a writing intensive, low enrollment seminar. Students experience an overview of the psychology of aging, including topics such as research methods in aging; physical changes associated with age, including the psychological impact of physical change; memory changes; retirement; and death and bereavement. 3 Cr.
</li>
<li>
<strong>PRO 602: End of Life Care -</strong> Students will receive an introduction to basic concepts and issues related to death and dying and the provision of end-of-life care. The vital role of the healthcare professional in assisting patients and families along the journey towards the end of life will be examined <em>3 Cr.</em>
</li>
<li>
<strong>REL 505 Leisure and Aging -</strong> Examines various aspects of aging as they relate to leisure in contemporary society, leisure needs of mature adults, services for the elderly and leisure pursuits in the subculture of aging. 3 Cr.
</li>
<li>
<strong>SWO 577 Perspectives on Aging and the Family -</strong> Provides an in-depth analysis of select issues faced by older adults and their families using a multi-systems perspective and service learning activities. Bridging theory and practice, content utilizes a case study methodology to reflect practice-based situations encountered by health providers, older adults and their families. Topics include family caregiver/care recipient experiences, coping with loss/resiliency, advance directives/end-of-life decision-making, the impact of substance abuse on aging families, and elder abuse. 3 cCr.
</li>
<li>
<strong>SWO 576 Issues on Aging in America -</strong> Examines the older person as an evolving individual; bio-psycho-social elements in the aging process; and major issues related to the older person, the aging process and the society. Compares the needs of the elderly with the service system’s response and discusses methods of intervention specifically needed for the older person. 3 Cr.
</li>
<li>
<strong>SWK 640: Poverty and Literature: The Lived Experience -</strong> Poverty and Literature: The Lived Experience provides an overview of poverty in America. Students will become familiar with the history and current day realities of poverty in America, the various definitions of poverty in America, gain a basic understanding of historic and current policies and programs focused on individuals and families living in poverty. And students will come to understand how poverty policies and programs are lived by the people they are intended to help. The lived experience of poverty is gained through the reading of various fictional and nonfictional works narrated by those living in poverty. 3 Cr.
</li>
<li>
<em><strong>SWK 645: Sexual Health in Professional Practice -</strong></em> Prerequisite: SWK508. This course will address practice issues pertaining to the assessment, evaluation, and treatment of sexual health issues in professional practice. This course will familiarize students with the biological, psychological, cultural, and behavioral aspects of sexual health that arise in professional Social Work practice. We will focus on sexual health knowledge behavior, attitudes, and values. Must receive a grade of B- or better. 3 Cr.
</li>
<li>
<em><strong>SWK 670 Sex, Drugs and Cigarettes -</strong></em> Provides a survey of various chemical and behavioral addictions, including, but not limited to, alcohol, illicit drugs, eating disorders, and sexual addictions. Students will learn about the addictive cycle and its impact on persons across the lifespan. Study will participate in the evaluation of various casual and treatment models, focusing upon paradigms for recovery. <em>3 Cr.</em>
</li>
</ol>
</li>
</ol>
<h4>Curriculum Plan of Study Detail information related to Field Education and Electives</h4>
<p>*Field Practicum I and II require completion of an average of 15 hours of field instruction per week (typically two day per week, 14 weeks per semester, for two semesters. Students complete both semesters in the same field setting. Students are required to complete 200 hours per semester for a total 400 hours of field practicum in the Generalist year. Field Practicum hours are usually completed during the business daytime hours to provide students with opportunities to participate in team meetings, trainings, and to make connections with collateral agencies. The Generalist year field practicum is generalist in focus. Please refer to Structure of Field Education for additional information</p>
<p><strong>**</strong> Field Practicum III and IV requires completion of an average of 18 hours of field practicum per week (typically three day per week, 14 weeks per semester, for two semesters. Students complete both semesters in the same field setting. Students complete 250 hours of field practicum per semester for a total of 500 hours of advanced year field practicum hours. Field practicum hours are usually completed during the business daytime hours to provide students with opportunities to participate in team meetings, training, and to make connections with collateral agencies. The total number of field practicum hours for the 60-credit Program is 900 hours. Please refer to Structure of Field Education for additional information.</p>
<p>***Electives may be taken in earlier semesters if approved by the academic advisor and as reflected in the student’s approved plan of study. Students receiving financial aid are encouraged to discuss this option with their academic advisor.</p>
<h3>
Appendix J
<a id="appendix-j"></a></h3>
<ol>
<li>
<a href="https://www2.brockport.edu/support/procurement-payment/campus-agreements/">Campus Agreements</a>
</li>
<li>
<a href="https://www2.brockport.edu/live/files/4272-contractofaffilationnonclinicalpdf">SUNY Brockport Non-Clinical Contract of Affiliation</a>
</li>
<li>
<a href="https://www2.brockport.edu/live/files/4273-contractofafiliationclinicalpdf">SUNY Brockport Clinical Contract of Affiliation</a>
</li>
</ol>
<h3>
Appendix K
<a id="appendix-k"></a></h3>
<p><a href="https://www.cswe.org/getattachment/Accreditation/2014-02-25AnnouncementreDOLandField-EF.pdf.aspx">Council on Social Work Education: Internships, Department of Labor Regulations, and Social Work Field Education: Setting the Record Straight</a>—February 25, 2014</p>
<h3>
Appendix L
<a id="appendix-l"></a></h3>
<p><a href="https://www.op.nysed.gov/professions/licensed-master-social-worker/laws-rules-regulations">New York State Laws and Regulations for Social Work Practice</a>.</p>
<h3>
Appendix M
<a id="appendix-m"></a></h3>
<p><a href="https://www.op.nysed.gov/professions/psychology/professional-practice/professional-standards-care-mental-health-practic">New York State Practice Guidelines for Mental Health Care</a>.</p>
</div>
</article>
<div class="table_of_contents">
<h2>Table of Contents</h2>
<ul class="table_of_contents link-list">
<li class="anchor-h2"><a href="/academics/social-work/handbook/#welcome---introduction">Welcome & Introduction</a></li>
<li class="anchor-h2"><a href="/academics/social-work/handbook/#office"> MSW Office Information</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#brockport-downtown-office-hours-subject-to-change">Brockport Downtown Office Hours (Subject to Change)</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#nys-department-of-education">NYS Department of Education</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#cswe-accreditation">CSWE Accreditation</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#msw-student-handbook-acknowledgement-and-agreement-form">MSW Student Handbook Acknowledgement and Agreement Form</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#statement-of-nondiscrimination">Statement of Nondiscrimination</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#title-ix-policy">Title IX Policy</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#office-of-equity-diversity---inclusion">Office of Equity, Diversity, & Inclusion</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#program-mission-and-goals">Program Mission and Goals</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#curriculum---program-overview">Curriculum & Program Overview</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#general-competencies">General Competencies</a></li>
<li class="anchor-h2"><a href="/academics/social-work/handbook/#overview-advanced-integrated-practice">Overview – Advanced Integrated Practice</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#advanced-integrated-practice-curriculum">Advanced Integrated Practice Curriculum</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#advanced-integrated-practice-competencies">Advanced Integrated Practice Competencies</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#key-concepts">Key Concepts</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#swk-course-descriptions">SWK Course Descriptions</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#practice-and-field-practicum-course-restrictions-policy">Practice and Field Practicum Course Restrictions Policy</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#mandated-child-reporter-training-identifying-and-reporting-child-abuse-and-maltreatment">Mandated Child Reporter Training: Identifying and Reporting Child Abuse and Maltreatment</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#msw-degree-plans-of-study-pos">MSW Degree Plans of Study (POS)</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#program-grading-grade-point-average">Program Grading – Grade Point Average</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#academic-standing-academic-probation-">Academic Standing / Academic Probation </a></li>
<li class="anchor-h2"><a href="/academics/social-work/handbook/#field-education">Field Education</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#cswe-field-as-signature-pedagogy">CSWE: Field as Signature Pedagogy</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#msw-field-overview">MSW Field Overview</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#structure-of-field-instruction">Structure of Field Instruction</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#generalist-year-field-practicum">Generalist Year Field Practicum</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#integrated-practice-advanced-year-field-practicum">Integrated Practice Advanced Year Field Practicum</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#grading">Grading</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#semester-break-coverage-for-continuity-of-services">Semester Break Coverage for Continuity of Services</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#msw-field-education-goals">MSW Field Education Goals</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#field-education-operational-process-and-procedures">Field Education Operational Process and Procedures</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#roles-and-responsibilities">Roles and Responsibilities</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#field-education-policies">Field Education Policies</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#social-work-field-practicum-student-release-of-information-and-training-agreement">Social Work Field Practicum Student Release of Information and Training Agreement</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#graduate-certificate-opportunities">Graduate Certificate Opportunities</a></li>
<li class="anchor-h2"><a href="/academics/social-work/handbook/#academic---policies">Academic & Policies</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#academic-advisement">Academic Advisement</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#return-to-good-academic-standing-plan-form">Return to Good Academic Standing Plan Form</a></li>
<li class="anchor-h3"><a href="/academics/social-work/handbook/#academic-dismissal">Academic Dismissal</a></li>
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<h1>Mission & Goals</h1>
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<h2>Department of Social Work Mission Statement</h2>
<p>The Department of Social Work is committed to excellence in preparing ethical and competent professional social workers who foster the well-being of individuals, families, groups, organizations, and communities. Through teaching, service, and scholarship, the department promotes civic engagement in diverse societies.</p>
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<p>Firmly grounded in the liberal arts tradition and informed by the person-in-environment and global perspectives, the Undergraduate Social Work Program at SUNY Brockport, State University of New York, is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression. Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical generalist social workers for evidence-based practice with diverse populations, advocating for the well-being of all people in our shared global community.</p>
<h4>Undergraduate Program Goals</h4>
<p><strong>In order to operationalize its mission, the faculty assigned to the Undergraduate Social Work will:</strong></p>
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Create a challenging educational environment that engages students in active learning and facilitates the acquisition of professional social work knowledge, values, and skills.
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Provide a rich array of community engagement opportunities that allow students to connect with their community in the promotion of justice.
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Encourage students to engage in ongoing critical self-reflection resulting in an understanding of both their place in the global community and their responsibility to the well-being of that global community.
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Educate competent generalist level social workers prepared for employment and graduate study.
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<h4>The faculty members define generalist social work as follows:</h4>
<p>Generalist social work practice refers to the knowledge base, professional values, and practice skills needed for the social work practitioner to intervene, using a multi-level approach to assessment and intervention. It involves working in partnership with the client system to frame problems in a manner that assists the client system to meet goals. It seeks to identify and strengthen the maximum potential in individuals, groups, organizations, and communities and is committed to understanding and respecting the unique context of the client system and responding to issues of human diversity. The generalist social worker is able to use the framework and ethical guidelines of the NASW and IFSW codes of ethics with client systems and to promote social and economic justice. The generalist practitioner is able to use critical thinking and research informed practice to identify and intervene in a manner that strengthens the client system.</p>
<h4>Accreditation Information</h4>
<p>The Undergraduate Social Work Program has been continually accredited by the Council on Social Work Education (CSWE) since our inception in 1971.</p>
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<p>The Master of Social Work Program is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression. Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical, and culturally humble integrated practice social workers, with diverse populations, advocating for the well-being of all people in our shared global community. As a reflection of its mission, the overall goals of the Master of Social Work Program are to:</p>
<ol>
<li>
Provide advanced social work education incorporating theoretical knowledge and critical thinking within an advanced integrated practice framework; emphasizing an ecological strength-based community collaborative, empowerment model of practice to promote social, economic and environmental justice.
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<li>
Educate social work practitioners who are ethical, critical thinkers engaged in ongoing inquiry and life-long learning.
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Develop practitioners who provide autonomous social work practice and leadership in health, human service, and other community organizations, as well as in diverse communities to assist high need or at-risk populations.
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Infuse a critical understanding and practice of cultural humility in working with diverse groups, and to adapt social work knowledge and skills to meet the needs of disenfranchised and historically oppressed groups.
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Educate social work practitioners to use evidence and knowledge to improve the effectiveness of social work practice, policies, and programs.
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Promote the health and well-being of individuals, families, groups, and communities by advancing understanding of social determinants of health to ensure justice in a changing environment and in a global society.
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/social-work/">Social Work</a></li><li> <a href="/academics/social-work/major/">Social Work Major</a></li><li> <a href="/academics/social-work/major/sample-four-year-degree-plan/">Sample Four-Year Degree Plan</a></li>
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<h1>Sample Four-Year Degree Plan</h1>
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<p>This four-year plan serves as a <strong>sample</strong> to provide students with a clear path to graduation. A student’s path may differ from this example. Students are <strong>encouraged to consult with their faculty advisor</strong> each semester to ensure appropriate course selection.</p>
<h2>Bachelor of Science in Social Work</h2>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">First Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="480"><p><strong>Course</strong></p></td>
<td width="144"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="480"><p>PSH 110 (prerequisite)  </p></td>
<td width="144"><p>3</p></td>
</tr>
<tr>
<td width="480"><p>SOC 100 (S) (prerequisite) </p></td>
<td width="144"><p>3</p></td>
</tr>
<tr>
<td width="480"><p>Humanities (H) (pick one): CMC 211, PHL102, PHL 104</p></td>
<td width="144"><p>3</p></td>
</tr>
<tr>
<td width="480"><p>Arts (F) (pick one): THE 200, THE 232, DNS 225</p></td>
<td width="144"><p>3</p></td>
</tr>
<tr>
<td width="480"><p>English 112 (Q)</p></td>
<td width="144"><p>3</p></td>
</tr>
<tr>
<td width="480"><p><strong>Total</strong></p></td>
<td width="144"><p>15</p></td>
</tr></tbody></table>
<h3 class="">Spring Semester</h3>
<table><tbody>
<tr>
<td width="480"><p><strong>Course<br /></strong></p></td>
<td width="144"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="480"><p>BIO 221 Natural Sciences/ Scientific Reasoning with Lab (L)</p></td>
<td width="144"><p>4</p></td>
</tr>
<tr>
<td width="480"><p>Social Science (S) (pick one): AAS 104 or 271, ANT 101, 301 or 315, PLS 112, 113 or 203, SOC 240, WMS 101</p></td>
<td width="144"><p>3</p></td>
</tr>
<tr>
<td width="480"><p>MTH 112 (M)</p></td>
<td width="144"><p>3</p></td>
</tr>
<tr>
<td width="480"><p>Foreign Language (R)- Choose from any listed for fall</p></td>
<td width="144"><p>3</p></td>
</tr>
<tr>
<td width="480"><p>Arts (F): Choose from any listed for fall</p></td>
<td width="144"><p>3</p></td>
</tr>
<tr>
<td width="480"><p><strong>Total</strong></p></td>
<td width="144"><p>16</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Second Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<p>If you would like to pick-up a minor, you should start courses for your minor in your second year. Please speak with your advisor.<br />If you are interested in double majoring, you want to speak with your advisor as you plan your second year experience.</p>
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="468"><p><strong>Course<br /></strong></p></td>
<td width="156"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="468"><p>Humanities (H) (pick one):</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>Contemporary Issues (I) SWO 476*, or CI & Gender Perspectives (GP): AAS 435  </p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>Class for minor / Elective</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>Class for minor / Elective</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>Class for minor / Elective</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p><strong>Total</strong></p></td>
<td width="156"><p>15</p></td>
</tr></tbody></table>
<p>* Also counts for the Aging Studies Interdisciplinary Minor</p>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="468"><p><strong>Course<br /></strong></p></td>
<td width="156"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="468"><p>Oral Communication (Y) (pick one): AAS 271, ANT 304, ANT 365, CMC 201, CMC 312, CMC 319, CMC 417, CRJ 479, SOC 365*</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>Class for minor / Elective</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>Class for minor / Elective</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>Class for minor / Elective</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>Class for minor / Elective</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p><strong>Total</strong></p></td>
<td width="156"><p>15</p></td>
</tr></tbody></table>
<p>* Also counts for the Aging Studies Interdisciplinary Minor</p>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Third Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="468"><p><strong>Course<br /></strong></p></td>
<td width="156"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="468"><p>SWO 221 Intro to Generalist Social Work Practice</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>SWO 321 Diversity, Equity, and Justice</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>SWO 341 Micro Social Work Theories and Practice</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>SWO 301 Human Behavior in the Social Environment</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p>Elective</p></td>
<td width="156"><p>3</p></td>
</tr>
<tr>
<td width="468"><p><strong>Total</strong></p></td>
<td width="156"><p>15</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>SWO 210 Applied Statistics for Social Work Practice</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>SWO 304 Case Management: The Generalist Method in Social Work Practice</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>SWO 311 Social Welfare Policy</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>SWO 342 Mezzo Social Work Theories and Practice</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Fourth Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<p><strong>NOTE:</strong> For those seniors with 90 credits or more and who are planning on going on to get their MSW at SUNY Brockport, we suggest selecting an elective that counts towards your MSW degree. Please speak with your Advisor for more information</p>
<h3>Fall Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course<br /></strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>SWO 310 Practice Informed Research/Research Informed Practice</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>SWO 451 Field Instruction I</p></td>
<td width="312"><p>2</p></td>
</tr>
<tr>
<td width="312"><p>SWO 455 Field Seminar I</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>Elective / Independent Study</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<h3>Spring Semester</h3>
<table><tbody>
<tr>
<td width="312"><p><strong>Course</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>SWO 441 Macro Theories and Practice*</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>SWO 453 Field Instruction II</p></td>
<td width="312"><p>2</p></td>
</tr>
<tr>
<td width="312"><p>SWO 457 Field Seminar II</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p>Elective/ Independent Study</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p>15</p></td>
</tr></tbody></table>
<p class="">*To be taken concurrently with SWO 454-456 when the block placement format is selected for students or with SWO 453-457 when the field placement format covers two semesters.</p>
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<h1>Social Work Major Online Degree Completion</h1>
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<h3>Apply Now</h3>
<p>For best consideration to the Social Work Online Degree Completion Program, students should <a href="/admissions/apply/">submit an application</a> to the University by March 1, 2024. Applications may be considered after this priority deadline and will be reviews on a space available basis.</p>
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<p>Our online degree completion program offers flexibility and accessibility for students who want an undergraduate degree in Social Work without having to relocate. The 42- credit program is for students who are transferring to SUNY Brockport with an Associate Degree or at least 64 transferrable college credits.</p>
<p>To be considered for Admission, applicants must meet the following requirements:</p>
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Have an Associate’s Degree or at least 64 transferrable credits
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Have completed the program’s prerequisite courses or the equivalent with a C or higher [PSH 110 (Intro to Psychology), SOC 100 (Intro to Sociology), and BIO 221 or 281 (Human Biology)]
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Have a 2.5 GPA or higher
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<p>Students accepted to the University and program will need to complete 56 credits at a four-year college in addition to the credits that they transfer. Students need a total of 120 credits to graduate with a degree from SUNY Brockport. Please note this program is not open to current SUNY Brockport Students.</p>
<h3>Field Placement</h3>
<p>This online distance degree completion program requires field placements be completed at a location near you. Students applying for the degree completion program will be responsible for identifying the agency and the supervisor within the agency where they plan to complete at least a 400 hours of field work, as long as the student is not living in the Rochester area.</p>
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<p>Applicants must have contacted the agency and spoken with the supervisor prior to sending the Field Coordinator this information. (Again, this applies to students living outside the Rochester area). Additionally, supervisors must have at least a Bachelor’s Degree in Social Work from a CSWE accredited program and two years of post-graduation experience. Degrees in other disciplines cannot be substituted).</p>
<p><strong>Field Coordinator Responsibilities:</strong></p>
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Contact agency, review requirements, and ensure they are willing and able to provide the student with a qualified field instructor (internship supervisor) and a learning experience that meets the undergraduate requirement.
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Explain the responsibilities and expectations of the agency, internship supervisor, the student, and the University.
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Establish an affiliation contract with the agency per SUNY requirements.
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<p>For more information please contact the Undergraduate Program secretary at (585) 395–2324.</p>
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<h1>
Full Time 36-credit Advanced Standing Program
</h1>
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<div id="main-content-area" class="editable"><h3>
SUNY Brockport MSW Program Plan of Study
</h3>
<h4>
36-credit: Full-time (3-semesters)
</h4>
<h4>
Semester 1 (Summer)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
SWK 500: Mandated Child Reporter Training
</td>
<td>
0
</td>
</tr>
<tr>
<td>
SWK 533: Critical Thinking and Research in SW*
</td>
<td>
3
</td>
</tr>
<tr>
<td>
SWK 508: Diagnostic Process
</td>
<td>
<p>
3
</p>
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
<p>
6
</p>
</td>
</tr>
</tbody>
</table>
<p>
*SWK 500: Mandated Child Abuse Reporter Cert. is integrated with SWK 533: Critical Thinking & Research in SW (2.5-hour online training through NYSED)
</p>
<hr/>
<h4>
Semester 2 (Fall)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
SWK 610: Field Practicum Seminar III OR SWK 612: Field Practicum Seminar IV – Gero. Cert.
</td>
<td>
4
</td>
</tr>
<tr>
<td>
SWK 602: Social Work Assessment and Brief Interventions
</td>
<td>
3
</td>
</tr>
<tr>
<td>
SWK 605: Cultural Humility and Social Work Practice
</td>
<td>
3
</td>
</tr>
<tr>
<td>
SWK 621: Advanced Social Welfare Policy
</td>
<td>
3
</td>
</tr>
<tr>
<td>
Approved Elective
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
16
</td>
</tr>
</tbody>
</table>
<hr/>
<h4>
Semester 3 (Spring)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
SWK 611: Field Practicum Seminar IV OR SWK 613: Field Practicum Seminar IV – Gero. Cert.
</td>
<td>
5
</td>
</tr>
<tr>
<td>
SWK 631: Master’s Project Thesis
</td>
<td>
3
</td>
</tr>
<tr>
<td>
Approved Elective
</td>
<td>
3
</td>
</tr>
<tr>
<td colspan="2">
Choose <strong>one</strong> of the following advanced practice course.
</td>
</tr>
<tr>
<td>
SWK 604: SW Practice in Health Care
</td>
<td rowspan="6">
3
</td>
</tr>
<tr>
<td>
SWK 616: Disabilities in Social Work
</td>
</tr>
<tr>
<td>
SWK 654: Evidence-Based Practice in Mental Health
</td>
</tr>
<tr>
<td>
SWK 655: Mental Health Recovery
</td>
</tr>
<tr>
<td>
<p>
SWK 645: Sexual Health for Professional Practice
</p>
</td>
</tr>
<tr>
<td>
<p>
SWK 680: Social Work Practice with Groups
</p>
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
14
</td>
</tr>
</tbody>
</table>
<h4>
Please Note:
</h4>
<p>
Min. grade of ‘B-’ is required for the following:<br/>
SWK 501, 502, 508, 602, 604, 605, 616, 645, 654, 655 and 680.
</p>
<p>
‘B’ grade is required for a ‘Satisfactory’ (S) grade for:<br/>
SWK 504, 505, 610, 611, 612, & 613.
</p></div>
</article>
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<h1>Mission & Goals</h1>
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<p class="leadin">The Master of Social Work Program is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression.</p>
<p>Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical, and culturally humble integrated practice social workers, with diverse populations, advocating for the well-being of all people in our shared global community. As a reflection of its mission, the overall goals of the Master of Social Work Program are to:</p>
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Provide advanced social work education incorporating theoretical knowledge and critical thinking within an advanced integrated practice framework; emphasizing an ecological strength-based community collaborative, empowerment model of practice to promote social, economic and environmental justice.
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Educate social work practitioners who are ethical, critical thinkers engaged in ongoing inquiry and life-long learning.
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Develop practitioners who provide autonomous social work practice and leadership in health, human service, and other community organizations, as well as in diverse communities to assist high need or at-risk populations.
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Infuse a critical understanding and practice of cultural humility in working with diverse groups, and to adapt social work knowledge and skills to meet the needs of disenfranchised and historically oppressed groups.
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Educate social work practitioners to use evidence and knowledge to improve the effectiveness of social work practice, policies, and programs.
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Promote the health and well-being of individuals, families, groups, and communities by advancing understanding of social determinants of health to ensure justice in a changing environment and in a global society.
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<h3><a class="go" href="/academics/social-work/mission/">Department Mission Statement</a></h3>
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<h1>Social Work</h1>
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<h1>Gerontological Social Work (Graduate Certificate)</h1>
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<p class="intro">Providing care for older adults is in high demand. Get age-specific training with us.</p>
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<h2>What You’ll Learn</h2>
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<p class="leadin">In conjunction with the MSW program, students can also work toward the Graduate Certificate in Gerontological Social Work. Get the experience and credentials you need to care for this population.</p>
<p>The certificate requirements can be met through 15 credits of selected MSW courses. Through the completion of 500 hours of advanced level MSW field placement with a gerontological social work focus (9 credits) and two approved elective courses (3 credits each) MSW students are able to earn this advanced certificate within their MSW plan of study.</p>
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<h3>Curriculum</h3>
<p>Our 15-credit program includes 9 credits of field practicum/seminar focusing on advanced competency-based gerontological social work knowledge and practice skills.</p>
<p>The Graduate Certificate is available to matriculated MSW students only.</p>
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<h3>Application Process</h3>
<p>This certificate program is only available to Social Work students. Interested Social work applicants can express interest in the certificate program on their graduate application for Social Work.</p>
<p>Current/matriculated students declare interest in pursuing their certificate through discussions with their academic advisor, the certificate coordinator and the field education office. Professor Debra Fromm Faria is the coordinator of the program and approves all course substitutions for elective credit towards the certificate.</p>
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<h3>Career Outlook</h3>
<p>According to the US Census Bureau, the number of older adults is expected to double between 2005 and 2030. In 2008, the Institute of Medicine issued a report calling for investment to enhance geriatric competence of the entire workforce. Social Work is one of the professions that needs practitioners with gerontological preparation. In fact, geriatric social work is ranked as one of the top 20 careers in terms of potential growth (<a href="https://www.johnahartford.org/ar2009/Escalating_Need_for_Geriatric_Social_Workers.html">John A. Hartford Foundation</a>). Additionally, the <a href="https://www.bls.gov/ooh/community-and-social-service/social-workers.htm">Bureau of Labor Statistics Occupational Outlook Handbook</a> reports that overall employment of social workers is expected to grow from 16% from 2016-2026.</p>
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<h3>A Population in Need: The Aging</h3>
<p>The need to have social workers prepared with the necessary competencies to work with older adults has been recognized by the Council on Social Work Education (CSWE), The New York Academy of Medicine’s Social Work Leadership Institute and National Association of Social Workers (NASW).</p>
<p>Nationally, 75% of social workers report that they have older adults (55 years and older) in their caseloads, only 4% identify themselves as having aging specific training in social work (NASW report, 2005).</p>
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<p>Debra Fromm Faria<br />(585) 395-8455</p>
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<h1>Undergraduate Field Manual</h1>
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<h2>
2023-2024 Field Manual
<a id="2023-2024-field-manual"></a></h2>
<h3>
SUNY Brockport 2023-2024 Academic Calendar
<a id="suny-brockport-2023-2024-academic-calendar"></a></h3>
<p><em>This academic calendar is subject to change.</em></p>
<p><a class="go" href="/academics/calendar/" target="_blank" rel="noopener">View the Academic Calendar</a></p>
<p>M.W.F. Classes (from 8 am to 3:20 pm) are 50 minutes in length with 15 minutes between classes.<br />T.R. Classes (from 8 am to 4:30 pm) are 75 minutes in length with 15 minutes between classes.</p>
<p>Under section 224-A of the Education Law of the State of New York, absence from class for religious beliefs is excused, and the opportunity to make up work is provided.</p>
<h4>Academic Year Definition</h4>
<p>SUNY Brockport operates on a semester system. The calendar consists of a fall and spring semester during the academic year. The fall and spring semesters shall be a minimum of 15 weeks of instruction each, inclusive of periods for examinations. The winter and summer sessions are of varying lengths.</p>
<h3>
<a class="go" href="/academics/social-work/directory/">Full Faculty & Staff List</a>
<a id="full-faculty---staff-list"></a></h3>
<h3>
General Introduction to Field Education
<a id="general-introduction-to-field-education"></a></h3>
<h4>Letter to Field Instructor</h4>
<p>Dear Field Instructor:</p>
<p>The field instruction component of the social work major at SUNY Brockport is both an extension of the practice sequence of courses and a culmination of the curriculum of core and support courses that precede field instruction. <strong>The purpose of the field instruction placement (internship) is to:</strong></p>
<ul>
<li>
provide students with opportunities to learn and practice in a professional setting to develop and demonstrate skills in social work,
</li>
<li>
integrate the theories and practices learned in and out of the classroom.
</li>
<li>
develop a sense of commitment to the social work profession and NASW Code of Ethics.
</li>
<li>
cultivate an understanding of the diversity of a community population and the role of diversity in social work practice,
</li>
<li>
learn how administrative processes and policies impact delivery of services,
</li>
<li>
build professional relationships within the community to better understand local resources to benefit future client systems, and
</li>
<li>
confirm personal interests and abilities in the social work field.
</li>
</ul>
<p>As students undertake learning within the reality of agency life, a vehicle is established whereby use of theory and conceptual frameworks acquired through course work is applied, skills are developed and refined, and attitudes and values are examined. Additionally, students are afforded opportunities for analysis of the effects of social welfare policy on programs and services, opportunities for the development of research questions in relation to practice efforts, and opportunities for evaluation of practice interventions. Field instruction courses enable students to personally affirm the validity of content presented in the classroom. The progressive, reciprocal relationship between theory and conceptual frameworks and practice becomes a dynamic in the teaching-learning process of field instruction. Field Instruction enables students to integrate the knowing, feeling, and doing aspects of their social work education. It is designed to produce a knowledgeable, skilled, self-evaluating, and professionally reflective social worker. Either in two concurrent (sequential) (Fall SWO 451 and 453, and Spring SWO 455 and 457) semester placements, <u>or</u> in one semester intensive block placement (SWO 454 and 456), students must demonstrate application and integration of knowledge, values, skills, and cognitive and affective processes in the field required of social work majors.</p>
<p>Agency field instructors (teachers in the field or internship supervisors) are an intrinsic part of the social work program. They are familiar with the program’s definition of generalist social work practice, social work ethics, and know what to expect of students from an accredited baccalaureate social work program. To prepare themselves to work in the field, students are asked to review past social work course content with an emphasis on the methods sequence (micro, mezzo, and macro). Such review will facilitate the integration of classroom content with agency experiences.</p>
<p>We appreciate the commitment and support that field instruction host agencies, as well as field instructors, provide in our joint efforts to prepare professional social workers for practice. By providing our students with supervision, you truly are our instructors in the field. This Field Manual is a guide for our cooperative work in the preparation of our undergraduate students for generalist social work practice. The College at Brockport’s Department of Social Work welcomes you and your agency to this important endeavor.</p>
<p>We would also appreciate your involvement in providing feedback about our field process including Field Instructor and Student preparation and support. This can occur in many ways while engaged in field activities, as well as by completing anonymous web-based surveys. Links to these surveys are sent via email. In addition, Field Instructors are welcome to participate in Field Education Committee activities.</p>
<p>If you have any questions about this Field Manual, please contact the department chair by phone at 585-395-5504 or by email at <a href="mailto:[email protected]">[email protected]</a>. Thank you for your commitment and support of our program. You play a critical role in our students’ personal and professional development.</p>
<p>Warm regards,<br />Kristin Heffernan</p>
<h4>Letter to Student</h4>
<p>Dear Student:</p>
<p>Congratulations on the successful completion of many required social work core courses and numerous credit hours of general education! Your field placement will provide you with opportunities to apply the knowledge, values, skills, as well as cognitive and affective processes you have learned in your coursework through real-life practice experiences with one of our partner agencies. Through this internship immersion, you will work to further develop social work competencies leading to autonomous generalist-level social work practice.</p>
<p>You are likely excited and a little nervous at the same time. Your faculty and field instructors can remember those feelings well from their field social work placements. Field placement can be uncomfortable at times, lean into your feelings of being uncomfortable. Throughout your experience ask questions, take risks, and don’t be afraid to make mistakes. This is often when the most outstanding learning occurs. The highs and lows of college are natural, and an opportunity awaits in how you balance both. Use your resources, seek help when you need it, and push yourself past the limits of your comfort zone. No one succeeds on their own. Regardless of how it may look or feel, you are not alone — in your achievements or struggles. Remember our program is a family navigating together and supporting one another.</p>
<p>Be relentless, genuine, and unapologetic in pursuit of your growth. It’s why you’re here. Be serious and committed to your field experience. Make it all you can through your thoughtful applications of coursework, learned concepts, skills, and social work values. Learning to integrate theory and practice is one of the purposes of your field seminar. Your field seminar provides you with opportunities to demonstrate the integration of professional knowledge, values, skills, and <a href="https://www.cswe.org/getmedia/94471c42-13b8-493b-9041-b30f48533d64/2022-EPAS.pdf">CSWE competency development</a> as well as processing with peers. For these reasons, you must successfully complete both field seminar and field instruction to progress and graduate.</p>
<p>The link to the most recent <a href="https://socialwork.sdsu.edu/wp-content/uploads/2011/09/NASW-Code-of-Ethics2017.pdf">National Association of Social Workers’ (NASW) Code of Ethics</a> is included throughout this manual. Abiding by the values and ethics of social work will guide you as you learn to make sound professional judgments with the support of your Field Instructor (Internship Supervisor) and Faculty Liaison (Seminar Professor).</p>
<p>As an active learner, one of the first tasks you will do is develop your BSW Field Education Internship Learning Plan with Integrated E-Portfolio Development. This is a collaborative process with your Field Instructor and Faculty Liaison. This includes identifying specific tasks, evidence of completion, and associated timelines for developing practice proficiency in the nine core competency areas. It is imperative that you actively prepare for and participate in your weekly supervision with your Field Supervisor and during your seminar class.</p>
<p>We, the faculty, look forward to working with you and becoming your professional colleagues. We are honored you have chosen us for your academic journey.</p>
<p>Sincerely,<br />Kristin Heffernan,<br />Dept. Co-Chairperson, BSW Program Director<br />On behalf of the entire Undergraduate Social Work Program Faculty</p>
<h3>
Philosophy of Field Instruction
<a id="philosophy-of-field-instruction"></a></h3>
<p><strong>The Council on Social Work Education (CSWE) has determined field education is the signature pedagogy for social work education.</strong></p>
<p><strong>Signature Pedagogy</strong> represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum: classroom and field, are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on the criteria by which students demonstrate the achievement of program competencies.</p>
<h4>Undergraduate Program Mission</h4>
<p>Firmly grounded in the liberal arts tradition and informed by the person-in-environment and global perspectives, the Undergraduate Social Work Program at the College at Brockport, State University of New York, is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression. Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical generalist social workers for evidence-based practice with diverse populations, advocating for the well-being of all people in our shared global community.</p>
<h4>Undergraduate Program Goals</h4>
<p>In order to operationalize its mission, the faculty assigned to the Undergraduate Social Work will:</p>
<ol>
<li>
Create a challenging educational environment that engages students in active learning and facilitates the acquisition of professional social work knowledge, values, and skills.
</li>
<li>
Provide a rich array of community engagement opportunities that allow students to connect with their community in the promotion of justice.
</li>
<li>
Encourage students to engage in ongoing critical self-reflection resulting in an understanding of both their place in the global community and their responsibility to the well-being of that global community.
</li>
<li>
Educate competent generalist level social workers prepared for employment and graduate study.
</li>
</ol>
<p><strong><em>The faculty members define generalist social work as follows:</em></strong></p>
<p>Generalist social work practice refers to the knowledge base, professional values, and practice skills needed for the social work practitioner to intervene, using a multi-level approach to assessment and intervention. It involves working in partnership with the client system to frame problems in a manner that assists the client system to meet goals. It seeks to identify and strengthen the maximum potential in individuals, groups, organizations, and communities and is committed to understanding and respecting the unique context of the client system and responding to issues of human diversity. The generalist social worker is able to use the framework and ethical guidelines of the NASW and IFSW codes of ethics with client systems and to promote social and economic justice. The generalist practitioner is able to use critical thinking and research informed practice to identify and intervene in a manner that strengthens the client system.</p>
<h3>
Accreditation Information
<a id="accreditation-information"></a></h3>
<p>The Undergraduate Social Work Program at The College at Brockport has been continually accredited by the Council on Social Work Education (CSWE) since our inception in 1971.</p>
<p><strong>CONTACT US:<em><br /></em></strong><strong>Address:</strong> 350 New Campus Drive, Brockport, NY, 14420-2952<strong><br /></strong><strong>Phone:</strong> (585) 395-2324<strong><br /></strong><strong>Email:</strong> <a href="mailto:[email protected]">[email protected]</a><strong><br /></strong><a href="/academics/social_work/field_instruction.html" target="_blank" rel="noopener">Field Education Website</a></p>
<p>The social work curriculum is competency-based and follows the CSWE 2022 Educational Policy and Accreditation Standards (EPAS), which state:</p>
<p><em>Each competency describes the knowledge, values, skills,</em> <em>and cognitive and affective processes that comprise the competency at the generalist level of practice, followed by a set of behaviors that integrate these components. These behaviors represent observable components of the competencies, while the preceding statements represent the underlying content and processes that inform the behaviors</em>.</p>
<p>All graduates of the undergraduate social work program at The College at Brockport, State University of New York are expected to demonstrate each of the following nine CSWE competencies:</p>
<p><a class="go" href="https://www.cswe.org/getmedia/94471c42-13b8-493b-9041-b30f48533d64/2022-EPAS.pdf" target="_blank" rel="noopener">View the full CSWE Educational Policy & Accreditation Standards</a></p>
<h4>Competency 1: Demonstrate Ethical and Professional Behavior</h4>
<p>Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by principles of human rights and apply them toward realizing social, racial, economic, and environmental justice in their practice. Social workers understand frameworks of ethical decision making and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, antiracist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital technology and the ethical use of technology in social work practice. Social workers:</p>
<ul>
<li>
make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to context;
</li>
<li>
demonstrate professional behavior; appearance; and oral, written, and electronic communication;
</li>
<li>
use technology ethically and appropriately to facilitate practice outcomes; and
</li>
<li>
use supervision and consultation to guide professional judgment and behavior.
</li>
</ul>
<h4>Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice</h4>
<p>Social workers understand that every person regardless of position in society has fundamental human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices throughout history that result in oppression and racism, including social work’s role and response. Social workers critically evaluate the distribution of power and privilege in society in order to promote social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably and that civil, political, economic, social, and cultural human rights are protected. Social Workers:</p>
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advocate for human rights at the individual, family, group, organizational, and community system levels; and
</li>
<li>
engage in practices that advance human rights to promote social, racial, economic, and environmental justice.
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</ul>
<h4>Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice</h4>
<p>Social workers understand how racism and oppression shape human experiences and how these two constructs influence practice at the individual, family, group, organizational, and community levels and in policy and research. Social workers understand the pervasive impact of White supremacy and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social workers understand how diversity and intersectionality shape human experiences and identity development and affect equity and inclusion. The dimensions of diversity are understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that this intersectionality means that a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege and power. Social workers understand the societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. Social workers understand cultural humility and recognize the extent to which a culture’s structures and values, including social, economic, political, racial, technological, and cultural exclusions, may create privilege and power resulting in systemic oppression. Social workers:</p>
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demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels: and
</li>
<li>
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.
</li>
</ul>
<h4>Competency 4: Engage in Practice-informed Research and Research-informed Practice</h4>
<p>Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analysis, and they interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to a variety of clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources. Social workers:</p>
<ul>
<li>
apply research findings to inform and improve practice, policy, and programs; and
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<li>
identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.
</li>
</ul>
<h4>Competency 5: Engage in Policy Practice</h4>
<p>Social workers identify social policy at the local, state, federal, and global level that affects wellbeing, human rights and justice, service delivery, and access to social services. Social workers recognize the historical, social, racial, cultural, economic, organizational, environmental, and global influences that affect social policy. Social workers understand and critique the history and current structures of social policies and services and the role of policy in service delivery through rights-based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis, implementation, and evaluation within their practice settings with individuals, families, groups, organizations, and communities. Social workers actively engage in and advocate for anti-racist and anti-oppressive policy practice to effect change in those settings. Social workers:</p>
<ul>
<li>
use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services; and
</li>
</ul>
<ul>
<li>
apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.
</li>
</ul>
<h4>Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>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.</p>
<p>Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, and privilege as well as their personal values and personal experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social Workers:</p>
<ul>
<li>
apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies; and
</li>
<li>
use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies.
</li>
</ul>
<h4>Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities</h4>
<p>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.</p>
<p>Social workers:</p>
<ul>
<li>
apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies; and
</li>
<li>
demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.
</li>
</ul>
<h4>Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings. Social workers:</p>
<ul>
<li>
engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals; and
</li>
<li>
incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.
</li>
</ul>
<h4>Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, & Communities</h4>
<p>Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of diverse individuals, families, groups, organizations, and communities. Social workers evaluate processes and outcomes to increase practice, policy, and service delivery effectiveness. Social workers apply anti-racist and anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:</p>
<ul>
<li>
select and use culturally responsive methods for evaluation of outcomes; and
</li>
<li>
critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities.
</li>
</ul>
<h3>
Standards for Evaluating Academic Performance
<a id="standards-for-evaluating-academic-performance"></a></h3>
<p>The following standards, policies and procedures apply to students enrolled in the Undergraduate Social Work Program. These standards are linked to students’ abilities to become effective generalist social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic performance concerns. The goal of these policies is to help students have a successful experience.</p>
<p>Faculty and field instructors who teach and supervise students, will assess student academic performance and apply their professional judgment to determine if standards are being met during a student’s educational career. Professional judgment is the capacity to assess a situation by applying the values and knowledge of the social work profession, combined with a professional’s own experience and practice wisdom. It also represents the application of knowledge, values, and skills to making decisions in a helping process.</p>
<p>All social work students will be expected to read the Standards for Evaluating Academic Performance, Policies and Procedures and the National Association of Social Workers (NASW) Code of Ethics (2017). Students will be asked to sign an acknowledgment that they have read, are aware of the contents of, and will abide by, the Undergraduate Social Work Academic Performance Standards. The signed form will be kept in the student’s active file.</p>
<p>The undergraduate social work program evaluates academic performance in four general areas: 1) basic abilities to acquire professional skills; 2) mental and emotional abilities; 3) professional performance skills and 4) scholastic performance. Both professional behavior and scholastic performance comprise academic standards.</p>
<h4>1. Basic Abilities Necessary to Acquire Professional Skills</h4>
<h5>1.1 Communication</h5>
<p>Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and feelings.</p>
<p><strong>Written:</strong> Writes clearly, uses correct grammar and spelling, and applies appropriate writing style aligned with generalist social work practice, including American Psychological Association (APA) referencing, appropriate source citation, and documentation. Demonstrates sufficient skills in written English to understand content presented in the program and to complete adequately all written assignments, as specified by faculty.</p>
<p><strong>Oral:</strong> Communicates effectively and sensitively with other students, faculty, staff, clients, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates sufficient skills in spoken English to understand content presented in the Program, to complete adequately all oral assignments (with or without accommodations), and to meet the objectives of field placement experiences, as specified by faculty.</p>
<h5>1.2 Interpersonal Skills</h5>
<p>Demonstrates the interpersonal skills needed to relate effectively with other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These include compassion, empathy, altruism, integrity, and demonstration of respect for and consideration of others. Takes appropriate responsibility for own actions and considers the impact of these actions on others.</p>
<h5>1.3 Cognitive Skills</h5>
<p>Exhibits sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in classroom and field. Demonstrates grounding in relevant social, behavioral and biological science, knowledge, and research—including knowledge and skills in relationship building, data gathering, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional practice.</p>
<h5>1.4 Physical Skills</h5>
<p>Exhibits sufficient motor and sensory abilities to attend and participate in class and practicum placement, with or without accommodations. (See section on <em>Accommodations for Disabilities</em> for clarification).</p>
<h4>2. Emotional and Mental Abilities necessary for performance in the program and professional practice</h4>
<h5>2.1 Stress Management</h5>
<p>Demonstrates ability to deal with current life stressors through the use of appropriate coping mechanisms. Handles stress effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and others.</p>
<h5>2.2 Uses sound judgment</h5>
<p>Seeks and effectively uses help for medical or emotional problems that interfere with scholastic and professional performance. Engages in counseling or seeks out support and help if personal problems, psychosocial distress, substance abuse, or mental health difficulties do any of the following:</p>
<ul>
<li>
Compromise scholastic and other performance,
</li>
<li>
Interfere with professional judgment and behavior, or
</li>
<li>
Jeopardize the best interests of those with whom the social work student has a professional responsibility (as outlined in the current Code of Ethics by the National Association of Social Workers).
</li>
</ul>
<h4>Professional Performance Skills: necessary for work with clients and professional practice</h4>
<h5>3.1 Professional Commitment</h5>
<p>Exhibits a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics. Demonstrates commitment to the essential values of social work that includes the respect for the dignity and worth of every individual and his/her right to a just share of society’s resources (social justice).</p>
<h5>3.2 Professional Behavior</h5>
<p>Exhibits behaviors that are in compliance with program policies, institutional policies, professional ethical standards, and societal laws, in classroom, field, and community including:</p>
<ul>
<li>
Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work;
</li>
<li>
Respects others, is punctual and dependable, prioritizes responsibilities, attends class regularly, observes deadlines, completes assignments on time, keeps appointments or makes appropriate arrangements;
</li>
<li>
Works effectively with others, regardless of level of authority;
</li>
<li>
Advocates in an appropriate and responsible manner and uses proper channels for conflict resolution;
</li>
<li>
Shows a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional development.
</li>
<li>
Appearance, dress, and general demeanor reflect a professional manner.
</li>
</ul>
<h5>3.3 Self –Awareness</h5>
<p>Exhibits knowledge of how their own values, attitudes, beliefs are demonstrated in the following ways:</p>
<ul>
<li>
Incorporates professional knowledge, values and skills in professional decision-making;
</li>
<li>
Recognizes that in a helping process, emotions and past experiences affect thinking, behavior and relationship;
</li>
<li>
Accurately assesses one’s own strengths, limitations, and suitability for professional practice.
</li>
<li>
Shows awareness of self and how one is perceived by others.
</li>
<li>
Reflects on one’s own limitations as they relate to professional capacities.
</li>
<li>
Is willing to examine and change behavior when it interferes in working with clients and other professionals.
</li>
</ul>
<h5>3.4 Ethical Obligations</h5>
<p>Current behavior and classroom performance demonstrate adherence to the ethical expectations and obligations of professional practice, noted in the NASW Code of Ethics. Ethical behaviors include:</p>
<ul>
<li>
Adherence to the <a href="https://socialwork.sdsu.edu/wp-content/uploads/2011/09/NASW-Code-of-Ethics2017.pdf">NASW Code of Ethics</a>;
</li>
<li>
Systematic evaluation of clients and their situations in an unbiased, factual way; comprehension of another individual’s way of life and values.
</li>
<li>
The use of empathic communication and support of the client as a basis for a productive professional relationship.
</li>
<li>
Appreciation of the value of diversity and effective and nonjudgmental relation to and work with others who are different from oneself. Appropriate service to all persons in need of assistance, regardless of the person’s age, class, race, religious beliefs, gender, disability, sexual orientation, and/or value system. No imposition of personal, religious, sexual, and/or cultural values on clients.
</li>
<li>
Demonstration of respect for the rights of others including the client’s rights to freedom, choice and self-determination.
</li>
<li>
Maintenance of confidentiality as it relates to human service, classroom activities, and field placement.
</li>
<li>
Demonstration of honesty and integrity by being truthful about background, experiences and qualifications; doing one’s own work; giving credit for the ideas of others; and providing proper citation of source materials.
</li>
<li>
Demonstration of clear, appropriate, and culturally sensitive boundaries; does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with clients, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways; or participate in dual relationships where conflicts of interest may exist.
</li>
</ul>
<h4>Scholastic Performance:</h4>
<p>Students are considered to be in academic difficulty if their cumulative and social work GPA falls below a 2.5. Additionally, students are expected to earn a C or better in every social work course required for the major. Students may be notified of the need to de-register from sequential social work courses and become part-time in the major because of probationary status. The letter will, at same time make clear that continuance in good standing in the program is contingent on the following:</p>
<ul>
<li>
Continued earning of a grade of “C” or better in every social work course required for the major.
</li>
<li>
Retaking any social work course in which a grade below a “C” is received, if such a course is a requirement of the major.
</li>
<li>
Maintaining a cumulative institution GPA of 2.5 or better overall and within the major.
</li>
</ul>
<p>Students may be placed on departmental probation rather than being dismissed from the major. Such students will be given one semester to remedy the conditions of this probation.</p>
<p>Students on probation may not enter field instruction without chair permission. Probationary status, when granted may not continue beyond one semester nor may it be granted again during the student’s course of study in the undergraduate program. Students will receive letters detailing the conditions of their probations. Students on probation are advised to work closely with their academic advisor.</p>
<h3>
Use of Electronic Devices in the Classroom
<a id="use-of-electronic-devices-in-the-classroom"></a></h3>
<p>Technology use in the classroom is intended to enhance the learning environment for all students. It is the responsibility of the course instructor to decide when, if, and what type of technology is to be used during class. Any use of technology that degrades the learning environment, promotes dishonesty or is used for illegal activities is prohibited.</p>
<h3>
Passing Requirements for Field Practicum and Field Seminar
<a id="passing-requirements-for-field-practicum-and-field-seminar"></a></h3>
<p>Students must earn a passing grade of Satisfactory(S) in Field Instruction and a C or better in Field Seminar to receive credit for each senior semester field requirement. If a student is passing only one component (field instruction or field seminar) and failing the other component, they will be administratively de-enrolled from the field course they are passing. An academic review will be scheduled within the first two weeks of the following semester for students failing either field practicum or field seminar if a pre-review has not already been conducted. In addition, if a student does not pass either component of field instruction or field seminar in the first semester of a concurrent placement (SWO 451 and 455), they will be de-enrolled from both field instruction II and field seminar II (SWO 453 and 457 respectively) of the following semester.</p>
<h3>
Undergraduate Social Work Program Policies and Procedures for Review of Academic Performance and Academic Grievances
<a id="undergraduate-social-work-program-policies-and-procedures-for-review-of-academic-performance-and-academic-grievances"></a></h3>
<h4>Academic Reviews Process:</h4>
<p>An academic review is a formal review process. There are two levels: A <strong>Pre-Academic Review</strong> & a <strong>Full Academic Review</strong>.</p>
<p>There are extenuating situations in which the academic performance concerns assessed by faculty require immediate referral to the department chair for an Academic Review. In these cases, the Academic Review Policies and Procedures will be followed without pre-review activities.</p>
<h4>Pre-Academic Review</h4>
<h5>Phase 1: Observation of Performance</h5>
<p>Faculty responsibilities include amongst other things, monitoring students’ academic performance. In carrying out this responsibility, faculty will discuss concerns regarding the student’s academic performance with the student and possibly other faculty to assess if an academic performance concern as outlined in the Performance Standards is being violated. If a concern is identified in a specific area and patterns of behavior become a concern during the assessment the professor will clearly describe in objective language the concerns they observe to the student via:</p>
<ol style="list-style-type: lower-alpha;">
<li>
An individual meeting between the faculty member and student to discuss the academic performance concern and possible corrective behaviors.
</li>
<li>
Group meeting with the student, student’s academic advisor and faculty identifying the academic concern and possible corrective behaviors.
</li>
</ol>
<p>After a discussion has taken place, the faculty will write up of a summary of what was discussed and or the action plan that was put in place which will be distributed to the student, to others involved in the meeting and put in the student’s academic file.</p>
<h5>Phase 2: Implementation and Evaluation</h5>
<p>During this time, the faculty will monitor the student to ensure that the observed behavior that led to the meeting and correction plan is no longer an issue for the student. Using feedback from the meeting, the student has the opportunity to demonstrate corrective action towards adhering to the Undergraduate Academic Performance Standards.</p>
<h4>Full Academic Review</h4>
<h5>Phase 3: Review Hearing:</h5>
<p>The Undergraduate Program Director or a neutral party facilitate the review. This person is responsible for:</p>
<ul>
<li>
reviewing the Academic Policies,
</li>
<li>
contacting the student and getting several dates in the immediate future of when the student is available,
</li>
<li>
inviting other participants based on the student’s availability,
</li>
<li>
ensuring that the student as well as others invited to the meeting have a written copy of the concern/s being addressed,
</li>
<li>
collecting any written evidence from interested parties to be distributed prior to the meeting date
</li>
<li>
overall facilitation of the meeting
</li>
<li>
facilitation of the executive meeting after
</li>
<li>
writing up the notes and decision of the executive meeting for the Undergraduate Program Director so that a letter can be sent to the student and placed in their academic file.
</li>
</ul>
<p>The student is encouraged to be present, face to face or virtually, unless the circumstances warrant immediate dismissal. This would include, but is not limited to, behaviors that harm self or others.</p>
<p>Others who may be invited to the review include: the student’s social work advisor, the program chairperson, the Field Coordinator, the field supervisor, and one or more other faculty having direct knowledge of the student’s academic performance.</p>
<ul>
<li>
If the faculty identifying the performance concern is also the student’s academic advisor, the student may choose to have another member of the faculty serve as advisor during the review.
</li>
</ul>
<p>The student, as well as other persons involved in the review may present information both verbally and in writing as part of the Review. However, all written evidence must be distributed to all parties prior to the date of the review. The program will distribute what is received.</p>
<ol>
<li>
At the conclusion of the meeting, an executive meeting, without the student, will be held.
</li>
<li>
Upon conclusion of the executive meeting, a written decision will be made within ten business days of the Review and sent to the student and other participants and a copy will also be placed in the student’s permanent student record.
</li>
</ol>
<h6>Student notification on conclusion of the Full Academic Review:</h6>
<p>A formal notification of the review decisions must be made within ten business days of the Review and sent by certified mail to the student.</p>
<h6>Possible actions may include, but are not limited to the following:</h6>
<p>Remedial actions to address the concerns may include the following:</p>
<ul>
<li>
The student may be required to take specific actions to address academic concerns related to the four performance standards (basic abilities to acquire professional skills, mental and emotional abilities, professional performance skills, and scholastic performance). The remedial actions identified should specify implementation actions to be taken, demonstrated outcomes, and Because there is a time frame, the remedial action plan will be reviewed at least once before the close of the timeframe to help support the student and ensure they are making the needed changes addressed in the plan.
</li>
<li>
The student may choose to take a leave of absence from the program and reapply at a later If this option is chosen, the summary should include specific tasks that must be accomplished to be considered for return to the program.
</li>
<li>
The student may choose to withdraw from the
</li>
<li>
The student may be terminated from the
</li>
</ul>
<p>Should the review be field related, and determination is that the student was not at fault for the academic insufficiency, an alternative placement may be recommended.</p>
<p><em>Please note: Some situations (including under performance related) are grounds for immediate dismissal from field. These can include but are not limited to unethical or illegal behavior, negligence, any actions that are considered unsafe by the agency or program, and violations of institutional policies or procedures.</em></p>
<h4>General Academic Review Appeal:</h4>
<p>A student who believes that the case has not been handled appropriately or resolved to her/his satisfaction may appeal to the Dean of the School of Education and Human Services per College at Brockport procedures. <a href="/support/policies/adopted/aa_vprovost_academicaffairs_grade_appeals.html">/support/policies/adopted/aa_vprovost_academicaffairs_grade_appeals.html</a></p>
<h3>
Field Education - Requirements & Options
<a id="field-education-requirements---options"></a></h3>
<p>Field education is an integral part of the curriculum. Students anticipate and prepare for fieldwork from the time they enter the program. After acceptance to the major, students take junior level courses that emphasize preparation for professional practice. For example, Human Behavior in the Social Environment incorporates role-plays on the life cycle and interaction in groups; Diversity, Equity, Inclusion, and Justice may draw on many speakers who are in practice with vulnerable clientele; Social Work Methods courses include role-plays on communication, skill development, counseling skills, and family intervention. In social policy and research courses, students prepare for practice by applying the content to practice situations.</p>
<p><strong>A student may complete the Senior Field Placement requirement by following one of the three options listed below:</strong></p>
<ul>
<li>
<strong>Block placement</strong> (four days per week, 8 hours per day for Fall <u>or</u> Spring Semesters (availability for Fall semester block placement is dependent upon sufficient number of students to fill class cohort)
</li>
<li>
<strong>Concurrent placement</strong> (typically two days per week, 8 hours per day for two consecutive semesters, Fall and Spring)
</li>
</ul>
<h4>Hours Requirement</h4>
<p>Field instruction is for a <strong>minimum</strong> <strong>of 400 clock hours per academic year</strong>. Undergraduate students follow the SUNY Brockport’s academic calendar (on page 5 of this manual), unless they make other arrangements with the agency field instructor, faculty liaison, <strong><u>and</u></strong> field director. Such arrangements must be made during the contracting stage and incorporated into the body of the Agency Learning Agreement/Student Learning Contract. <strong>In a concurrent field placement, 200 hours must be completed by December 8, 2023. Hours cannot be carried over from fall to spring semester.</strong></p>
<p><strong>To emphasize, field assignments/tasks MUST have clear links to the</strong> <a href="https://www.cswe.org/getmedia/94471c42-13b8-493b-9041-b30f48533d64/2022-EPAS.pdf"><strong>nine CSWE social work competencies</strong></a> <strong>and behavioral indicators as well as any academic standards added by the program.</strong></p>
<h4>Employment-Based Field Instruction</h4>
<p>In certain circumstances, students may be permitted to complete a field education in their place of employment. The Coordinator of Field Education may grant this on a case-by-case review. Students requesting this must complete an Employment-based Field Placement application with supporting documentation and submit to the Coordinator of Field Education. In such cases, the following criteria will be used to guide this process:</p>
<ul>
<li>
The student acknowledges the risk associated with losing their employment could also mean losing their internship.
</li>
<li>
The field practicum must be structured in a way that ensures the student’s internship responsibilities reflect generalist level social work practice aligned with the CSWE competencies.
</li>
<li>
To ensure new learning opportunities, the field placement must expand upon current, and past work assignments and responsibilities.
</li>
<li>
The agency must agree to relieve the student from employment obligations and to assign different responsibilities to the student that meet student learning objectives when necessary.
</li>
<li>
The agency must agree that the work-based field placement will have an educational focus.
</li>
<li>
The agency is encouraged to provide the student with a different field instructor than their job supervisor and a different caseload.
</li>
<li>
The field instructor must meet program criteria for qualification as a field instructor.
</li>
</ul>
<p><strong>Availability during normal business hours of the agency</strong></p>
<p>Most field sites require students to complete their field hours during the normal business hours of the agency and while exceptions may be made to this, students may make arrangements for evening and/or weekend hours providing the following occurs: it is mutually agreed upon with the student’s field instructor and faculty liaison.</p>
<p>If arrangements are made after the field practicum begins, the students’ faculty liaison must approve the plan. In all circumstances, field instruction supervision must be available. It is important to recognize that this is an exception and that ordinarily, students should expect that field placements require daytime responsibilities.</p>
<h4>Interruption of Field Placement</h4>
<p>Under certain circumstances, a given field placement experience may need to be interrupted and changed (i.e., due to environmental, situational, or performance related factors). In this event, to ensure that the student receives an adequate orientation to the new field practicum context, the equivalent of an additional 4 weeks (64 hours) of field internship with the new placement agency may be required. Students may apply for an extended semester through a field placement exception to support their successful completion of the field internship.</p>
<h4>Field Placement Hours during the Semester Break for Continuity:</h4>
<p>The semester break between fall and spring semesters is typically followed and any exception to this is to ensure continuity of client services is to be made through arrangements with the student, field instructor, and faculty liaison in accordance with the following guidelines:</p>
<ul>
<li>
<strong>Guideline to approve semester break coverage:</strong> In order to maintain continuity of client services, some agencies request the student to continue in field placement during the semester break. Under these circumstances, and upon approval of the field instructor, faculty liaison, and the Field Coordinator, the student can be allowed to continue in the agency during the semester break for up to a maximum of eight hours total during the course of the semester break. These hours are credited to spring semester field hours, and time sheets are required to verify hour completion. The student may reduce 8 hours in spring semester. However, all students are required to remain in field placement during the entire spring semester. Requests to have students continue over the intersession must be noted on the student’s learning contract with the agency. NO HOURS CAN BE COMPLETED FROM DECEMBER 23 – JANUARY 2 as students must also have access to faculty during field hours. (Policy approved 11/03/21)
</li>
</ul>
<h3>
Field Education Operational Process & Procedures
<a id="field-education-operational-process---procedures"></a></h3>
<p>Selection Process for Practicum Sites:</p>
<p>The field experience should maximize development of social work generalist level competence in the CSWE nine core areas. The SUNY Brockport Undergraduate Social Work Program has developed close ties to urban and rural communities in the Greater Rochester Metropolitan area and offers selected distal field placement opportunities based on established relationships with community agencies and organizations. The selection of appropriate internship sites is based on the desire to have high quality, engaging educational practice opportunities available for student learning.</p>
<p>Agencies and organizations contribute substantial resources to student education through the provision of learning situations that foster integration of knowledge and skill development.</p>
<p>The agency/organization must be able to provide distinct learning opportunities and activities that are consistent with the goals, values, and mission of the program, college, and profession. The agency must be able to provide a qualified field instructor and agency experiences that align with the program’s learning outcomes for generalist social work practice.</p>
<h4>Criteria utilized to assess agency practicum sites include:</h4>
<ol>
<li>
The agency must have demonstrated commitment to excellence in the provision of services and professional development of students.
</li>
<li>
The agency goals and objectives must align with the program’s mission and goals.
</li>
<li>
The values and ethics of the profession should be demonstrated through agency structure and functions.
</li>
<li>
The value of the agency-based experience is recognized, and educational activities developed within a supportive (learning) environment.
</li>
<li>
Agency-based learning opportunities are provided and are designed to expand student participation within various systems and at different system levels to allow core competency development.
</li>
<li>
The agency must provide adequate space and access to agency resources appropriate for carrying out assigned responsibilities and functions.
</li>
<li>
The agency must provide the necessary measures to protect the safety of the student. At a minimum, this should include: where not to go, how to conduct oneself when in the field, how to interact with potentially dangerous individuals, and other generally accepted actions to be followed in specific situations.
</li>
<li>
The agency allows the student maximum exposure to and participation in agency training and in-service opportunities.
</li>
<li>
The agency provides staff for regular and timely individualized supervision (if scope of practice is protected under licensing laws, supervision must be provided by a licensed social worker, if the practice activity is exempted, supervision must be provided by an experienced BSW or MSW practitioner.
</li>
<li>
The agency agrees to ongoing and frequent participation in the evaluation process.
</li>
<li>
The agency agrees to provide up-to-date information on agency services, organization, and student placement procedures and opportunities to the program’s Field Education Office.
</li>
</ol>
<h4>Criteria for Selection of Field Instructors:</h4>
<p>The field instructor is a valued contributor to the educational accomplishments of the student. The student - field instructor relationship provides a unique in the learning process. Because the learning environment has shifted from the classroom to the field, the learning process also shifts to an interactional action-based process. The field instructor becomes pivotal in guiding students’ skill development and refinement. Field Instructors must:</p>
<ol>
<li>
Possess an attitude toward professional social work education that fosters a positive relationship for best practice-based learning.
</li>
<li>
Possess a social work degree from a CSWE accredited social work program (BSW or MSW degree). If scope of practice is under the protection of NY Social Work licensing laws, (in a non-exempted setting) the field instructor must also have a license to practice social work in New York.
</li>
<li>
The field instructor needs to have two years post-degree experience. It is recommended that the field instructor also have at least one-year experience within the host organization.
</li>
<li>
Have an ability to distinguish internship learning and evaluation from staff performance expectations and incorporate these differences in the evaluation process of the student.
</li>
<li>
Be able to recognize and accommodate teaching responsibilities at a generalist level of practice.
</li>
<li>
Be able to creatively provide practicum experiences that enable the student to integrate social work knowledge, skills, values, cultural humility, and concepts into the field experience.
</li>
<li>
Possess a desire and ability to create a safe and supportive learning environment that recognizes student differences, and provides a professional educational setting that enhances individual strengths and challenges development of new skills.
</li>
<li>
Possess a desire to participate in a college/agency collaborative effort to offer a sound educational experience for the student by providing feedback and input into new practice directions and trends.
</li>
<li>
Possess a willingness to attend field instruction orientations, seminars, and field instruction on-site activities organized by the SUNY Brockport Undergraduate Social Work Office of Field Education.
</li>
<li>
Possess the willingness to provide structured, dedicated formal supervisory time on a minimum of one-hour per week basis.
</li>
</ol>
<h3>
Field Education Roles & Responsibilities
<a id="field-education-roles---responsibilities"></a></h3>
<p>The roles and responsibilities of the participating people and designated units of the Undergraduate Social Work Program and Field Host Agency are below:</p>
<h4>Undergraduate Social Work Program Responsibilities</h4>
<ol>
<li>
Preparation and continuation of all functions coordinating the placement of students in the field setting according to program and CSWE accreditation standards.
</li>
<li>
Selection of agencies and placement of students in a vetted practicum setting.
</li>
<li>
Monitoring of the student’s practicum to ensure and maintain a sound educational experience based on student need and learning contract.
</li>
<li>
Provision of a placement process that is functional in bringing together agencies/field instructors, faculty liaisons, and students for negotiating a specific and measureable field-learning contract.
</li>
<li>
Provision of orientation sessions to field instructors and other opportunities for further cooperative continuing education between the Program and host agencies.
</li>
<li>
Coordination of a minimum of two collaborative site visit meetings during the field experience between the faculty field liaison, the agency field instructor, and the student in the practicum to evaluate student progress. These can be conducted virtually, if needed. Whenever possible, the first visit should occur in person and on-site to build the mutually beneficial partnership.
</li>
<li>
Maintain the mechanism and procedures for termination of a student’s field practicum when either the student, or agency, is unable to fulfill the obligations of the field contract.
</li>
<li>
Provision of joint opportunities to discuss, evaluate, and implement improvement to field education.
</li>
</ol>
<h4>Agency Responsibilities</h4>
<ol>
<li>
Provision of appropriate learning activities for the student including opportunities that allow for work at all levels with systems of all sizes (micro, mezzo, macro).
</li>
<li>
Provision of adequate space and resources for the student to comfortably engage in agency work.
</li>
<li>
Engaging in the selection and placement process of students.
</li>
<li>
Understanding and participating in the educational and evaluation process of the student.
</li>
<li>
Provision of a qualified field instructor for each student assigned to the agency.
</li>
<li>
Providing an atmosphere of cooperative learning that allows for other agency personnel to become involved in the educational process.
</li>
<li>
Creation of a creative learning environment that is both challenging and rewarding to student and field instructor.
</li>
<li>
Completion of all college affiliation and agency agreements and related documents.
</li>
</ol>
<h4>Coordinator of Field Education Role and Responsibilities</h4>
<p>The Coordinator of Field Education is responsible for the administration of the Field Education Program. The Coordinator of Field Education works in a collaborative manner with community agencies to ensure planned cooperation and coordination between the program and the agencies it selects for the placement of students.</p>
<ol>
<li>
Administer the Field Education component of the Program in consultation with the Department Chair and faculty, including but not limited to student placement in field practicum settings.
</li>
<li>
Provide information to various constituents regarding accreditation related issues pertaining to Field Education.
</li>
<li>
Initiate discussions and coordinate field placement affiliation agreement process with agencies/organizations and the College Contracts office to establish field education sites.
</li>
<li>
Explicate and represent field policies and procedures required for the practicum process.
</li>
<li>
Provide annual field instructor orientation covering curriculum and other Program changes, relevant field instructor trainings, and connect to other professional development opportunities as available.
</li>
<li>
Compile and maintain current information on agency affiliations.
</li>
<li>
Maintain and distribute an updated <em>Field Education Manual</em> to appropriate parties.
</li>
<li>
Collaborate on an as needed basis, with faculty liaisons/seminar instructors.
</li>
<li>
Provide oversight of field education and related policies/process.
</li>
<li>
Serve as the negotiating office for resolution of agency field instructor challenges and field education related conflicts unable to be successfully resolved by the faculty liaison.
</li>
<li>
Monitor all field practicum sites, including student and faculty liaison evaluations and feedback.
</li>
<li>
Provide leadership for field instruction committees, sub-committees, and other appropriate groups.
</li>
</ol>
<h4>Faculty Liaison Responsibilities</h4>
<ol>
<li>
Provide explanation and clarification of field education policies and procedures, including expectations of the College/Agency relationship as questions arise among and between the student and agency (in consultation with the Coordinator of Field Education).
</li>
<li>
Provide mediation of issues/conflicts between the agency field instructor, the student, and or the Program.
</li>
<li>
Monitor student progress toward accomplishment of learning objectives for the field practicum.
</li>
<li>
Maintain consistent contact with the field instructor and student through dedicated meetings with the agency (minimally two times during the field placement) and as necessary.
</li>
<li>
Provide classroom opportunities for integration of course material and field experience.
</li>
<li>
Ensure completion of all requirements for the student/agency contracts and evaluation procedures.
</li>
<li>
Evaluate student progress in the agency through the graded field seminar experience.
</li>
<li>
Encourage and assist the field instructor in creation of challenging and rewarding experiences for agency-based learning.
</li>
<li>
Submit student and agency evaluations/time sheets to the Coordinator of Field Education.
</li>
<li>
Participate in the semester evaluation process and recording of the final grade (Satisfactory (S) or Unsatisfactory (U)) for the field instruction experience.
</li>
<li>
Maintain regular contact as needed with the Coordinator of Field Education.
</li>
</ol>
<h4>Field Instructor Responsibilities</h4>
<ol>
<li>
Participate in the student practicum interview and assignment process.
</li>
<li>
Participate in the orientation process of the student to establish the framework for agency scope of practice.
</li>
<li>
Provide guidance and feedback to the student as they create their field learning contract which outlines the tasks and responsibilities of the student within the agency.
</li>
<li>
Develop and create generalist level social work experiences that enable the student to learn and practice social work skills in the nine CSWE core competency areas.
</li>
<li>
Provide regular weekly formal supervision through protected time with the student for consultation, processing, and monitoring student learning, service engagement, performance, and progress toward stated learning objectives.
</li>
<li>
Select work-load and responsibilities for the student so that they are attuned to the setting, taking into consideration the student’s capacity, interests, past experiences, learning style, life patterns, and goals of the Program.
</li>
<li>
Participate in required field workshop/seminars/training events sponsored by the Program.
</li>
<li>
Assist the student in the integration of classroom learning/concepts into field practice.
</li>
<li>
Provide joint coordination of student time and monitoring of field practicum requirements.
</li>
<li>
Participate in student conferences with the faculty liaison, student, and field education coordinator, as necessary.
</li>
<li>
Maintain on-going contact with the faculty liaison to identify successes and or areas of concern with the student or placement.
</li>
<li>
Participate in the evaluation process as established by the Program and complete the end of semester evaluations of the student.
</li>
</ol>
<p><strong>Task Supervisor assignment by some agencies to complement Field Instructor</strong></p>
<p>In addition to being assigned a field instructor, some agencies also assign a task supervisor. The task supervisor provides the student with day-to-day supervision of social work-related activities. The task supervisor may give input into the evaluation of the student, but the responsibility of formally evaluating student performance rests with the field instructor.</p>
<h4>Student Responsibilities</h4>
<p>Students are eligible to enter their senior field placement when they have successfully completed all junior level (300) social work courses with a grade of “C” or better. The student must also have a social work grade point average of at least 2.5, as well as an overall grade point average of at least 2.5. A student seeking a field placement must fill out an application that articulates what they need to learn in order to progress with their social work education. Social work faculty are included in the decision of students to enter field. A student who is on academic probation or who has presented concerns about their capacity to make the best use of their field placement may not be allowed to interview for a field placement.</p>
<p><strong>Students are expected to:</strong></p>
<ol>
<li>
Prepare self for a professional social work educational field experience integrating course material, life experiences, and skill development.
</li>
<li>
Complete all field instruction paperwork in a timely fashion and work collaboratively with the field office to assist in the process of field practicum assignment.
</li>
<li>
Review, sign, and submit the Social Work Field Practicum Student Training Agreement to the Coordinator of Field Education as part of the field application process.
</li>
<li>
Complete all requirements for field placement such as participating in individualized field planning, scheduling interviews, and completing background check paperwork/processes.
</li>
<li>
Understand and follow the operational procedures, structure, and functions of the agency.
</li>
<li>
Act responsibly in all activities undertaken in the agency such as maintaining confidentiality, adhering to safety guidelines, and ethical practice standards.
</li>
<li>
Act in a professional manner as a representative of the agency to the wider community.
</li>
<li>
Adhere to the <a href="https://www.socialworkers.org/About/Ethics/Code-of-Ethics">NASW Social Work Code of Ethics</a>.
</li>
<li>
Assume an active and responsible role in planning the learning objectives and specific responsibilities for the practicum experience, including, but not limited to, developing and updating the field placement learning contract.
</li>
<li>
Take responsibility for setting and preparing an agenda for weekly supervision at the agency. This could look like submitting a list of successes, questions, and topics to the Field Instructor at least 24 hours prior to the formal supervision session.
</li>
<li>
Notify the field instructor and faculty liaison in a timely manner of any issues in the field practicum.
</li>
<li>
Maintain a schedule for attendance and prompt notification of any absences.
</li>
<li>
Maintain field practicum time sheet including obtaining field instructor’s weekly review and signature and submission of time sheet to faculty liaison upon request during the semester and at the end of each semester.
</li>
<li>
Be open to critical analysis and constructive feedback of performance behaviors and integration of learning.
</li>
<li>
Complete the required field education forms and submit within allotted timeframes.
</li>
<li>
Actively participate in the field evaluation process of student learning.
</li>
</ol>
<h4>The Field Education Committee</h4>
<p>Representing an essential element of the curriculum, the Field Education Committee is a subcommittee of the Program’s Curriculum Committee. All revisions in the field instruction component of the curriculum is reviewed and approved by the subcommittee. The Coordinator of Field Education serves as chair and all full‑time field faculty are committee members. Adjunct faculty liaisons who have taught field seminar are also invited/consulted. At least one student representative will be recruited to serve as a non-voting member of the committee. Field Instructor representatives also provide input into continuous improvement.</p>
<h4>Contributions of Program Students</h4>
<p>Student can elect a representative to provide the Coordinator of Field Education with input for the committee described above. Feedback about strengths and challenges of the field education program as a whole from students’ perspectives are welcome. Students also provide ‘person power’ in preparing for the various field conferences and in hosting agency visitors to the College. In addition, an annual field education survey is distributed to students engaged in field practicum to solicit input for continuous improvement.</p>
<h4>Opportunities for Field Instructors</h4>
<p>In addition to having a student in the agency and teaching someone who will be a professional colleague, upon graduation, there are other advantages to serving as a field instructor including the following:</p>
<ol>
<li>
<strong>Departmental Events</strong>
<ol style="list-style-type: lower-alpha;">
<li>
Before placement of students, the department hosts an annual Field Instructor Orientation. Experienced field instructors are invited to attend for an “update” on the department, any changes, and to offer their wisdom to those new to field education.
</li>
<li>
An annual programmatic recognition event is held each May to recognize the contributions of field instructors and celebrate student success.
</li>
<li>
Field Instructors are invited to department sponsored events and programs.
</li>
</ol>
</li>
<li>
<strong>Library Access</strong>
<ol style="list-style-type: lower-alpha;">
<li>
<strong>If you wish to use the SUNY Brockport databases to search for and access online journal articles, you will be asked to pay the $25 annual fee.<br /></strong>Go to <a href="http://www.nypl.org">www.nypl.org</a> for access to other library resources.<br />If you are an alum of SUNYBrockport, you have free lifetime access to Drake Library.
</li>
</ol>
</li>
<li>
<strong>SUNY Brockport Undergraduate Social Work Program</strong>
<ol style="list-style-type: lower-alpha;">
<li>
<strong>Tuition Waiver Policy and Process – Effective 2023-2024 academic year:</strong> The Undergraduate Social Work Program at SUNY Brockport offers tuition waivers to our field instructors who supervise social work students. A three-credit graduate tuition waiver may be requested for each BSW student intern supervised following each semester (during the academic year-fall/spring) by completing and submitting the <a href="https://forms.brockport.edu/view.php?id=5603505"><strong>Online Tuition Waiver Request Form</strong></a> using the link provided.<br />For your request to be approved and processed, the instructions include a requirement that <strong>the designated recipient must submit their social security number (SSN) using a secure website</strong>. The recipient of the waiver must claim the value of the tuition waiver as income for tax purposes. A 1099 will be issued to the recipient by New York State.<br />You can upload a file with your SSN to the <a href="https://brockportsuny-my.sharepoint.com/:f:/g/personal/filerequests_brockport_edu/Eqvrw5Iu8OpAs8ydyqKiWpoBQ-jPkJeen_Ab-OTTuKbk8Q"><strong>SUNY Brockport secure drop box</strong></a> (this link opens in a new window) <strong>after you have submitted the tuition waiver request form above.</strong> Acceptable file types are:
<ol style="list-style-type: lower-roman;">
<li>
Scan or photo of your SSN card <strong>OR</strong>
</li>
<li>
Word document containing your SSN, name, and agency
</li>
</ol>
</li>
<li>
The tuition waiver can only be issued to the primary field instructor, or if declined by the field instructor, can be issued to the primary day-to-day task supervisor for field placements using a task supervision model to supplement field instruction supervision. <strong>If a task supervision model is in place, the social work field office must have a record of this person listed as a task supervisor at the time of placement.</strong>
</li>
<li>
The <strong>tuition waiver</strong> is typically issued after the completion of the entire academic year (two semesters of placement) but can <strong>only</strong> be issued <strong>after</strong> each semester as the student must successfully pass field instruction. The voucher <strong>will be sent directly to the recipient by the College via mail.</strong> Once the tuition waiver is issued, it can be submitted to the student accounts office for tuition bill payment. <strong>SUNY</strong> <strong>Brockport cannot issue waivers in any semester other than the academic year within which the waiver was earned. If you have any questions regarding this process, please contact Kristin Heffernan at</strong> <a href="mailto:[email protected]"><strong>[email protected]</strong></a> <strong>or 585-395-5504.</strong>
</li>
</ol>
</li>
</ol>
<h4>Liability & Accident Insurance</h4>
<h5>Liability</h5>
<p>The State University of New York carries liability insurance on students in Field Placement. Students are covered if acting under the policy for injury arising out of malpractice, error or mistake in rendering services under the direction of the agency field instructor. Independent action of the student without knowledge or approval of any supervising agency personnel would not be covered, nor would physical injuries sustained while performing the field placement.</p>
<h5>Accident</h5>
<p>The College does <u>NOT</u> carry insurance that would cover students transporting of agency client/patients on agency business, or student travel to and from agency field placements.</p>
<p>Insurance coverage is clarified in a Clinical Affiliation Contract between the Agency and the College. This contract is referred to as the SUNY‑Agency Agreement for Social Work Field Placement. A sample is included in this section. Neither the Agency nor the College are required to place or accept students in any specific semester, but if students are placed, the Agreement then goes into effect.</p>
<h2>
Learning in Field Instruction
<a id="learning-in-field-instruction"></a></h2>
<h4>Criteria for Students Entering Field Instruction</h4>
<p>Students are selected to enter their senior field placement when they have completed all junior (300) level social work courses with a grade of “C” or better. The student must have a social work grade point average of at least 2.5, as well as an overall grade point average of at least 2.5. A student seeking a field placement must fill out an application. Social work faculty members are included in the decision to offer students an opportunity to enter field. If the Field Coordinator, faculty member, and or advisor has concerns that a student does not display readiness for the field practicum experience, the student’s application to field may be turned down for the upcoming semester.</p>
<p>The student will be notified and may be asked to complete a remediation plan created by the Field Coordinator or designee. This plan will be put into written form. It may include (but is not limited to) taking a particular course to address professional development needs, seeking mentorship or documentation of accessing needed resources as a result of self-reflection in order to enact self-correction. A student with a remediation plan will not be accepted into field until all the conditions of the plan are met and documentation is provided to that effect. Upon completion of the remediation plan and documentation to demonstrate the completion, the student can then reapply for field by the due date. The Field Coordinator or designee will meet with the student upon the student’s subsequent application to field to go over the completion of the remediation plan.</p>
<p>A student who is on academic probation will not be allowed to interview for a field placement.</p>
<p>The above criteria are sufficient for students applying for concurrent placements that typically occur two days (16 hours) per week through both fall and spring semesters.</p>
<p>Additional criteria are applied to students requesting block field placements four days per week for the Fall or Spring semester. Block placements are more intense and integration of the field experience with classroom learning occurs at a faster pace.</p>
<p>Additional criteria for students to enter fall or spring block placements are:</p>
<ol>
<li>
A cumulative grade point average of 3.25 or better.
</li>
<li>
Positive references from two faculty members, one of whom must be the advisor.
</li>
<li>
Written rationale for the block field placement that is acceptable to the Field Coordinator.
</li>
</ol>
<h2>
2024-2025 Undergraduate Social Work Program
<a id="2024-2025-undergraduate-social-work-program"></a></h2>
<h3>
Field Practicum Planning Guide
<a id="field-practicum-planning-guide"></a></h3>
<p>Although the Field Education Application is now online, please use the following guide as a resource in preparation for completion.</p>
<p>All students will be required to upload the following information with the Field Practicum Application:</p>
<ul>
<li>
An up-to-date field placement resume as either Microsoft Word (.doc/.docx) file ONLY (One-two pages maximum, USING TEMPLATE PROVIDED within this guide)
</li>
</ul>
<ul>
<li>
Electronically Signed Release of Information Authorization and Training Agreement
</li>
<ul>
<li>
(Within the online application)
</li>
</ul>
</ul>
<p>Additional information as well as the link to the online application can be found on our <a href="/academics/social_work/field_instruction.html">Field Education</a> website.</p>
<h4>Letter to Student</h4>
<p>Dear Student:</p>
<p>I am looking forward to working with you in planning for your senior social work field placement for the 2024-2025 academic year. Field practicum is usually approached by students with excitement and anticipation. Field practicum socializes students to the profession by providing opportunities to apply the knowledge, values and sills you are learning in your course work through real life competency-based practice experiences with one of our partner agencies.</p>
<p>This Field Planning Guide and Application provides you with information on relevant Field Education policies and provides detailed information on the structure of the field practicum.</p>
<p><strong>Field applications for the 2024-2025 academic year has been incorporated into your SWO 221 class and is due into the Field Coordinator in the Fall.</strong> Please be sure your application is complete and includes uploaded copies of your field placement resume (using template provided here) with cover letter highlighting your strengths and social work interests, narrative statement, Degree Works audit, as well as an electronically signed and dated field application including the Social Work Field Practicum Student Release of Information Authorization and Training Agreement. The undergraduate <a href="https://forms.brockport.edu/view.php?id=7398353">social work field placement application</a> is now online. Students are encouraged to review the application below in order to prepare their answers and develop substantiating documentation prior to accessing the online application. Once the application is started, it must be completed in one session. Typically, students should allow for about 30 minutes to complete the online application and upload required documents. Should you have any questions, please contact me through one of the pathways provided below.</p>
<p>Sincerely,<br />Kristin Heffernan<br />Dept. Co-Chairperson, BSW Program Director<br /><a href="mailto:[email protected]">[email protected]</a><br />(585) 395-5504</p>
<h3>
Pre-Field Practicum Course & GPA Requirements
<a id="pre-field-practicum-course---gpa-requirements"></a></h3>
<p>Before entering the field practicum and field seminar courses, students must complete <strong>all 200 and 300 level courses</strong> required for the major; in addition, students must be in “good standing” as defined below:</p>
<ul>
<ul>
<ol>
<li>
Continued earning of a grade of “C” or better in every social work course required for the major.
</li>
<li>
Re-taking any social work course in which a grade of below “C” is received, if the course is a requirement for the major.
</li>
<li>
Maintaining a cumulative GPA of 2.5 or better overall and within the major.
</li>
<li>
Continued demonstration of suitability and capacity to enter the profession of social work.
</li>
</ol>
</ul>
</ul>
<h3>
Fall & Spring Semester Concurrent Field Practicum
<a id="fall---spring-semester-concurrent-field-practicum"></a></h3>
<p>Most students complete field practicum using our fall and spring semester concurrent model. Within the concurrent structure, students complete 200 hours of field instruction at the assigned agency per semester. Typically, this occurs as two days (or 16 hours) per week over two semesters/one academic year for a total of 400 field instruction hours. A bi-weekly seminar in field seminar I & II is required. Students in concurrent placements remain at the same agency for both semesters and register for the following field courses:</p>
<ul>
<ul>
<li>
Field Instruction I and II: SWO 451- fall semester (5 credits)
</li>
<li>
Field Instruction II SWO 453- spring semester (5 credits)
</li>
<li>
Seminar in Field Instruction I SWO 455- fall semester (1 credit)
</li>
<li>
Seminar in Field Instruction II SWO 456- spring semester (1 credit)
</li>
</ul>
</ul>
<h4>Block (one semester) Field Practicum</h4>
<p>Students may apply for consideration of a Block placement. Block placements are structured during one semester of field instruction and weekly seminar class. Students do the same level of work and assignments in one semester as completed by concurrent field students in two semesters. Field Instruction is four days (32 hours) per week for a total of 440 field instruction hours. To be considered for a Block placement, two additional conditions are required to the list of pre-field practicum course and GPA requirements listed above:</p>
<ul>
<ul>
<ol>
<li>
Minimum GPA of 3.25 in social work and 3.00 overall GPA
</li>
<li>
Two letters of recommendation from full-time (not adjunct) social work faculty (one of which must be from the advisor). If your advisor is also the Field Coordinator, it is recommended that you solicit another recommendation from a full-time social work faculty member with whom you have successfully completed a course.
</li>
</ol>
</ul>
</ul>
<p>Students approved for a Block placement register for the following field courses:</p>
<ul>
<ul>
<li>
Field Instruction: SWO 454 (10 credits)
</li>
<li>
Seminar in Field Instruction: SWO 456 (2 credits)
</li>
</ul>
</ul>
<p><strong>Availability during normal day time business hours</strong></p>
<p>Most field placements require availability during normal business hours of the agency. This is an expectation of the undergraduate social work program. A limited number of field sites provide students the opportunity to complete some internship hours during evening or weekend hours, provided there is a qualified field instructor to provide supervision. However, this is an exception and students should expect that field placements will require daytime responsibilities and should plan their availability accordingly.</p>
<p><strong><em>Important Note:</em></strong> Only students registered as Online Degree Completion (ODC) can negotiate their own practicum placement.</p>
<h4>Field Placement Planning</h4>
<p>Placements are assigned based on the information provided in the student’s field application with a focus on a generalist level field placement experience.</p>
<ul>
<ul>
<li>
The Coordinator of Field Education will contact students via email in early spring semester to provide directions for scheduling conversations to discuss student interests and field placement.
</li>
<li>
Based on the planning conversations with each student, the Coordinator of Field Education matches students with agencies to provide the most beneficial educational experience per determination of “fit” for the student. The student’s field application and materials will be forwarded to the first agency. If that agency is not able to provide a placement, option B will be contacted, etc. <strong>All placements are dependent upon the willingness of the agency to host the student as well as the availability and willingness of a qualified field instructor to provide supervision.</strong>
</li>
<li>
The student will receive an interview contact notice via their official College at Brockport email ONLY with directions to contact the agency in order to schedule a field placement interview. Certain agencies have created their own processes. In these cases, the interview notice will contain directions accordingly.
</li>
<li>
After interviewing the student, the agency will complete the interview outcome form online, which goes directly to the Coordinator of Field Education, indicating whether the student is accepted for field placement. The interview outcome report form will also describe the field placement and will designate the name and contact information for the field instructor.
</li>
<li>
The student will complete the Student Interview Outcome Form online, which MUST be completed within three business days of the placement interview.
</li>
</ul>
</ul>
<p>Students are expected to accept the placement where they have been assigned. However, if the student has a serious concern about the placement, the student must communicate these concerns directly with the Coordinator of Field Education. The Coordinator of Field Education will assist the student in exploring questions and reasons for concern. In situations in which compelling reasons to decline the placement are presented by the student, the Coordinator of Field Education will assign an alternate field placement site. However, if a student does not accept an opportunity to interview with an agency without valid reasons for concern, that will be considered as one of the two denials afforded to them prior to holding a field review.</p>
<p>It is the responsibility of the Coordinator of Field Education to make the final pairing based on students’ educational plans, additional consideration factors such as history of domestic abuse or length of time in recovery, agency ability to provide a quality field practicum, and program needs.</p>
<h5>Process if student is not accepted for placement assignment</h5>
<p>In the event that the field practicum candidate is not accepted for the internship, the Coordinator of Field Education will discuss the reasons for the decision with the agency. There are times when agencies determine a student will not be a good fit with the agency, and other times when concerns or other issues impact the decision not to accept a student intern candidate. The Coordinator of Field Education will discuss the reason for the agency decision with the student and, as necessary, assist students in identifying potential barriers impeding field placement assignment. The department chair and academic advisor will be informed if the student not accepted for an internship by two agencies due to concerns. In which case, faculty consultation via an academic field review will result in a determination of the student’s readiness for field practicum.</p>
<h4>Undergraduate Social Work Online Distance Degree Completion Program (ODC)</h4>
<p>Our online degree completion program offers flexibility and accessibility for students who want an undergraduate degree in Social Work without having to relocate. The 42- credit program is for students who are transferring to SUNY Brockport with an Associate Degree or at least 64 transferrable college credits.</p>
<p>To be considered for Admission, applicants must meet the following requirements:</p>
<ul>
<ul>
<li>
Have an Associate Degree or at least 64 transferrable credits
</li>
<li>
Have completed the program’s prerequisite courses or the equivalent with a C or higher [PSH 110 (Intro to Psychology), SOC 100 (Intro to Sociology), and BIO 221 or 281 (Human Biology)]
</li>
<li>
Out of state courses used to meet the prerequisites may need to be evaluated by the appropriate department upon admissions (contact us for more information on this process)
</li>
<li>
Have a 2.5 GPA or higher
</li>
</ul>
</ul>
<p>Students accepted to the University and program will need to complete 56 credits at a four-year college in addition to the credits that they transfer. Students need a total of 120 credits to graduate with a degree from SUNY Brockport. Please note this program is not open to current SUNY Brockport Students.</p>
<h3>
Field Placement
<a id="field-placement"></a></h3>
<p>This online distance degree completion program requires field placements be completed at a location near you. Students applying for the degree completion program will be responsible for identifying the agency and the supervisor within the agency where they plan to complete at least a 400 hours of field work, as long as the student is not living in the Rochester area.</p>
<h4>Field Placement Process<strong><br /></strong></h4>
<h5>Student Responsibilities:</h5>
<ul>
<ul>
<li>
Accepted students, outside the Rochester area, will need to provide the undergraduate social work program with the contact information for the agency and possible supervisor for their field placement.
</li>
<li>
Applicants must have a field plan at the time they submit their application.
</li>
<li>
Applicants must have contacted the agency and spoken with the supervisor prior to sending the Field Coordinator this information. (Again, this applies to students living outside the Rochester area). Additionally, supervisors must have at least a Bachelor’s degree in social work from a CSWE accredited program and two years of post-graduation experience. Degrees in other disciplines cannot be substituted).
</li>
</ul>
</ul>
<h5>Field Coordinator Responsibilities:</h5>
<ul>
<ul>
<li>
Contact agency, review requirements, and ensure they are willing and able to provide the student with a qualified field instructor (internship supervisor) and a learning experience that meets the undergraduate requirement.
</li>
<li>
Explain the responsibilities and expectations of the agency, internship supervisor, the student, and the University.
</li>
<li>
Establish an affiliation contract with the agency per SUNY requirements.
</li>
<li>
Employment-Based Field Instruction
</li>
<li>
In certain circumstances, students may be permitted to complete <strong>one year</strong> of field education in their place of employment. The Coordinator of Field Education may grant this exception on a case-by-case review. In such cases the following criteria will be used to guide this process:
</li>
</ul>
</ul>
<h5>Employment-Based Field Instruction</h5>
<p>In certain circumstances, students may be permitted to complete <strong>one year</strong> of field education in their place of employment. The Coordinator of Field Education may grant this exception on a case-by-case review. In such cases the following criteria will be used to guide this process:</p>
<ul>
<ul>
<li>
The student acknowledges the risk associated with losing their employment could also mean losing their internship.
</li>
<li>
The field practicum must be structured in a way that ensures the student’s internship responsibilities reflect generalist level social work practice aligned with the CSWE competencies.
</li>
<li>
To ensure new learning opportunities, the field placement must expand upon current, and past work assignments and responsibilities.
</li>
<li>
The agency must agree to relieve the student from employment obligations and to assign different responsibilities to the student that meet student learning objectives when necessary.
</li>
<li>
The agency must agree that the work-based field placement will have an educational focus.
</li>
<li>
The agency is encouraged to provide the student with a different field instructor than their job supervisor and a different caseload.
</li>
<li>
The field instructor must meet program criteria for qualification as a field instructor.
</li>
</ul>
</ul>
<p><strong>Students requesting an employment–based field instruction are required to submit part 1 of the Undergraduate Social Work Employment-based Field Placement Application, the Agency must submit part 2 including all required supporting documentation no later than February 15, 2024</strong> to the Coordinator of Field Education for consideration of approval using <a href="https://forms.brockport.edu/view.php?id=7398703">this link.</a></p>
<h3>
<a class="file file_7514 lw_files_pdf file file_7514" title="Placement Form" href="/live/files/placement-form">Field Placement Application</a>
<a id="field-placement-application"></a></h3>
<p><strong><em>Important Note</em></strong><strong><em>:</em></strong> <strong>Under no circumstances may a student accept or pursue employment in the same agency in which they are a field practicum student during the period of the field placement without the expressed permission of the Coordinator of Field Education.</strong> If this situation should arise, students must complete an employment-based field education application for consideration of approval.</p>
<p><strong>Student Responsibilities in Employment-based Field Education Placement</strong></p>
<ul>
<ul>
<li>
Preparation of self for an agency-based professional social work educational experience integrating course material, life experiences, and skill development.
</li>
<li>
Complete all field instruction paperwork in a timely fashion and work collaboratively with the Coordinator of Field Education to assist in the process of agency selection and assignment.
</li>
<li>
Complete all requirements for agency placement.
</li>
<li>
Understand the operational procedures, structure, and functions of the agency.
</li>
<li>
Act responsibly in all activities undertaken in the agency maintaining confidentially and ethical practice standards.
</li>
<li>
Act in a professional manner as a representative of the agency to the wider community.
</li>
<li>
Read, sign and return the student agreement to the Coordinator of Field Education.
</li>
<li>
Adhere to the <a href="https://socialwork.sdsu.edu/wp-content/uploads/2011/09/NASW-Code-of-Ethics2017.pdf">NASW Social Work Code of Ethics</a>.
</li>
<li>
Assume an active and responsible role in planning the learning objectives and specific responsibilities for the practicum experience.
</li>
<li>
Be open to critical analysis and feedback of performance behaviors and integration of learning.
</li>
<li>
Take responsibility for setting and preparing an agenda for weekly supervision at the agency.
</li>
<li>
Notify the field instructor and faculty liaison in a timely manner of any issues in the field practicum.
</li>
<li>
Maintain a schedule for attendance and prompt notification of any absences.
</li>
<li>
Complete the required evaluation forms within required timeframes.
</li>
<li>
Actively participate in the field evaluation process of student learning.
</li>
</ul>
</ul>
<p><a class="file file_7519 lw_files_pdf file file_7519" title="Resume Template - Field Placement Application" href="/live/files/resume-template-field-placement-application">REQUIRED Resume Template for Field Placement Application</a></p>
<h3>
<a class="file file_7518 lw_files_pdf file file_7518" title="Field Practicum Application" href="/live/files/field-practicum-application">Field Practicum Application Form</a>
<a id="field-practicum-application-form"></a></h3>
<h3>
<a class="file file_7515 lw_files_pdf" title="Social Work Release of Information" href="/live/files/social-work-release-of-information">Student Release of Information Authorization and Training Agreement</a>
<a id="student-release-of-information-authorization-and-training-agreement"></a></h3>
<h3>
Preparation for Field Instruction
<a id="preparation-for-field-instruction"></a></h3>
<p>It is suggested that both students and agency field instructors review <a href="https://www.cswe.org/getmedia/94471c42-13b8-493b-9041-b30f48533d64/2022-EPAS.pdf">the CSWE Core Competencies</a> for generalist social work practice. Both parties will then be ready to consider learning opportunities to demonstrate growth in each area. At first, students are often very anxious about the agency placement. They appreciate knowing whom they will be working with and what to expect. Contracting with the field instructor on specific tasks to be performed in the agency can be reassuring. A warm welcome from agency personnel, in addition to that of the field instructor, helps to assure the student of a good start.</p>
<h3>
Anticipated Schedule of the Field Instruction Process
<a id="anticipated-schedule-of-the-field-instruction-process"></a></h3>
<p>Please refer to the following Sample Schedule of the Field Instruction Process. Learning assignments must be highly individualized; those proposed are suggestive only. The first phase, involving orientation, should be brief. There is some evidence that the earlier students are in direct contact with client systems, the earlier their anxiety is reduced.</p>
<h4>Phase I: Orientation</h4>
<ul>
<ul>
<li>
Tour agency/meet staff
</li>
<li>
Establish process for student to inform placement in case of absence from internship
</li>
<li>
Orientation to agency policies and resources such as review of policies and manuals
</li>
<li>
Student and Field Instructor review <a href="https://www.cswe.org/getmedia/94471c42-13b8-493b-9041-b30f48533d64/2022-EPAS.pdf">CSWE Core Competencies</a> and articulate activities to demonstrate growth to be incorporated into learning contract
</li>
<li>
Review expectations of student preparation for and participation in formal supervision
</li>
<li>
Review of sample records (documentation, historical context, timeframes, etc.)
</li>
<li>
Discuss documentation and case summary procedure for agency
</li>
<li>
Acquaint student with agency terminology
</li>
<li>
Determination of initial learning assignments
</li>
<li>
Determine how hours will be tracked and approved
</li>
</ul>
</ul>
<h4>Phase II: Beginning Intervention/Apprenticeship Stage</h4>
<ul>
<ul>
<li>
Immediate introduction of student to client population by experienced supervisor
</li>
<li>
Assignment of own client system(s) to student, or those with increased involvement
</li>
<li>
Define macro practice opportunity involving organizational and/or community change
</li>
<li>
Identify ways students will have mezzo/small group experience (group, family, team, etc.)
</li>
<li>
Complete midterm evaluation with student and send to field liaison
</li>
</ul>
</ul>
<h4>Phase III: Continuing Intervention/Mastery</h4>
<ul>
<ul>
<li>
Amend learning plan/contract to integrate increased independence and autonomy including SMART goals and identification of artifacts of progress related to each competency for e-portfolio
</li>
<li>
Continue to work with assigned client system(s)
</li>
<li>
Participate in staff meetings / trainings / community board meetings
</li>
</ul>
</ul>
<h4>Phase IV: Termination</h4>
<ul>
<ul>
<li>
Phasedown of workload (no new or long‑term client systems / no new projects)
</li>
<li>
Discussion of termination issues in supervision
</li>
<li>
Discussion of termination with clients and colleagues
</li>
<li>
Completion of final evaluation including student, field instructor, and faculty liaison
</li>
<li>
Complete E-portfolio and presentation in seminar
</li>
</ul>
</ul>
<h3>
Evaluation of Field Learning
<a id="evaluation-of-field-learning"></a></h3>
<p>Evaluation of student learning during field instruction occurs at mid‑placement (mid-semester – block placements, end of first semester – concurrent placements) and at termination of the placement (end of semester – block placements, end of second semester – concurrent placements). At that time, the Student and Field Instructor collaboratively review this critical assessment of the field work experience.</p>
<p>Students are continuously assessed for suitability and capacity for social work practice. Please refer to the Undergraduate Social Work Academic Standards.</p>
<p>In order for students to successfully complete field, they must be performing satisfactorily. If a student is below that level at mid-term, the student, field instructor, and faculty liaison will develop a remedial plan so the student is given an opportunity to demonstrate improvement. Some students will not progress to second semester if the skill development falls below this specified level.</p>
<p>It is acceptable at the conclusion of the first semester for concurrent placements, or first half of block placements to have competencies that cannot be evaluated. However, all competencies MUST be evaluated for the student to graduate.</p>
<h3>
Field Instruction: Preparation, Supervision & Evaluation
<a id="field-instruction-preparation-supervision---evaluation"></a></h3>
<h4>Preparation for Supervision</h4>
<p>A dedicated time for supervision is critical in promoting students’ professional development. In the process of conducting student supervision, it is expected that the field instructor will provide ongoing feedback to the student on their progress toward meeting competencies. Students are expected to be active learners and prepare for supervision. The Weekly Supervision / Performance worksheet provides a useful tool to students in preparing for supervision and provides a written record of areas of discussion and performance. </p>
<h5><a class="file file_7512 lw_files_pdf" title="Social Work Performance Feedback" href="/live/files/social-work-performance-feedback">Weekly Supervision/Performance Feedback (Preparation Tool for Students)</a></h5>
<h5><a class="file file_7516 lw_files_pdf" title="Student Time Sheet" href="/live/files/student-time-sheet">Field Practicum Student Time Sheet</a></h5>
<p><a class="file file_7522 lw_files_pdf" title="BSW Learning Plan Template" href="/live/files/bsw-learning-plan-template">Field Education Internship Learning Plan Template with Integrated E-Portfolio Development</a></p>
<h4>Using the Field Evaluation Within a Process</h4>
<ul>
<ul>
<li>
During the first several weeks of the semester, the student will need to develop a learning contract in consultation with their field instructor. It is understood that the field learning contract will be refined and updated as needed. Dates of submission to the faculty liaison are outlined in the field instruction/field seminar syllabi. The <a href="https://www.cswe.org/getmedia/94471c42-13b8-493b-9041-b30f48533d64/2022-EPAS.pdf">2022 CSWE Core Competencies</a> are detailed in the learning contract and match the areas of assessment in the field evaluation.
</li>
<li>
At about the midpoint of the semester (around the end of the 2
<sup>nd</sup>
month) it is suggested that as part of the weekly supervision session, time be scheduled for the field instructor and student to look at the evaluation form and explore how the student is doing. Ideally, this is accomplished before the semester three-way meeting between field instructor, student, and faculty field liaison/seminar instructor. Any major areas of disagreement or potential problems should be discussed prior to the virtual site visit including the student, field instructor, and faculty liaison so that problem solving can be engaged in and a remediation plan can be developed. However, if this discussion occurs following the fall semester virtual site visit and concerns are identified, it is important for the field instructor to consult with the faculty liaison.
</li>
<li>
Students completing a block placement will be evaluated at mid semester for a midterm evaluation. This evaluation is to be discussed with and submitted to the faculty liaison. Concurrent students receive a midterm evaluation at the end of the first semester.
</li>
<li>
Although the field evaluation must be completed by the field instructor, input should be solicited from all parties. It is suggested that the student complete a self-evaluation using the same evaluation instrument used by the field instructor and discuss the self-evaluation with the field instructor during the evaluation process. This provides a tool to explore discrepancies or clarification needs and facilitates discussion between student and field instructor.
</li>
<li>
Students will complete an agency and field instructor evaluation at the end of the of the placement.
</li>
</ul>
</ul>
<h5><a class="file file_7517 lw_files_pdf" href="/live/files/field-evaluation-of-student">Field Evaluation of Student</a></h5>
<h5>Student Evaluation of the Field Instructor and Field Host Agency (contact <a class="fitty_fit" style="white-space: nowrap; display: inline-block; font-size: 16px;" href="mailto:[email protected]">[email protected]</a> for form)</h5>
<h4>Course Assignments Related to Field Placement Experiences & Field Seminar Assignments</h4>
<p>Field Instruction students also concurrently register for a corresponding field seminar course. Field Seminar students must complete a field e-portfolio over the course of the academic year. This is detailed in the course syllabus (see Appendices A and B).</p>
<h3>
Citations/Links to Relevant Sources
<a id="citationslinks-to-relevant-sources"></a></h3>
<p>National Association of Social Workers. (2017). <em>Code of ethics of the National Association of Social Workers</em>. Retrieved from <a href="https://nam05.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.socialworkers.org%2FAbout%2FEthics%2FCode-of-Ethics%2FCode-of-Ethics-English&data=02%7C01%7Ctsnyder%40brockport.edu%7C4b33df975ff440823fdf08d72675c422%7C696ec4990f244fd9b691252a2884ef3b%7C0%7C0%7C637020159549562519&sdata=DtxATRGXWsLZSN2fhdUHMEPpoq3Ai7r%2By9kOvOC5HaA%3D&reserved=0">https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English</a></p>
<p>In-text citation: (National Association of Social Workers, 2017).</p>
<p>Council on Social Work Education. (2022). <em>Educational policy and accreditation standards for baccalaureate and master’s social work programs</em>. Retrieved from <a href="https://www.cswe.org/getmedia/94471c42-13b8-493b-9041-b30f48533d64/2022-EPAS.pdf">https://www.cswe.org/getattachment/Accreditation/Standards-and-Policies/2022-EPAS/2022EPASandGlossary.pdf.aspx</a></p>
<p>In-text citation: (Council on Social Work Education, 2022).</p>
<h2>
Appendix
<a id="appendix"></a></h2>
<h4>Seminar in Field Instruction I (SWO 455)</h4>
<p><strong>Instructor Note:</strong> Email is the best way to reach me. Please expect a 24-48 hour response for emails. Calling my office will not result in a faster response.</p>
<p>Students in this section meet synchronously via remote technology (E.g., Zoom), and will be required to attend all class meetings virtually. Students access this course via https://brockport.open.suny.edu using their assigned Brockport NetID. Students must have access to a computer with Internet connection to participate in this course and are encouraged to familiarize yourself with the Brightspace LMS as soon as possible. NOTE: This course opens (“Goes Live”) one week prior to the start of class in order to give you an opportunity to get acquainted with the online environment and course requirements. For additional information, go to: <a href="http://www.brockport.edu/academics/online">www.brockport.edu/academics/online</a>.</p>
<h3>
I. Catalog Course Description
<a id="i-catalog-course-description"></a></h3>
<p>This syllabus is for both SWO455 (Fall, 2 credits), the seminar that accompanies the Concurrent Field Instruction course SWO451. The same syllabus is also used for the single seminar SWO456 that accompanies the Block Field Instruction for Block Field Placement SWO454.</p>
<p><strong>SWO455</strong>: Seminar in Field Instruction I (2 credits). This must be taken concurrently with SWO451. This course provides the opportunity to achieve integration of classroom learning with field experience; resolution of discontinuity regarding the development of social work competencies in the field setting; development and integration of responsibilities of social worker’s professional role.</p>
<p><strong>SWO457</strong>: Seminar in Field Instruction II (2 semester hour). This must be taken concurrently with SWO453. This course is a continuation of SWO455. The course provides an opportunity to review and integrate course content from all of the program components with a final comprehensive case analysis, which allows the student the opportunity to demonstrate integration of theory and practice.</p>
<p><strong>SWO456</strong>: Seminar in Field Instruction (4 semester hours). This seminar accompanies the block field placement and is taken concurrently with SWO 454 Field Instruction. All of the course assignments are the same as for the concurrent seminars.</p>
<h3>
II. Prerequisites
<a id="ii-prerequisites"></a></h3>
<ul>
<ul>
<li>
SWO221
</li>
<li>
SWO301
</li>
<li>
SWO323
</li>
<li>
SWO 341
</li>
<li>
SWO 342
</li>
<li>
SWO 310
</li>
<li>
SWO 311
</li>
<li>
SWO304
</li>
</ul>
</ul>
<h3>
III. Introduction
<a id="iii-introduction"></a></h3>
<p>The primary purpose of the field instruction seminars is to help students apply and integrate generalist practice academic content. In addition, the second half of the seminar is a final integrative seminar for the social work program. Students are required to review and integrate course content from all of the program components. Students aid one another in achieving both purposes, as they share experiences from different types of field settings. Small seminar groups promote this sharing. This is an essential aspect of professional development. Seminar instructors, whom also serve as faculty liaisons between the students and their field agencies, facilitate sharing and processing.</p>
<h4>Council on Social Work Education (CSWE) Definition of Generalist Practice</h4>
<p>Generalist practice is grounded in the liberal arts and the person-in-environment framework. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities based on scientific inquiry and best practices. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and advocate for human rights and social and economic justice. They recognize, support and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice. The baccalaureate program in social work prepares students for generalist practice. The descriptions of the nine Social Work Competencies presented in the EPAS identify the knowledge, values, skills, cognitive and affective processes, and behaviors associated with competence at the generalist level of practice. (EPAS, 2015, p. 11)</p>
<h3>
IV. Course Objectives
<a id="iv-course-objectives"></a></h3>
<p>The Commission on Accreditation (COA) of the Council on Social Work Education (CSWE) is recognized by the Council for Higher Education Authority to accredit baccalaureate degree programs in social work education in the United States. CSWE developed Educational Policy and Accreditation Standards (<a href="https://www.cswe.org/accreditation/standards/2022-epas/">EPAS</a>) as an outcomes approach to ensure that students are able to demonstrate the integration and application of the competencies in practice. In EPAS, social work practice competence consists of nine interrelated competencies and component behaviors that are comprised of knowledge, values, skills, and cognitive and affective processes (CSWE, 2022). Below is a list of the learning objectives for this course as they relate to the <a href="https://www.cswe.org/accreditation/standards/2022-epas/">CSWE competencies</a>.</p>
<table style="width: 103%;" width="103%"><tbody>
<tr>
<td style="width: 70%;" width="70%">
<p><strong>Objectives</strong></p>
<p>Upon completion of the course, the student will be able to:</p>
</td>
<td style="width: 17%;" width="17%"><p><strong>Course Content</strong></p></td>
</tr>
<tr>
<td style="width: 70%;" width="70%">
<p><strong>CSWE</strong> <strong>Competency</strong> <strong>1<br />Demonstrate Ethical and Professional Behavior</strong></p>
<p>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 workers:</p>
<ol style="list-style-type: lower-alpha;">
<li>
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;
</li>
<li>
demonstrate professional behavior; appearance; and oral, written, and electronic communication;
</li>
<li>
use technology ethically and appropriately to facilitate practice outcomes; and
</li>
<li>
use supervision and consultation to guide professional judgment and behavior.
</li>
</ol>
</td>
<td style="width: 17%;" width="17%">
<p>Class Discussions Exercises</p>
<p>E-Portfolio</p>
<p>Professional Accountability and Academic Performance in Seminar</p>
<p> </p>
</td>
</tr>
<tr>
<td style="width: 70%;">
<p><strong>CSWE</strong> <strong>Competency</strong> <strong>2<br />Advance Human Rights & Social, Racial, Economic, & Environmental Justice</strong></p>
<p>Social workers understand that every person regardless of position in society has fundamental human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices throughout history that result in oppression and racism, including social work’s role and response. Social workers critically evaluate the distribution of power and privilege in society in order to promote social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably and that civil, political, economic, social, and cultural human rights are protected. Social workers:</p>
<ol style="list-style-type: lower-alpha;">
<li>
advocate for human rights at the individual, family, group, organizational, and community system levels; and
</li>
<li>
engage in practices that advance human rights to promote social, racial, economic, and environmental justice.
</li>
</ol>
<p><strong> </strong></p>
</td>
<td style="width: 17%;">
<p>Class Discussions/ Exercises</p>
<p>E-Portfolio</p>
<p>Professional Accountability and Academic Performance in Seminar</p>
</td>
</tr>
<tr>
<td style="width: 70%;">
<p><strong>CSWE</strong> <strong>Competency</strong> <strong>3<br />Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice</strong></p>
<p>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.</p>
<p>Social workers:</p>
<ol style="list-style-type: lower-alpha;">
<li>
demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels; and
</li>
<li>
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.
</li>
</ol>
<p><strong> </strong></p>
</td>
<td style="width: 17%;">
<p>Class Discussions/ Exercises</p>
<p>E-Portfolio</p>
<p>Professional Accountability and Academic Performance in Seminar</p>
</td>
</tr>
<tr>
<td style="width: 70%;">
<p><strong>CSWE Competency 4<br />Engage in Practice-Informed Research and Research-Informed Practice</strong></p>
<p>Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analysis, and they interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to a variety of clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources. Social workers:</p>
<ol style="list-style-type: lower-alpha;">
<li>
apply research findings to inform and improve practice, policy, and programs; and
</li>
<li>
identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.
</li>
</ol>
</td>
<td style="width: 17%;">
<p>Class Discussions/ Exercises</p>
<p>E-Portfolio</p>
<p>Professional Accountability and Academic Performance in Seminar</p>
</td>
</tr>
<tr>
<td style="width: 70%;">
<p><strong>CSWE Competency 5<br />Engage in Policy Practice</strong></p>
<p>Social workers identify social policy at the local, state, federal, and global level that affects well- being, human rights and justice, service delivery, and access to social services. Social workers recognize the historical, social, racial, cultural, economic, organizational, environmental, and global influences that affect social policy. Social workers understand and critique the history and current structures of social policies and services and the role of policy in service delivery through rights- based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis, implementation, and evaluation within their practice settings with individuals, families, groups, organizations, and communities. Social workers actively engage in and advocate for anti-racist and anti-oppressive policy practice to effect change in those settings. Social workers:</p>
<ol style="list-style-type: lower-alpha;">
<li>
use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services; and
</li>
<li>
apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.
</li>
</ol>
</td>
<td style="width: 17%;">
<p>Class Discussions/ Exercises</p>
<p>E-Portfolio</p>
<p>Professional Accountability and Academic Performance in Seminar</p>
</td>
</tr>
<tr>
<td style="width: 70%;">
<p><strong>CSWE Competency 6<br />Engage with Individuals, Families, Groups, Organizations, & Communities</strong></p>
<p>Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, and privilege as well as their personal values and personal experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:</p>
<ol style="list-style-type: lower-alpha;">
<li>
apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies; and
</li>
<li>
use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies.
</li>
</ol>
</td>
<td style="width: 17%;">
<p>Class Discussions/ Exercises</p>
<p>E-Portfolio</p>
<p>Professional Accountability and Academic Performance in Seminar</p>
</td>
</tr>
<tr>
<td style="width: 70%;">
<p><strong>CSWE Competency 7<br />Assess Individuals, Families, Groups, Organizations, and Communities</strong></p>
<p>Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities. Assessment involves a collaborative process of defining presenting challenges and identifying strengths with individuals, families, groups, organizations, and communities to develop a mutually agreed-upon plan. Social workers recognize the implications of the larger practice context in the assessment process and use interprofessional collaboration in this process. Social workers are self- reflective and understand how bias, power, privilege, and their personal values and experiences may affect their assessment and decision making. Social workers:</p>
<ul>
<li>
apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies; and
</li>
<li>
demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.
</li>
</ul>
</td>
<td style="width: 17%;">
<p>Class Discussions/ Exercises</p>
<p>E-Portfolio</p>
<p>Professional Accountability and Academic Performance in Seminar</p>
</td>
</tr>
<tr>
<td style="width: 70%;">
<p><strong>CSWE Competency 8<br />Intervene with Individuals, Families, Groups, Organizations, & Communities</strong></p>
<p>Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings. Social workers:</p>
<ol style="list-style-type: lower-alpha;">
<li>
engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals; and
</li>
<li>
incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.
</li>
</ol>
</td>
<td style="width: 17%;">
<p>Class Discussions/ Exercises</p>
<p>E-Portfolio</p>
<p>Professional Accountability and Academic Performance in Seminar</p>
</td>
</tr>
<tr>
<td style="width: 70%;">
<p><strong>CSWE Competency 9<br />Evaluate Practice with Individuals, Families, Groups, Organizations, & Communities</strong></p>
<p>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.</p>
<p>Social workers:</p>
<ol style="list-style-type: lower-alpha;">
<li>
select and use culturally responsive methods for evaluation of outcomes; and
</li>
<li>
critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities.
</li>
</ol>
</td>
<td style="width: 17%;">
<p>Class Discussions/ Exercises</p>
<p>E-Portfolio</p>
<p>Professional Accountability and Academic Performance in Seminar</p>
</td>
</tr></tbody></table>
<h3>
V. Educational Contract
<a id="v-educational-contract"></a></h3>
<p>Each seminar group will meet for the equivalent of approximately 16 hours a semester through eight bi-weekly two-hour sessions for concurrent placements and two hours weekly throughout the semester for block placements. Topical sections for the course are outlined below and are addressed by each group in a flexible manner, with the instructor responding to the needs of individuals and the seminar group. Both students and instructors will evaluate the degree to which objectives have been met at the end of each seminar session. Students will be assessed through the Professional Accountability and Academic Performance in Seminar rubric (see Appendix) throughout the semester including experiential formative practice exercises and the summative e-portfolio (see Appendix). Students will come to seminar prepared to engage in a dynamic discussion with their peers. Key terms are defined below for student clarification.</p>
<ul>
<ul>
<li>
<strong>Field Coordinator</strong>: The person who carefully assesses your field application, educational course of study, and learning needs then assigns your specific field placement. You may contact your field coordinator throughout the year with questions if your liaison or field instructor can’t answer them.
</li>
<li>
<strong>Field Instructor:</strong> The Social Worker at your agency who will teach you throughout the year at your field placement. They provide you with regular feedback, weekly supervision, review and comment on all of your paperwork; assign tasks, complete an assessment/ evaluation of your progress at mid-semester and the end of each semester. All of your activities at the agency fall under their supervision and social work license.
</li>
<li>
<strong>Task Supervisor:</strong> Some field sites use a Task Supervision Model of Field Education. The Task Supervisor is the agency staff member that is assigned to assist students in learning the activities identified in the learning agreement. The task supervisor carries the responsibility for the client system and “shares” various case activities with students.
</li>
<li>
<strong>Itinerant Supervisor</strong>: Some students may be provided with an Itinerant Supervisor. This is someone who does not work at the agency of your field placement. They are responsible for providing you with weekly supervision as your field supervisor does not have a degree in social work. The Itinerant Supervisor works closely with your task supervisor to oversee your practicum.
</li>
<li>
<strong>Faculty Field Liaison</strong>: The person hired by SUNY Brockport to serve as your instructor for Seminar in Field, and to monitor your progress in field. This person is the connection between the field instructor, student, and the Undergraduate Social Work Program. If issues arise, you and/or your field instructor may seek guidance from your field liaison. Their job is to support the placement. As they are your Seminar in Field Instructor they review work submitted in and issue your grade for field seminar.
</li>
<li>
<strong>Competencies:</strong> Nine Social Work Competencies identify the essential skills and behaviors that encompasses and describe the essence of Professional Social Work Practice.
</li>
<li>
<strong>Behaviors:</strong> Observable actions that demonstrate an integration of knowledge, values, skills, and cognitive and affective processes that comprise the competency.
</li>
<li>
<strong>Learning Activities:</strong> Learning activities are assignments/tasks that provide students with the opportunity to develop and demonstrate their attainment of behaviors related to core competencies.
</li>
<li>
<strong>Learning Contract:</strong> The educational plan that is developed between the student and their field instructor and approved by your Field Liaison. It is a collaborative process that describes the specific activities, tasks, and assignments the student will perform to achieve competencies.
</li>
<li>
<strong>Student Evaluation</strong>: This is the assessment your field instructor will complete at the end of each semester to provide you with written feedback on your progress on your development of the practice behaviors for each competency.
</li>
<li>
<strong>CSWE</strong>: Council on Social Work Education
</li>
<li>
<strong>EPAS</strong>: Educational Policy and Accreditation Standards
</li>
<li>
<strong>NASW</strong> <strong>Code of Ethics</strong>: The guide for professional conduct of social workers. It includes: social work’s mission, core values, ethical principles, and specific ethical standards to guide social workers’ conduct.
</li>
</ul>
</ul>
<p>The students’ mastery of course objectives will be evaluated as follows:</p>
<table><tbody>
<tr>
<td width="310"><p><strong>Assignment</strong></p></td>
<td width="113"><p><strong>Due</strong></p></td>
<td width="113"><p><strong>Points</strong></p></td>
<td width="136"><p><strong>Weight</strong></p></td>
</tr>
<tr>
<td width="310"><p>Professional Accountability and Academic Performance in Seminar</p></td>
<td width="113"><p>Ongoing</p></td>
<td width="113"><p>20</p></td>
<td width="136"><p>45%</p></td>
</tr>
<tr>
<td width="310"><p>E-Portfolio</p></td>
<td width="113"><p>12/08</p></td>
<td width="113"><p>55</p></td>
<td width="136"><p>55%</p></td>
</tr></tbody></table>
<p><strong>Total: 75 points (100%)</strong></p>
<p>Evaluation of students is based on their integration of course content from all the program components. Students aid one another in practicing and achieving competence, as they share experiences from different types of field settings. An additional purpose of the field seminar is to provide students with a meaningful group experience. This requires active participation by <u>all</u> seminar members. Students who choose not to participate, could at the discretion of the instructor (faculty liaison), receive a grade reduction.</p>
<p>Attendance at each seminar meeting is a crucial part of the course. Instructors will follow the college guidelines regarding unexcused absence(s) (no more than 15% of class time). As concurrent seminars only meet 8 times over the course of each semester, this means students cannot miss more than two classes and still pass the course without an approved exception from the course instructor or the program. At the discretion of the instructor (faculty liaison), students with excessive absences may receive a grade reduction or be required to repeat the course.</p>
<h4>Note: Passing Requirements for Field Practicum and Field Seminar</h4>
<p>Students must earn a passing grade of Satisfactory in Field Instruction and a C or better in Field Seminar to receive credit for each senior semester field requirement. If a student is passing only one component (field instruction or field seminar) and failing the other component, they will be administratively withdrawn from the field course they are passing. An academic review will be scheduled within the first two weeks of the following semester for students failing either field practicum or field seminar. See the BSW Field Manual and the Undergraduate Social Work Program Student Handbook for additional information regarding this process.</p>
<p><strong>Course Readings</strong></p>
<p>Additional readings/materials may be required. If applicable, all items will be posted to Brightspace.</p>
<p><strong>Required Materials:</strong></p>
<p>Students are required to read and be familiar with the policies and processes in the Undergraduate Social Work Program’s Field Manual. (Available electronically as a pdf file on Brightspace and the <a href="/academics/social_work/field_instruction.html">Social Work Program Field Education Website</a>).</p>
<p><strong>Suggested Supplemental Materials:</strong></p>
<p>American Psychological Association. (2020). <em>Publication manual of the American Psychological Association (7th Ed)</em>. Washington, DC, APA.</p>
<h3>
VII. Course Schedule
<a id="vii-course-schedule"></a></h3>
<h4>Session 1: Orientation to the Field Practicum</h4>
<p><strong>Wednesday, August 30</strong></p>
<p><strong>Student Learning Outcomes:</strong></p>
<ul>
<ol>
<li>
Students will become familiar with the format and purpose of Seminar
</li>
<li>
Students will become familiar with the 2022 CSWE Competencies
</li>
<li>
Students will begin to reflect on their affective reactions to beginning field placement
</li>
</ol>
</ul>
<p><strong>In Class Learning Activities:</strong></p>
<ul>
<ul>
<li>
Review Syllabus and Assignments
</li>
<li>
Discuss development of learning contracts including expectations of Phases 1 & 2 of the field education experience.
</li>
</ul>
</ul>
<p><strong>Assignment:</strong></p>
<ul>
<ul>
<li>
Begin to Develop Learning Contract Collaboratively with Field Instructor
</li>
</ul>
</ul>
<p><strong>Readings Due:</strong> Field Manual and Course Syllabus</p>
<h4>Session 2: Orientation to the Agency</h4>
<p><strong>Wednesday, September 13</strong></p>
<p><strong>Student Learning Outcomes</strong></p>
<ul>
<ol>
<li>
To become more familiar with your field placement host agency/program
</li>
<li>
To continue reflecting on professional development
</li>
</ol>
</ul>
<p><strong>In Class Learning Activity</strong></p>
<p>Each Student will identify and share with the class:</p>
<ul>
<ul>
<li>
The agency’s mission (and vision if applicable)
</li>
<li>
How it has evolved over the years (history)
</li>
<li>
Who the agency serves and the services/supports offered
</li>
</ul>
</ul>
<p><strong>Readings Due:</strong> CSWE, 2022</p>
<h4>Session 3: Developing Your Learning Contract in Supervision</h4>
<p><strong>Wednesday, September 27</strong></p>
<p><strong>Student Learning Outcomes</strong></p>
<ul>
<ol>
<li>
To apply CSWE Competencies to your specific tasks, behaviors, and responsibilities in the field
</li>
<li>
Emphasize the importance of supervision
</li>
<li>
To continue reflecting on professional development
</li>
</ol>
</ul>
<p><strong>In Class Learning Activities:</strong></p>
<ul>
<ul>
<li>
Check-in - learning contract development
</li>
<li>
Open Fieldwork Discussion/Formative Exercises 
</li>
</ul>
</ul>
<p><strong>Site Visits should be scheduled by now</strong></p>
<h4>Session 4: Midterm Reflection on Learning</h4>
<p><strong>Wednesday, October 11</strong></p>
<p><strong>Student Learning Outcomes</strong></p>
<ul>
<ol>
<li>
To apply CSWE Competencies to your specific tasks, behaviors, and responsibilities in the field
</li>
<li>
To continue reflecting on professional development
</li>
</ol>
</ul>
<p><strong>In Class Learning Activities:</strong></p>
<ul>
<ul>
<li>
Check-in: Timesheets, contracts, progress, barriers
</li>
<li>
Open Fieldwork Discussion/Advocacy Interview Reflections
</li>
</ul>
</ul>
<p><strong>Draft Learning Contract Draft due</strong></p>
<h4>Session 5: Preparing Your E-Portfolio</h4>
<p><strong>Wednesday, October 25</strong></p>
<p><strong>Student Learning Outcomes</strong></p>
<ul>
<ol>
<li>
To apply CSWE Competencies to your specific tasks, behaviors, and responsibilities in the field
</li>
<li>
To continue reflecting on professional development
</li>
</ol>
</ul>
<p><strong>In Class Learning Activities:</strong></p>
<ul>
<ul>
<li>
E-Portfolio Development /Check-in before due date
</li>
<li>
Open Fieldwork Discussion/Formative Exercises
</li>
<li>
Discuss student interview experiences with social work juniors
</li>
</ul>
</ul>
<h4>Session 6: Mastery—The Next Phase of Practicum</h4>
<p><strong>Wednesday, November 8</strong></p>
<p><strong>Student Learning Outcomes</strong></p>
<ul>
<ol>
<li>
To apply CSWE Competencies to your specific tasks, behaviors, and responsibilities in the field
</li>
<li>
To continue reflecting on professional development
</li>
</ol>
</ul>
<p><strong>In Class Learning Activities:</strong></p>
<ul>
<ul>
<li>
E-Portfolio Development /Check-in before due date
</li>
<li>
Open Fieldwork Discussion/Formative Exercises
</li>
</ul>
</ul>
<h4>Session 7: Revisiting Supervision and Engaging in Assessment of Self</h4>
<p><strong>Wednesday, November 29</strong></p>
<p><strong>Student Learning Outcomes</strong></p>
<ul>
<ol>
<li>
To apply CSWE Competencies to your specific tasks, behaviors, and responsibilities in the field
</li>
<li>
To continue reflecting on professional development
</li>
</ol>
</ul>
<p><strong>In Class Learning Activities:</strong></p>
<ul>
<ul>
<li>
E-Portfolio Presentations
</li>
<li>
Discussion on self-evaluation and how to process constructive feedback in supervision
</li>
</ul>
</ul>
<p><strong>All Students should be prepared to present 2 artifacts from 4 competencies</strong></p>
<h4>Session 8: End of Semester Reflection of Learning</h4>
<p><strong>Wednesday, December 6</strong></p>
<p><strong>Student Learning Outcomes</strong></p>
<ul>
<ol>
<li>
To apply CSWE Competencies to your specific tasks, behaviors, and responsibilities in the field
</li>
<li>
To continue reflecting on professional development
</li>
</ol>
</ul>
<p><strong>In Class Activities:</strong></p>
<ul>
<ul>
<li>
E-Portfolio Presentations
</li>
</ul>
</ul>
<div>
<div class="alert-box info space-below more" data-alert="">
<div>
<h3>
All Field Documentation Must Be Submitted by Noon December 8th
<a id="all-field-documentation-must-be-submitted-by-noon-december-8th"></a></h3>
<ul>
<li>
SIGNED Timesheets documenting minimum of 200 hours
</li>
<li>
Field evaluation of student (Word Document)
</li>
<li>
Agency Information Form (Weblink)
</li>
<li>
Final preliminary learning contracts with revisions based on site visit feedback signed by student and field instructor. Faculty Liaison will sign and submit to Field Director.
</li>
</ul>
</div>
<a class="close text-replace" href="#">Close</a>
</div>
</div>
<h3>
VIII. Assignment Descriptions and Rubrics
<a id="viii-assignment-descriptions-and-rubrics"></a></h3>
<h4>Field E-Portfolio</h4>
<p><strong>Purpose:</strong></p>
<p>To create a tangible record of your practice accomplishments and to demonstrate your competence, growth, and development in the nine CSWE core competencies.</p>
<p><strong>Criteria & Directions:</strong></p>
<p>An acceptable e-portfolio will be creative, comprehensive yet concise, well organized, and easy to navigate. Students will be required to collect artifacts as evidence of progress for each of the CSWE competencies. E-Portfolios will be created through Canva, Google, Wix or another site/platform of their choosing, at no cost to store and present e-Portfolio contents. Students will present their e-portfolios in seminar at the end of each semester. The portfolio will include a section/tab for the student’s learning contract and a separate section for each CSWE competency. Students will refer to their learning contract and identify (with support/input from both their faculty liaison and field instructor) what could qualify as evidence (artifacts) of growth/progress/development for each competency. The elements/artifacts selected to include will vary depending on the student’s field site. Students will construct a rationale to accompany each artifact as to why it is evidence of their practice of that competency including alignment with a specific quote from that CSWE competency with APA citation. Students are also encouraged to include a scholarly or governmental source to further substantiate connections to each competency. Citation of sources within the body of the e-portfolio rationale text and on a reference page per APA guidelines is required.</p>
<p><strong>Connecting artifacts to competencies directions:</strong></p>
<p>For each competency, review the full competency description including the paragraph overview and bulleted component behaviors underneath. For each artifact, start by naming the element/artifact and explaining explicitly how the element(s) demonstrates competence in that area. A specific element may reflect more than one competency. If so, you must construct a customized rationale associated with a specific quote from each competency. Each artifact can only be used twice within the entire e-portfolio. Elements/artifacts can come from a variety of sources such as the undergraduate social work course assignments if they pertain specifically to your learning contract in field, agency-based documentation (must remove or black out any identifiers), certificates of completion from training/professional development, student notes, etc. Students MUST provide two artifacts with rationales for each competency including APA citations for the CSWE competency. Use of a scholarly or governmental source that further substantiates the connection between the artifact and the competency is encouraged, but not required to meet standards for this assignment (see rubric below).</p>
<p><strong>E-Portfolio Presentation</strong></p>
<p>At the end of the fall semester, students will present a draft of their e-portfolio to the class to receive formative feedback from their peers and professor. This draft will <strong>include student’s selection of 4 competencies</strong>. (At the end of the spring semester, students will present a revised/final e-portfolio with all 9 <a href="https://www.cswe.org/getmedia/94471c42-13b8-493b-9041-b30f48533d64/2022-EPAS.pdf">CSWE Competencies</a>). Each Faculty Liaison will provide a schedule of presentations for students in their field seminar on Blackboard. This presentation, and participation of classmates in response to the presentation, will be counted toward each student’s professional accountability and academic performance in seminar grade.</p>
<p><strong>Organizational Profile</strong></p>
<p>This is an ungraded assignment, but your performance will be reflected in your professional accountability grade. Every student must come prepared to seminar to discuss this information. Sources of information could include the agency/program website, brochures (online or hard copy) or interviewing field instructor. To become more familiar with your field placement host agency/program, identify:</p>
<ul>
<ul>
<li>
The agency’s mission (and vision if applicable)
</li>
<li>
How it has evolved over the years (history)
</li>
<li>
Who the agency serves
</li>
<li>
Array of services/supports offered
</li>
<li>
Purpose of the field placement specific program<strong>.</strong>
</li>
</ul>
</ul>
<p><strong>Advocacy Interview</strong></p>
<p>This is an ungraded assignment which will be reflected in your performance and accountability grade. The purpose of this interview assignment is to learn more about case and cause advocacy within your field placement organization and to reflect on your motivations to engage in advocacy at the micro, mezzo, and macro levels. Advocacy, engaging in purposeful actions to help people advance their rights, opportunities, causes, and dignity is a key component of social work practice. Case advocacy can relate to an individual or family in need of some type of change, such as advocating on behalf of the individual or family to access resources. Cause advocacy focuses on larger, more systemic efforts to change policies, laws, or practices for a larger segment of society. Examples at the mezzo level may include changing policies, practices and within organizations. At the macro level this could be educating people/communities about social issues, promoting legislative change, conducting research to document needs, and more. Each student will discuss their advocacy interviews/reflections in field seminar during session 4.</p>
<p><strong>Ask your social work supervisor the following questions:</strong></p>
<ul>
<ol>
<li>
In a typical work week, how many hours on average do you spend engaged in advocating for clients (case advocacy) and for larger issues at the organizational, community, or societal level (cause advocacy)?
</li>
<li>
What are some of the more common advocacy activities included in your job?
</li>
<li>
Do your advocacy activities take place during your paid or personal time? Both?
</li>
<li>
What is your employer’s level of commitment to advocacy? Just right, not enough, or too much?
</li>
<li>
On a scale from 1 to 10 (1 being lowest and 10 being highest), rank how important it is to you and your satisfaction as a social worker to be able to engage in advocacy activities during work time?
</li>
</ol>
</ul>
<p><strong>After completing the interview:</strong></p>
<ul>
<ol>
<li>
Reflect on the interviewee’s responses—were the responses expected? Unexpected? Describe.
</li>
<li>
Thinking about your current and future social work practice, what is it about the human experience that makes you feel motivated to engage in advocacy? What are you most passionate about?
</li>
<li>
Considering what you learned from the interview, combined with your own advocacy interests, how can you utilize your placement to develop opportunities for micro, mezzo, and macro advocacy?
</li>
</ol>
</ul>
<p><strong>Junior Social Work Student Interview Participation</strong></p>
<p>This is an ungraded assignment which will be reflected in your professional performance and accountability grade. Incoming social work juniors will be matched to social work seniors to interview you about your field agency/organization. For juniors, the purpose of this assignment is to practice their professional, engagement, assessment, and writing skills. For seniors in field placement, the interview experience is an opportunity to demonstrate professionalism by sharing what you are learning about your agency and describing your role as a social work intern. As part of your professional accountability grade for field seminar, this experience can also be counted as an artifact for Competency 1: Demonstrate Ethical & Professional Behavior on the e-portfolio assignment. Interviews are expected to take approximately 45 minutes. They can be conducted in-person, via Zoom, and by phone. You’ll be asked questions about your agency, services provided, your role as a social work intern, how the organization is funded, cost of services to clients, areas you see as agency strengths, areas for improvement, and more. You will be contacted via email by the social work junior to arrange a convenient day/time for the interview. This interview should be completed before the end of October. Seniors will be discussing their interview experience in field seminar.</p>
<h3>
IX. Social Work Department Academic Policies
<a id="ix-social-work-department-academic-policies"></a></h3>
<ul>
<ul>
<li>
<em>Academic dishonesty:</em> is a serious breach of that trust which exists between a student, one’s fellow students and the Instructor. Academic dishonesty is a major violation of College policy, which can result in the failure of a course, as well as in a range of disciplinary actions, from an official warning to suspension or dismissal from the College. Any student suspected of such a violation will be subject to
</li>
<li>
<em>Attendance</em>: Students must attend all sessions and are expected to actively participate in the activities scheduled for each session. “Absences will be excused for (a) documented illness, (b) official representation of the College, (c) death of a close relative, (d) religious holiday, and (e) other circumstances beyond the control of the student. Substantiation of excused absences is the responsibility of the student. Excuses for official representation of the College must be obtained from the official supervising the activity or event. Students whose unexcused absences exceed 15% of the scheduled classes and laboratories may receive a lowered grade or failure at the instructor’s discretion.” (Faculty Senate, 2017).
</li>
<li>
<em>Disability Policy Statement</em> SUNY Brockport is committed to fostering an optimal learning environment by applying current principles and practices of equity, diversity, and inclusion. If you are a student with a disability and want to utilize academic accommodations, you must register with Student Accessibility Services (SAS) to obtain an official accommodation letter which must be submitted to faculty for accommodation implementation. If you think you have a disability, you may want to meet with SAS to learn about related resources. You can find out more about Student Accessibility Services at :<a href="/life/accessibility_services/">/life/accessibility_services/</a>, or by contacting SAS via <a href="mailto:[email protected]?subject=">[email protected]</a>, or 585-395-5409. Students, faculty, staff, and SAS work together to create an inclusive learning environment. The following is a link to the College’s policy <a href="/support/policies/adopted/aa_sas_accessing_services_procedures.html">Procedure for Accessing Services for Students with Disabilities</a>.
</li>
<li>
<em>Sex and Gender discrimination:</em> including sexual harassment, are prohibited in educational programs and activities, including classes. Title IX legislation and College policy require the College to provide sex and gender equity in all areas of campus life. If you or someone you know has experienced sex or gender discrimination, sexual harassment, sexual assault, intimate partner violence, or stalking, we encourage you to seek assistance and to report the incident through resources available at <a href="/about/title_ix/">/about/title_ix/</a> . Confidential assistance is available on campus at Hazen Center for Integrated Care and RESTORE. Faculty are NOT confidential under Title IX and will need to share information with the Title IX & College Compliance Officer. For these and other policies governing campus life, please see <a href="/support/policies/student.php">/support/policies/student.php</a>
</li>
<li>
<em>Emergency Preparedness</em>: In case of emergency, the Emergency Alert System at The College at Brockport will be activated. Students are encouraged to maintain updated contact information using the link on the College’s Emergency Information website, <a href="/support/emergency">/support/emergency</a> . Included on the website is detailed information about the College’s emergency operations plan, classroom emergency preparedness, evacuation procedures, emergency numbers, and safety videos. In addition, students are encouraged to familiarize themselves with the Emergency Procedures posted in classrooms, halls, and buildings and all college facilities.
</li>
<li>
<em>Writing Standards</em>: The profession demands of its practitioners the ability to communicate clearly. This includes both verbal and written communication skills. The written assignments for this course will be graded first on the basis of the student’s mastery of subject matter. The grade will also be affected by the quality of the written assignments. Credit will be lost for poor development of written work, improper grammar, poor spelling, and the improper use of English vocabulary. <strong>The APA style is to be followed in preparing this or any other formal papers required by this Department</strong>.
</li>
<li>
<em>Scholarly resources</em>: Many social work assignments require the use of scholarly resources which include peer-reviewed articles and reputable websites which often end in .edu or .gov. Media such including online magazine editions, popular media, or sensational-type news articles often do not meet expectations for social work assignments. Information about how to determine whether or not a resource is scholarly is available at <a href="http://library.brockport.edu/c.php?g=390464&p=2651785">http://library.brockport.edu/c.php?g=390464&p=2651785</a> Be sure to contact your social work instructor if you have questions about using a particular source for an assignment.
</li>
<li>
<em>Statement of Equity and Open Communication:</em> I recognize that each class I teach is composed of diverse populations and am aware of and attentive to inequities of experience based on social identities including but not limited to race, class, assigned gender, gender identity, sexuality, geographical background, language background, religion, disability, age, and nationality. This classroom operates on a model of equity and partnership, in which we expect and appreciate diverse perspectives and ideas. If anyone is experiencing exclusion, intentional or unintentional aggression, silencing, or any other form of oppression, I encourage open communication with myself and/or the class as a whole. Learners, both students and instructors, will engage in a learning situation that will benefit all participants and enhance the opportunity to become competent social workers. Students are responsible for reading materials assigned and participating in learning activities. Instructors are responsible for providing an opportunity for meaningful learning experiences. Although course content may be modified with the agreement of the participants, the objectives must be achieved. The instructors will announce office hours and will be available for individual and group meetings with students outside regular class time. In fact, meeting with instructors outside of class time is strongly encouraged and may be required. All participants will respect one another’s opinions and will commit themselves to create an atmosphere where questioning, self-expression, and sharing are encouraged and the right to disagree respected. During the semester, both students and instructors will be evaluated.
</li>
</ul>
</ul>
<h4>Grading Key:</h4>
<ul>
<ul>
<li>
<strong>A/A-</strong> = <em>Outstanding Performance:</em> You demonstrated that you understood the concepts, gave appropriate examples, no writing or grammatical errors. Ideas were well developed. Demonstrated excellent critical thinking skills.
</li>
<li>
<strong>B+/B</strong> = <em>Good Performance:</em> You demonstrated that you understood most of the concepts and your examples were a little weak. There are a few problems in the development of your ideas, in writing and grammar; however, they are not severe. Demonstrated good critical thinking skills.
</li>
<li>
<strong>C+/C</strong> = <em>Average Performance</em>: You did not demonstrate clearly that you understood the concepts. Your work does not indicate clear thinking or that much thought went into the assignments. Ideas were not clearly presented and there are several grammatical and writing errors. Demonstrated average critical thinking skills. Note! A “C” grade in a required social work course. <strong>*Note! A “C-”</strong> grade in a required social work course is not a passing grade; the course must be taken again for a BSW degree.
</li>
<li>
<strong>D+/D-</strong> = <em>Marginal</em>. Just passing (this applies to social work electives only; a grade of “D+, D, or D-“ is not a passing grade in a required social work course). You barely demonstrate an understanding of the concepts. There are numerous problems in development of your ideas, grammar and writing. Demonstrated little, if any, ability for critical thinking.
</li>
<li>
<strong>E</strong> = <em>Unacceptable</em>: You demonstrate no understanding of the concepts. There are serious to severe problems in development of your ideas, grammar, and writing. Demonstrated no critical thinking skills.
</li>
</ul>
</ul>
<p><strong>Grade Quality Points</strong></p>
<ul>
<ul>
<li>
A 4.00 = 95 - 100 %
</li>
<li>
A- 3.67 = 90 - 94 %
</li>
<li>
B+ 3.33 = 87 - 89 %
</li>
<li>
B 3.00 = 83 - 86 %
</li>
<li>
B- 2.67 = 80 - 82 %
</li>
<li>
C+ 2.33 = 77 - 79 %
</li>
<li>
C 2.00 = 73 - 76 %
</li>
<li>
C- 1.67 = 70 - 72 %
</li>
<li>
D+ 1.33 = 67 - 69 %
</li>
<li>
D 1.00 = 63 - 66 %
</li>
<li>
D- .67 = 60 - 62 %
</li>
<li>
E .00 = 59.49 %
</li>
</ul>
</ul>
<p>*** Please note that there are only 4 weeks to drop a course. ***</p>
<h3>X. Instructor’s Classroom Policies</h3>
<p>Social work is a professional degree; therefore, part of students’ education includes a socialization process of learning to be a professional. Professional behavior is different from ethical behavior that is outlined in the <em>Code of Ethics</em>. Professional behavior refers to the manner in which you hold yourself accountable and responsible to others beyond the client system you are serving. These other individuals include your classmates, professors, field supervisors, and colleagues. In the classroom (either virtual or in-person), the goal of professionalism is to encourage an active learning environment where everyone is involved in learning together. Below is an outline of additional expectations for student behavior in the classroom.</p>
<ul>
<ul>
<li>
<em>Respect:</em> I am committed to providing you with a class environment that conveys my professional and personal respect for you, your wisdom and knowledge, and past experiences. If I ever fall short in this regard, <strong>please do not hesitate to let me know</strong>. You may do this during office hours, by email, phone, or via anonymous note slipped under my door or placed in my faculty mailbox. I am always happy to discuss your concerns and take corrective action if necessary. I strive to provide a welcoming class atmosphere, and to be respective and welcoming to all students. Diversity of opinion in class discussion and written assignments is not only welcome and respected but is essential for effective learning in this class. Your views on the subject matter of this class, whether they are based on liberal or conservative views, religious or non-religious beliefs, or grounded in other perspectives, will be benevolently received by the Instructor, and should be respectfully treated by your classmates. What is essential is a commitment to the tolerant respect of diverse views, a willingness to submit one’s beliefs to critical analysis, and an acceptance of the valuable role of scientific inquiry in the investigation of empirical claims.
</li>
<li>
<em>Communication with the Professor:</em> You are welcome to call me Dr. Cesnales (pronounced Siss-NOW-less), Professor Cesnales, Dr. C, Professor, or Doctor. <strong>Do not call me by my first name. I prefer being called Dr. C.</strong> Please let me know which name you prefer that I call you, as well as the correct spelling and pronunciation. I use she/her/her’s pronouns. Please let me know your preferred pronouns. <strong>All communication from me will be directed to your Brockport e-mail account</strong>. Please check it regularly as some of the communication, even after the course is complete, can be time sensitive. It is your responsibility to ensure that you have updated your e-mail address so you can receive any important news regarding the course. For security purposes, it is my policy that students send and receive information only from their Brockport accounts. Please be mindful of this policy, as I will not respond to communications sent from other accounts (e.g. Gmail, Yahoo). <strong>Please also note that it may take 24-48 hours for a response</strong>. Do not expect responses after business hours, weekends, or campus breaks. <strong>Before contacting me regarding assignments, please read the syllabus</strong>. You will likely find the answer there. If you are still uncertain, ask several classmates or post the question on a Black Board Discussion Board. If you are still uncertain, then you may email me for clarification. If you find that you are having problems in this class, <strong>please do not wait until the end of term to meet with me to discuss your options.</strong>
</li>
<li>
<em>Confidentiality:</em> At times, class discussions may include case examples from the instructor’s and your own experiences. In all instances, the presentation of case material will adhere to the National Association of Social Workers’ <em>Code of Ethics</em> available at <a href="https://www.socialworkers.org/About/Ethics/Code-of-Ethics">https://www.socialworkers.org/About/Ethics/Code-of-Ethics</a>. You should become familiar with what constitutes “confidential information” and about the necessity to protect clients’ confidentiality – only non-identifying information will be presented and discussed. If it is not possible to conceal identifying information, then the case should not be used. Divulging information from agency cases should also comply with agency rules. If you use case examples from your work or field placement you will be expected to have received consent to do so from the agency. The rules regarding client confidentiality should also apply to discussions outside of the classroom setting. In addition, you do not have to self-disclose in class anything you do not feel comfortable sharing and should be mindful of your own and your friends’ and family’s need for privacy.
</li>
<li>
<em>Extra Credit and Make up Policy:</em> I do not give individual extra credit assignments. Keep track of your grades on Brightspace and utilize my office hours if you have concerns about your grade throughout the semester. <strong>I do not permit students to make up missed graded assignments except for bona fide and documented reasons</strong> (i.e. (a) documented illness, (b) official representation of the College, (c) death of a close relative, (d) religious holiday, and (e) other circumstances beyond the control of the student). It is the student’s responsibility to obtain permission to submit missed work and to make arrangements for making up missed work. The professor reserves the right to reduce the grade for any late assignments, regardless of reason for the assignment being late.
</li>
<li>
<em>Policy on Late Assignments:</em> Assignments are to be submitted electronically on Brightspace by the specified due date and time. DO NOT email me your papers or assignments. If you have a problem with timely submissions, it is your responsibility to contact me PRIOR to the due date/time to discuss your circumstances. Not all circumstances are valid and I may not permit an assignment to be late. The professor reserves the right to reduce the grade for any late assignments, regardless of reason for the assignment being late.
</li>
</ul>
</ul>
<p><a class="file file_7521 lw_files_pdf" title="Field E-Portfolio Grading Rubric" href="/live/files/field-e-portfolio-grading-rubric">Field E-Portfolio Grading Rubric (55% of semester grade)</a></p>
<p><a class="file file_7513 lw_files_pdf" title="Performance Seminar Rubric" href="/live/files/performance-seminar-rubric">Professional Accountability and Academic Performance in Seminar (45% of semester grade)</a></p>
<p><a class="file file_7511 lw_files_pdf" title="Field Seminar Rubric" href="/live/files/field-seminar-rubric">Professional Accountability and Performance in Field Seminar Rubric (15 points possible)</a></p>
<h3>
XI. Student Resources
<a id="xi-student-resources"></a></h3>
<ul>
<ul>
<li>
<a href="/library/">The Drake Memorial Library</a>: Librarians can teach you how to search the databases and archives for scholarly information for your papers. They can also provide some APA assistance. When you need help with your paper, start here! <a href="http://library.brockport.edu/socialwork">http://library.brockport.edu/socialwork</a>
<ul>
<li>
The Brockport Downtown Librarian is Margaret Pierce <a href="mailto:[email protected]">[email protected]</a> If a student would like to schedule a research appointment, please go to the <em>Request a Research Appointment</em> form on <a href="https://nam05.safelinks.protection.outlook.com/?url=https%3A%2F%2Fbrockport.libanswers.com%2F&data=02%7C01%7Ctsnyder%40brockport.edu%7Cd829736236ed42f8e17808d72329a314%7C696ec4990f244fd9b691252a2884ef3b%7C0%7C0%7C637016534053465247&sdata=ZBqHTi1xjQowlQPfFOHBHpjqi41RGeI8fTM8h5KQcQA%3D&reserved=0">Ask a Librarian</a>. Brockport Downtown Rm. 564, 585-395-8476
</li>
</ul>
</li>
<li>
<a href="/academics/support.html">Academic Support</a> Services: The College provides a variety of academic support services (see below).
</li>
<li>
<a href="/academics/success_center/">The Academic Success Center</a>: Provides a wide variety of academic services from advisement to supports to assist students with meeting writing proficiency and study skills needs through <a href="http://www.brockport.edu/%7Eslc/courses/index.html"><em>tutoring in all content areas</em></a> to help students deepen their understanding of specific course material including online tutoring through the <a href="/academics/tutoring/">STAR NY</a> system.
</li>
<li>
<a href="http://www.brockport.edu/eop/">The Educational Opportunity Program</a>: Assists economically and educationally disadvantaged students to achieve educational goals. <a href="http://www.brockport.edu/eop/">http://www.brockport.edu/eop/</a>
</li>
<li>
<a href="/academics/advisement/first_generation/index">First Generation Student Support Services:</a> BeFirst@Bport provides support, resources, and opportunities to ease first-generation students into their transition to college.
</li>
<li>
<a href="/life/hazen_care_center.html">Hazen Center for Integrated Care:</a> Free to all students regardless of if you live on campus or commute! The Hazen Center for Integrated Care provides a holistic approach to student health and wellness, and supports students’ mind, body, and spirit throughout their Brockport experience.
</li>
<li>
<a href="/support/issue_center/">Campus Support and Reporting Resources:</a> Provides links to various services as well as how to report concerns. This system is intended to provide an opportunity for individuals to report non-emergency concerns, and incidents related to bias so SUNY Brockport can further look into them and provide resources/support to the reporting individual(s).
</li>
<li>
<a href="/support/registration_records/">The Office of Registration and Records:</a> Find information related to course registration including deadlines for registration, as well as adding, dropping, or withdrawing from a course.
</li>
</ul>
</ul>
<p><strong>FOR EMERGENCIES, INCLUDING SAFETY CONCERNS FOR MEMBERS OF OUR COMMUNITY, CALL UNIVERSITY POLICE AT (585) 395-2222, or DIAL 911</strong></p>
</div>
</article>
<div class="table_of_contents">
<h2>Table of Contents</h2>
<ul class="table_of_contents link-list">
<li class="anchor-h2"><a href="/academics/social-work/undergradaute-field-manual/#2023-2024-field-manual">2023-2024 Field Manual</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#suny-brockport-2023-2024-academic-calendar">SUNY Brockport 2023-2024 Academic Calendar</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#academic-year-definition">Academic Year Definition</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#full-faculty---staff-list">Full Faculty & Staff List</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#general-introduction-to-field-education">General Introduction to Field Education</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#letter-to-field-instructor">Letter to Field Instructor</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#letter-to-student">Letter to Student</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#philosophy-of-field-instruction">Philosophy of Field Instruction</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#undergraduate-program-mission">Undergraduate Program Mission</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#undergraduate-program-goals">Undergraduate Program Goals</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#accreditation-information">Accreditation Information</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#competency-1-demonstrate-ethical-and-professional-behavior">Competency 1: Demonstrate Ethical and Professional Behavior</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#competency-2-advance-human-rights-and-social-racial-economic-and-environmental-justice">Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#competency-3-engage-anti-racism-diversity-equity-and-inclusion-adei-in-practice">Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#competency-4-engage-in-practice-informed-research-and-research-informed-practice">Competency 4: Engage in Practice-informed Research and Research-informed Practice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#competency-5-engage-in-policy-practice">Competency 5: Engage in Policy Practice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#competency-6-engage-with-individuals-families-groups-organizations-and-communities">Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#competency-7-assess-individuals-families-groups-organizations-and-communities">Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#competency-8-intervene-with-individuals-families-groups-organizations-and-communities">Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#competency-9-evaluate-practice-with-individuals-families-groups-organizations---communities">Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, & Communities</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#standards-for-evaluating-academic-performance">Standards for Evaluating Academic Performance</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#1-basic-abilities-necessary-to-acquire-professional-skills">1. Basic Abilities Necessary to Acquire Professional Skills</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#2-emotional-and-mental-abilities-necessary-for-performance-in-the-program-and-professional-practice">2. Emotional and Mental Abilities necessary for performance in the program and professional practice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#professional-performance-skills-necessary-for-work-with-clients-and-professional-practice">Professional Performance Skills: necessary for work with clients and professional practice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#scholastic-performance">Scholastic Performance:</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#use-of-electronic-devices-in-the-classroom">Use of Electronic Devices in the Classroom</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#passing-requirements-for-field-practicum-and-field-seminar">Passing Requirements for Field Practicum and Field Seminar</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#undergraduate-social-work-program-policies-and-procedures-for-review-of-academic-performance-and-academic-grievances">Undergraduate Social Work Program Policies and Procedures for Review of Academic Performance and Academic Grievances</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#academic-reviews-process">Academic Reviews Process:</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#pre-academic-review">Pre-Academic Review</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#full-academic-review">Full Academic Review</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#general-academic-review-appeal">General Academic Review Appeal:</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#field-education-requirements---options">Field Education - Requirements & Options</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#hours-requirement">Hours Requirement</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#employment-based-field-instruction">Employment-Based Field Instruction</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#interruption-of-field-placement">Interruption of Field Placement</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#field-placement-hours-during-the-semester-break-for-continuity">Field Placement Hours during the Semester Break for Continuity:</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#field-education-operational-process---procedures">Field Education Operational Process & Procedures</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#criteria-utilized-to-assess-agency-practicum-sites-include">Criteria utilized to assess agency practicum sites include:</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#criteria-for-selection-of-field-instructors">Criteria for Selection of Field Instructors:</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#field-education-roles---responsibilities">Field Education Roles & Responsibilities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#undergraduate-social-work-program-responsibilities">Undergraduate Social Work Program Responsibilities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#agency-responsibilities">Agency Responsibilities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#coordinator-of-field-education-role-and-responsibilities">Coordinator of Field Education Role and Responsibilities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#faculty-liaison-responsibilities">Faculty Liaison Responsibilities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#field-instructor-responsibilities">Field Instructor Responsibilities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#student-responsibilities">Student Responsibilities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#the-field-education-committee">The Field Education Committee</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#contributions-of-program-students">Contributions of Program Students</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#opportunities-for-field-instructors">Opportunities for Field Instructors</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#liability---accident-insurance">Liability & Accident Insurance</a></li>
<li class="anchor-h2"><a href="/academics/social-work/undergradaute-field-manual/#learning-in-field-instruction">Learning in Field Instruction</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#criteria-for-students-entering-field-instruction">Criteria for Students Entering Field Instruction</a></li>
<li class="anchor-h2"><a href="/academics/social-work/undergradaute-field-manual/#2024-2025-undergraduate-social-work-program">2024-2025 Undergraduate Social Work Program</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#field-practicum-planning-guide">Field Practicum Planning Guide</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#pre-field-practicum-course---gpa-requirements">Pre-Field Practicum Course & GPA Requirements</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#fall---spring-semester-concurrent-field-practicum">Fall & Spring Semester Concurrent Field Practicum</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#block-one-semester-field-practicum">Block (one semester) Field Practicum</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#field-placement-planning">Field Placement Planning</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#undergraduate-social-work-online-distance-degree-completion-program-odc">Undergraduate Social Work Online Distance Degree Completion Program (ODC)</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#field-placement">Field Placement</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#field-placement-process">Field Placement Process</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#field-placement-application">Field Placement Application</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#field-practicum-application-form">Field Practicum Application Form</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#student-release-of-information-authorization-and-training-agreement">Student Release of Information Authorization and Training Agreement</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#preparation-for-field-instruction">Preparation for Field Instruction</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#anticipated-schedule-of-the-field-instruction-process">Anticipated Schedule of the Field Instruction Process</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#phase-i-orientation">Phase I: Orientation</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#phase-ii-beginning-interventionapprenticeship-stage">Phase II: Beginning Intervention/Apprenticeship Stage</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#phase-iii-continuing-interventionmastery">Phase III: Continuing Intervention/Mastery</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#phase-iv-termination">Phase IV: Termination</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#evaluation-of-field-learning">Evaluation of Field Learning</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#field-instruction-preparation-supervision---evaluation">Field Instruction: Preparation, Supervision & Evaluation</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#preparation-for-supervision">Preparation for Supervision</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#using-the-field-evaluation-within-a-process">Using the Field Evaluation Within a Process</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#course-assignments-related-to-field-placement-experiences---field-seminar-assignments">Course Assignments Related to Field Placement Experiences & Field Seminar Assignments</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#citationslinks-to-relevant-sources">Citations/Links to Relevant Sources</a></li>
<li class="anchor-h2"><a href="/academics/social-work/undergradaute-field-manual/#appendix">Appendix</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#seminar-in-field-instruction-i-swo-455">Seminar in Field Instruction I (SWO 455)</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#i-catalog-course-description">I. Catalog Course Description</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#ii-prerequisites">II. Prerequisites</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#iii-introduction">III. Introduction</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#council-on-social-work-education-cswe-definition-of-generalist-practice">Council on Social Work Education (CSWE) Definition of Generalist Practice</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#iv-course-objectives">IV. Course Objectives</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#v-educational-contract">V. Educational Contract</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#note-passing-requirements-for-field-practicum-and-field-seminar">Note: Passing Requirements for Field Practicum and Field Seminar</a></li>
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<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#session-6-masterythe-next-phase-of-practicum">Session 6: Mastery—The Next Phase of Practicum</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#session-7-revisiting-supervision-and-engaging-in-assessment-of-self">Session 7: Revisiting Supervision and Engaging in Assessment of Self</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergradaute-field-manual/#session-8-end-of-semester-reflection-of-learning">Session 8: End of Semester Reflection of Learning</a></li>
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<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#all-field-documentation-must-be-submitted-by-noon-december-8th">All Field Documentation Must Be Submitted by Noon December 8th</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#viii-assignment-descriptions-and-rubrics">VIII. Assignment Descriptions and Rubrics</a></li>
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<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#ix-social-work-department-academic-policies">IX. Social Work Department Academic Policies</a></li>
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<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#x-instructors-classroom-policies">X. Instructor’s Classroom Policies</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergradaute-field-manual/#xi-student-resources">XI. Student Resources</a></li>
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<h1>Student Resources</h1>
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<p class="leadin">SUNY Brockport faculty and staff are here to support you on your journey, while you work towards your MSW and your future career as a social worker!</p>
<p>Please see below for our Plan of Study webpages:</p>
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<h1>About The Department</h1>
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<h3 tabindex="-1">Career Landscape</h3>
<h4 tabindex="-1">THE PROFESSION OF SOCIAL WORK OFFERS REWARDING CAREER OPPORTUNITIES.</h4>
<p tabindex="-1">A social work degree prepares professionals with the knowledge and skills to partner with and empower individuals, families, groups, organizations and communities in promoting health and well-being, through the provision of psychosocial services and advocacy.</p>
<p tabindex="-1">According to the US Department of Labor, between 2014 -2024, the <strong tabindex="-1">employment demand for social workers is expected increase 12%</strong> and this demand is higher than for all other occupations due to increased need for health care and social services (Bureau of Labor Statistics, <a tabindex="-1" href="http://www.bls.gov/ooh/community-and-social-service/social-workers.html">Occupational Outlook Handbook</a>).</p>
<p tabindex="-1">Social workers work in a variety of settings including:</p>
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Schools
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<p tabindex="-1">While the profession provides opportunities for a range of specialty areas, all social workers are bound by a Code of Ethics valuing the dignity and worth of the individual, service, social and economic justice and human rights. At the Baccalaureate level, social workers are prepared for generalist level practice. At the graduate level, MSW students are prepared for advanced level practice.</p>
<hr />
<h3 tabindex="-1">The Bachelor of Science in Social Work prepares students to study, confront and tackle some of society’s most demanding problems.</h3>
<p tabindex="-1">Our unique combination of classroom and real-world internship experiences prepare students to serve individuals, families, organizations, and communities.</p>
<p tabindex="-1">Students have access to a vast network of area providers where they gain experience delivering services. Internship settings include: community-based social service organizations, hospitals, outpatient health clinics, schools, and many others. Within these settings, students may tailor their interests to a variety of populations including families, children, adults, older adults, and more. The program also provides international opportunities to study abroad in locations such as Costa Rica, Ireland, and Puerto Rico, and Vietnam.</p>
<hr tabindex="-1" />
<h3 tabindex="-1">Graduate Level</h3>
<p tabindex="-1"><a class="go" tabindex="-1" href="/academics/social_work/graduate/masters.html">Master of Social Work</a></p>
<p tabindex="-1"><strong tabindex="-1">Students earning a Bachelor’s Degree in Social Work from SUNY Brockport</strong> are eligible to apply to our <strong tabindex="-1">MSW program.</strong></p>
<p tabindex="-1">Full time and part-time plan of study options are available.</p>
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<source type="image/webp" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,250,375/8585_nicole_cesnales.rev.1658929499.webp 1x"/>
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</picture>
<h3 class="go"><a href="/live/profiles/1638-nicole-cesnales"> Nicole Cesnales</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-2675<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 269 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,250,375/8580_jason_dauenhauer.rev.1658929499.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,250,375/8580_jason_dauenhauer.rev.1658929499.jpg 1x"/>
<img src="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,250,375/8580_jason_dauenhauer.rev.1658929499.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1639-jason-dauenhauer"> Jason Dauenhauer</a></h3><dl><dt> Professor (Social Work), Director of Multigenerational Engagement </dt><dd> (585) 395-5506<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 264 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3474-lauren-ferrimani-smith"> Lauren Ferrimani-Smith</a></h3><p> (She/Her/Hers) </p><dl><dt> Lecturer </dt><dd> (585) 395-2324<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 270 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/64,115,2133,2182/9951_jeff-footer-social-work_1.rev.1692236632.webp 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/64,115,2133,2182/9951_jeff-footer-social-work_1.rev.1692236632.webp 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/64,115,2133,2182/9951_jeff-footer-social-work_1.rev.1692236632.webp 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/64,115,2133,2182/9951_jeff-footer-social-work_1.rev.1692236632.jpg 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/64,115,2133,2182/9951_jeff-footer-social-work_1.rev.1692236632.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/64,115,2133,2182/9951_jeff-footer-social-work_1.rev.1692236632.jpg 3x"/>
<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/64,115,2133,2182/9951_jeff-footer-social-work_1.rev.1692236632.jpg" alt="Jeff Footer LCSW Master CASAC-G" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/64,115,2133,2182/9951_jeff-footer-social-work_1.rev.1692236632.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/64,115,2133,2182/9951_jeff-footer-social-work_1.rev.1692236632.jpg 3x" data-max-w="2069" data-max-h="2067" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/3475-jeffrey-footer"> Jeffrey Footer</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-8450<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 253 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,533,800/9242_rgardner.rev.1667331117.png 1x, /live/image/scale/2x/gid/61/width/250/height/375/crop/1/src_region/0,0,533,800/9242_rgardner.rev.1667331117.png 2x"/>
<source type="image/webp" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,533,800/9242_rgardner.rev.1667331117.png 1x, /live/image/scale/2x/gid/61/width/250/height/375/crop/1/src_region/0,0,533,800/9242_rgardner.rev.1667331117.png 2x"/>
<source type="image/png" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,533,800/9242_rgardner.rev.1667331117.png 1x, /live/image/scale/2x/gid/61/width/250/height/375/crop/1/src_region/0,0,533,800/9242_rgardner.rev.1667331117.png 2x"/>
<img src="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,533,800/9242_rgardner.rev.1667331117.png" alt="" width="250" height="375" srcset="/live/image/scale/2x/gid/61/width/250/height/375/crop/1/src_region/0,0,533,800/9242_rgardner.rev.1667331117.png 2x" data-max-w="533" data-max-h="800" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/3476-robin-gardner"> Robin E. Gardner</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-2324<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 270 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2134,3200/10209_annette-grape-social-work-20231106-1.rev.1699377156.webp 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2134,3200/10209_annette-grape-social-work-20231106-1.rev.1699377156.webp 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2134,3200/10209_annette-grape-social-work-20231106-1.rev.1699377156.webp 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2134,3200/10209_annette-grape-social-work-20231106-1.rev.1699377156.jpg 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2134,3200/10209_annette-grape-social-work-20231106-1.rev.1699377156.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2134,3200/10209_annette-grape-social-work-20231106-1.rev.1699377156.jpg 3x"/>
<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2134,3200/10209_annette-grape-social-work-20231106-1.rev.1699377156.jpg" alt="" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2134,3200/10209_annette-grape-social-work-20231106-1.rev.1699377156.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2134,3200/10209_annette-grape-social-work-20231106-1.rev.1699377156.jpg 3x" data-max-w="2134" data-max-h="3200" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1642-annette-grape"> Annette Grape</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-8477<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 565 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3477-brandi-hayes"> Brandi Hayes</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-8450<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 573 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1643-kristin-heffernan"> Kristin Heffernan</a></h3><dl><dt> Professor and Co-Chair, BSW Program </dt><dd> (585) 395-5504<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 266 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3479-yathona-kennedy"> Yathona Kennedy</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-8450<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 569 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1645-margaret-lane"> Margaret (Peggy) Lane</a></h3><dl><dt> Assistant Professor </dt><dd> (585) 395-8475<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 576 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,250,375/8584_meath_margy.rev.1658929499.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,250,375/8584_meath_margy.rev.1658929499.jpg 1x"/>
<img src="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,250,375/8584_meath_margy.rev.1658929499.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1646-margy-meath"> Margy Meath</a></h3><dl><dt> Visiting Assistant Professor (Social Work), Committee Member (President’s Council on Diversity & Inclusion) </dt><dd> (585) 395-8458<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 574 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,1522,2088/9910_messinger.rev.1690550225.webp 1x, /live/image/scale/2x/gid/61/width/250/height/375/crop/1/src_region/0,0,1522,2088/9910_messinger.rev.1690550225.webp 2x, /live/image/scale/3x/gid/61/width/250/height/375/crop/1/src_region/0,0,1522,2088/9910_messinger.rev.1690550225.webp 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,1522,2088/9910_messinger.rev.1690550225.jpg 1x, /live/image/scale/2x/gid/61/width/250/height/375/crop/1/src_region/0,0,1522,2088/9910_messinger.rev.1690550225.jpg 2x, /live/image/scale/3x/gid/61/width/250/height/375/crop/1/src_region/0,0,1522,2088/9910_messinger.rev.1690550225.jpg 3x"/>
<img src="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,1522,2088/9910_messinger.rev.1690550225.jpg" alt="" width="250" height="375" srcset="/live/image/scale/2x/gid/61/width/250/height/375/crop/1/src_region/0,0,1522,2088/9910_messinger.rev.1690550225.jpg 2x, /live/image/scale/3x/gid/61/width/250/height/375/crop/1/src_region/0,0,1522,2088/9910_messinger.rev.1690550225.jpg 3x" data-max-w="1522" data-max-h="2088" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/5640-cynthia-messinger"> Cynthia Messinger</a></h3><dl><dt> Administrative Assistant 1 </dt><dd> 585-395-2324<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 270 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3482-gretchen-mims"> Gretchen Mims</a></h3><dl><dt> Assistant Professor </dt><dd> (585) 395-8450<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 575 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3484-bethanie-pacheco"> Bethanie Pacheco</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-8450<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 569 </dd></dl></li><li><picture class="lw_image">
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<source type="image/jpeg" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,400,600/9955_vanessa-peavy-social-work-20230814-1.rev.1692300922.jpg 1x"/>
<img src="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,400,600/9955_vanessa-peavy-social-work-20230814-1.rev.1692300922.jpg" alt="" width="250" height="375" data-max-w="400" data-max-h="600" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/3485-vanessa-peavy"> Vanessa Peavy</a></h3><p> ( She/Her/Hers) </p><dl><dt> Director of Field Education </dt><dd> (585) 395-8455<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 579 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1647-beth-russell"> Beth B. Russell</a></h3><dl><dt> Associate Professor and Co-Chair, MSW Program </dt><dd> (585) 395-8456<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 575 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1648-brad-snyder"> Brad Snyder</a></h3><dl><dt> Coordinator of Admissions, Registration and Student Services </dt><dd> (585) 395-8452<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 568 </dd></dl></li><li><picture class="lw_image">
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<img src="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,250,375/8587_shirin_sultana.rev.1658929500.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1650-shirin-sultana"> Shirin Sultana</a></h3><dl><dt> Assistant Professor </dt><dd> (585) 395-2397<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 264 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1651-pamela-viggiani"> Pamela Viggiani</a></h3><dl><dt> Associate Professor and Co Chair </dt><dd> (585) 395-8460<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 570 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1652-kristina-washington"> Kristina M Washington</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-2324<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 270 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/61/width/250/height/375/crop/1/src_region/0,0,250,375/8589_west_nicole.rev.1658929500.webp 1x"/>
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<h3 class="go"><a href="/live/profiles/1653-nicole-west"> Nicole West</a></h3><dl><dt> Administrative Assistant, MSW Program </dt><dd> (585) 395-8450<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brockport Downtown 569 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1654-jennifer-wood"> Jennifer Wood</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-5780<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 260 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3486-phillipa-wynter-stuart"> Phillipa Wynter-Stuart</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-2324<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Brown Building 270 </dd></dl></li></ul></div>
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<h1>Part Time 36-credit Advanced Standing Program</h1>
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<h3>SUNY Brockport MSW Program Plan of Study</h3>
<h4>36-credit: Part-time (Five-semesters)</h4>
<h4>Semester One (Fall)</h4>
<table><tbody>
<tr>
<th>Course Number & Title</th>
<th>CR</th>
</tr>
<tr>
<td>SWK 500: Mandated Child Reporter Training</td>
<td>0</td>
</tr>
<tr>
<td>SWK 533: Critical Thinking and Research in SW*</td>
<td>3</td>
</tr>
<tr>
<td>SWK 621: Advanced Social Welfare Policy</td>
<td><p>3</p></td>
</tr>
<tr>
<td><strong>Total</strong></td>
<td><p>6</p></td>
</tr></tbody></table>
<p>*SWK 500: Mandated Child Abuse Reporter Cert. is integrated with SWK 533: Critical Thinking & Research in SW (2.5-hour online training through NYSED)</p>
<hr />
<h4>Semester Two (Spring)</h4>
<table><tbody>
<tr>
<th>Course Number & Title</th>
<th>CR</th>
</tr>
<tr>
<td>SWK 508: Diagnostic Processes</td>
<td>3</td>
</tr>
<tr>
<td>SWK 605: Cultural Humility and Social Work Practice</td>
<td>3</td>
</tr>
<tr>
<td><strong>Total</strong></td>
<td>6</td>
</tr></tbody></table>
<hr />
<h4>Semester Three (Summer)</h4>
<table><tbody>
<tr>
<th>Course Number & Title</th>
<th>CR</th>
</tr>
<tr>
<td>Elective</td>
<td>3</td>
</tr>
<tr>
<td>Elective</td>
<td>3</td>
</tr>
<tr>
<td><strong>Total</strong></td>
<td><p>6</p></td>
</tr></tbody></table>
<hr />
<h4>Semester Four (Fall)</h4>
<table><tbody>
<tr>
<th>Course Number & Title</th>
<th>CR</th>
</tr>
<tr>
<td>
<p>SWK 610: Field Practicum Seminar III</p>
<p>OR</p>
<p>SWK 612: Field Practicum Seminar IV – Gero. Cert.</p>
</td>
<td>4</td>
</tr>
<tr>
<td><p>SWK 602: Social Work Assessment and Brief Interventions</p></td>
<td>3</td>
</tr>
<tr>
<td><strong>Total</strong></td>
<td>7</td>
</tr></tbody></table>
<hr />
<h4>Semester Five (Spring)</h4>
<table><tbody>
<tr>
<th>Course Number & Title</th>
<th>CR</th>
</tr>
<tr>
<td>
<p>SWK 611: Field Practicum Seminar IV</p>
<p>OR</p>
<p>SWK 613: Field Practicum Seminar IV – Gero. Cert.</p>
</td>
<td>5</td>
</tr>
<tr>
<td>SWK 631: Master’s Project Thesis</td>
<td>3</td>
</tr>
<tr><td colspan="2">Choose <strong>one</strong> of the following advanced practice course.</td></tr>
<tr>
<td>SWK 604: SW Practice in Health Care</td>
<td rowspan="6">3</td>
</tr>
<tr><td>SWK 616: Disabilities in Social Work</td></tr>
<tr><td>SWK 654: Evidence-Based Practice in Mental Health</td></tr>
<tr><td>SWK 655: Mental Health Recovery</td></tr>
<tr><td><p>SWK 645: Sexual Health for Professional Practice</p></td></tr>
<tr><td><p>SWK 680: Social Work Practice with Groups</p></td></tr>
<tr>
<td><strong>Total</strong></td>
<td>11</td>
</tr></tbody></table>
<h4>Please Note:</h4>
<p>Min. grade of ‘B-’ is required for the following:<br />SWK 501, 502, 508, 602, 604, 605, 616, 645, 654, 655 and 680.</p>
<p>‘B’ grade is required for a ‘Satisfactory’ (S) grade for:<br />SWK 504, 505, 610, 611, 612, & 613.</p>
</div>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/social-work/">Social Work</a></li><li> <a href="/academics/social-work/admissions/">Admission Requirements</a></li>
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<h1>Admission Requirements</h1>
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<p class="intro">The Undergraduate Social Work Program at SUNY Brockport offers students admission to full and part time students each fall.</p>
<p>The Social Work program limits its undergraduate admission to approximately 85 students each Fall. Full time students starting the major can complete the program in two years (four semesters). Part time students can complete the program within three years (six semesters). Please note, that all students, regardless of their full or part-time status, must complete the BS in social work degree within six years of matriculation.</p>
<h3>The Process</h3>
<p>For admission to the Social Work Program for the fall semester, a student must be a current SUNY Brockport student or an accepted/deposited transfer student. Transfer students must first apply and be accepted/deposited to the University. Visit the <a href="/admissions" target="_blank" rel="noopener">Office of Undergraduate Admissions</a> to apply. Note: Acceptance to the University does not guarantee admission to the Social Work Program.</p>
<h3>Contact</h3>
<p>For questions about the undergraduate social work program please contact the departmental Secretary at (585) 395-2324</p>
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<h1>Undergraduate Student Handbook</h1>
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<h2>2023–2024 Undergraduate Student Handbook</h2>
<h3>
Welcome
<a id="welcome"></a></h3>
<p>Welcome to the Undergraduate Social Work Program at the State University of New York, Brockport. We are excited that you have selected our program to obtain your Baccalaureate degree. We look forward to working in partnership with you during your course of study. This Handbook is designed to familiarize you with important program policies, procedures, resources, and general information. We hope you will refer to this handbook for information about the Undergraduate Social Work Program throughout your entire course of study. More detailed information about field education referred to in the <em>Student Handbook</em> may be found in a separate document, the <em>Field Education Manual</em>.</p>
<p>It is our hope and vision that your years of study with us will be stimulating, exciting, challenging, and filled with both personal and professional growth. The faculty and staff of the Program stand ready to assist you as needed. We look forward to sharing this wonderful journey of collaborative social work education with you!</p>
<p><em>The Faculty and Staff of the Undergraduate Social Work Program</em></p>
<p>The A.W. Brown Building 2nd Floor<br />350 New Campus Drive Brockport, NY 14420<br />Phone: (585) 395-2324<br />Fax: (585) 395-2366</p>
<h3>
Social Work Faculty & Staff
<a id="social-work-faculty---staff"></a></h3>
<p>All full-time faculty have offices on the second floor of the Brown Faculty Office Building. Please refer to location for the Social Work Departmen<em>t.</em></p>
<p><a class="go" href="/academics/social-work/directory/">View the full list of Faculty & Staff</a></p>
<h3>
Introduction
<a id="introduction"></a></h3>
<p>The Department of Social Work, established on the Brockport campus in 1971, is part of the School of Education, Health and Human Services. The Department offers an undergraduate major in social work accredited by the Council on Social Work Education (CSWE). The CSWE accredited status of the undergraduate program provides an opportunity for students to apply for advanced standing in many graduate social work programs, thereby completing the MSW degree in one full year. The Department also offers an accredited Master’s Degree in Social Work.</p>
<p>SUNY Brockport and the Undergraduate Social Work Program take seriously the responsibility to provide students with a learning environment that fosters understanding and respect for diversity and difference without discrimination on the basis of an individual’s race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, body size, class or criminal conviction and to model affirmation and respect for diversity and difference.</p>
<h3>
College Statement of Nondiscrimination
<a id="college-statement-of-nondiscrimination"></a></h3>
<p>The State University of New York, Brockport, is an Affirmative Action/Equal Opportunity Employer. The college is committed to fostering a diverse community of outstanding faculty, staff, and students, as well as ensuring equal educational opportunity, employment, and access to services, programs, and activities, without regard to an individual’s race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, or criminal conviction. Employees, students, applicants or other members of the college community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law, or treated adversely or retaliated against based upon a protected characteristic.</p>
<p>The College’s policy is in accordance with federal and state laws and regulations prohibiting discrimination and harassment. These laws include the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, Title VII of the Civil Rights Act of 1964 as Amended by the Equal Employment Opportunity Act of 1972, and the New York State Human Rights Law. These laws prohibit discrimination and harassment, including sexual harassment and sexual violence. College affirmative action policies are available at the following URL: <a href="/support/human_resources/affirmative_action">/support/human_resources/affirmative_action</a></p>
<h3>
Title IX Policy
<a id="title-ix-policy"></a></h3>
<p>Sex and Gender discrimination, including sexual harassment, are prohibited in educational programs and activities, including classes. Title IX legislation and College policy require the College to provide sex and gender equity in all areas of campus life. If you or someone you know has experienced sex or gender discrimination, sexual harassment, sexual assault, intimate partner violence, or stalking, we encourage you to seek assistance and to report the incident through resources available at <a href="/about/title_ix/">/about/title_ix/</a></p>
<p>Confidential assistance is available on campus at Hazen Center for Integrated Care and RESTORE. Faculty are NOT confidential under Title IX and will need to share information with the Title IX & College Compliance Officer. For these and other policies governing campus life, please see <a href="/support/policies/student.php">/support/policies/student.php</a></p>
<h3>
Social Work Department Mission
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<p>The Department of Social Work is committed to excellence in preparing ethical and competent professional social workers who foster the well-being of individuals, families, groups, organizations, and communities. Through teaching, service, and scholarship, the department promotes civic engagement in diverse societies.</p>
<h3>
Social Work Undergraduate Program Mission
<a id="social-work-undergraduate-program-mission"></a></h3>
<p>Firmly grounded in the liberal arts tradition and informed by the person-in-environment and global perspectives, the Undergraduate Social Work Program at SUNY Brockport, is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression. Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical generalist social workers for evidence-based practice with diverse populations, advocating for the well- being of all people in our shared global community.</p>
<h3>
Definition of Generalist Practice
<a id="definition-of-generalist-practice"></a></h3>
<p><strong>Generalist social work practice</strong> refers to the knowledge base, professional values, and practice skills needed for the social work practitioner to intervene using a multi-level approach to assessment and intervention. It involves working in partnership with the client system to frame problems in a manner that assists the client system to meet goals. It seeks to identify and strengthen the maximum potential in individuals, groups, organizations, and communities and is committed to understanding and respecting the unique context of the client system and responding to issues of human diversity. The generalist social worker is able to use the framework and ethical guidelines of the NASW and IFSW codes of ethics with client systems and to promote social and economic justice. The generalist practitioner is able to use critical thinking and research informed practice to identify and intervene in a manner that strengthens the client system.</p>
<h3>
Undergraduate Program Goals
<a id="undergraduate-program-goals"></a></h3>
<p>The faculty assigned to the undergraduate program will:</p>
<ol>
<li>
Create a challenging educational environment that engages students in active learning and facilitates the acquisition of professional social work knowledge, values, and skills.
</li>
<li>
Provide a rich array of community engagement opportunities that allow students to connect with their community in the promotion of justice.
</li>
<li>
Encourage students to engage in ongoing critical self-reflection resulting in an understanding of both their place in the global community and their responsibility to the well-being of that global community.
</li>
<li>
Educate competent generalist level social workers prepared for employment and graduate study.
</li>
</ol>
<h3>
Competencies
<a id="competencies"></a></h3>
<p>All graduates of the Undergraduate Social Work Program at the State University of New York, Brockport, are expected to demonstrate the following competencies:</p>
<h4>Competency 1: Demonstrate Ethical and Professional Behavior</h4>
<p>Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by principles of human rights and apply them toward realizing social, racial, economic, and environmental justice in their practice. Social workers understand frameworks of ethical decision making and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, antiracist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital technology and the ethical use of technology in social work practice. Social workers:</p>
<ul>
<li>
make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to context;
</li>
<li>
demonstrate professional behavior; appearance; and oral, written, and electronic communication;
</li>
<li>
use technology ethically and appropriately to facilitate practice outcomes; and
</li>
<li>
use supervision and consultation to guide professional judgment and behavior.
</li>
</ul>
<h4>Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice</h4>
<p>Social workers understand that every person regardless of position in society has fundamental human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices throughout history that result in oppression and racism, including social work’s role and response. Social workers critically evaluate the distribution of power and privilege in society in order to promote social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably and that civil, political, economic, social, and cultural human rights are protected. Social Workers:</p>
<ul>
<li>
advocate for human rights at the individual, family, group, organizational, and community system levels; and
</li>
<li>
engage in practices that advance human rights to promote social, racial, economic, and environmental justice.
</li>
</ul>
<h4>Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice</h4>
<p>Social workers understand how racism and oppression shape human experiences and how these two constructs influence practice at the individual, family, group, organizational, and community levels and in policy and research. Social workers understand the pervasive impact of White supremacy and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social workers understand how diversity and intersectionality shape human experiences and identity development and affect equity and inclusion. The dimensions of diversity are understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that this intersectionality means that a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege and power. Social workers understand the societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. Social workers understand cultural humility and recognize the extent to which a culture’s structures and values, including social, economic, political, racial, technological, and cultural exclusions, may create privilege and power resulting in systemic oppression. Social workers:</p>
<ul>
<li>
demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels: and
</li>
<li>
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.
</li>
</ul>
<h4>Competency 4: Engage in Practice-informed Research and Research-informed Practice</h4>
<p>Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analysis, and they interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to a variety of clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources. Social workers:</p>
<ul>
<li>
apply research findings to inform and improve practice, policy, and programs; and
</li>
<li>
identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.
</li>
</ul>
<h4>Competency 5: Engage in Policy Practice</h4>
<p>Social workers identify social policy at the local, state, federal, and global level that affects wellbeing, human rights and justice, service delivery, and access to social services. Social workers recognize the historical, social, racial, cultural, economic, organizational, environmental, and global influences that affect social policy. Social workers understand and critique the history and current structures of social policies and services and the role of policy in service delivery through rights-based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis, implementation, and evaluation within their practice settings with individuals, families, groups, organizations, and communities. Social workers actively engage in and advocate for anti-racist and anti-oppressive policy practice to effect change in those settings. Social workers:</p>
<ul>
<li>
use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services; and
</li>
<li>
apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.
</li>
</ul>
<h4>Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>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.</p>
<p>Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, and privilege as well as their personal values and personal experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social Workers:</p>
<ul>
<li>
apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies; and
</li>
<li>
use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies.
</li>
</ul>
<h4>Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities</h4>
<p>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</p>
<p>Social workers:</p>
<ul>
<li>
apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies; and
</li>
<li>
demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.
</li>
</ul>
<h4>Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities</h4>
<p>Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings. Social workers:</p>
<ul>
<li>
engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals; and
</li>
<li>
incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.
</li>
</ul>
<h4>Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, & Communities</h4>
<p>Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of diverse individuals, families, groups, organizations, and communities. Social workers evaluate processes and outcomes to increase practice, policy, and service delivery effectiveness. Social workers apply anti-racist and anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:</p>
<ul>
<li>
select and use culturally responsive methods for evaluation of outcomes; and
</li>
<li>
critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities.
</li>
</ul>
<h3>
Requirements for the Undergraduate Social Work Major
<a id="requirements-for-the-undergraduate-social-work-major"></a></h3>
<p>This major consists of professional courses, electives, and practicum experiences designed to prepare professional social work practitioners for skilled generalist practice at the baccalaureate level.</p>
<h4>Prerequisite Requirements (9 Credits)</h4>
<p>The prerequisite requirements must be completed before entering the Social Work major. The prerequisite requirements may be completed at Brockport or equivalent courses transferred in from other colleges/ universities. The prerequisite courses may be used to fulfill general education requirements of the College. Students must get a C or higher in their prerequisite course. Students must also maintain an overall 2.5 GPA or better.</p>
<h4>Social Work Content Area Requirements <span style="letter-spacing: -1.0pt;">
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<p><a class="go" href="https://webapp.brockport.edu/academics/catalogs/current/programs/social_work-major.html" target="_blank" rel="noopener">Full List of Requirements</a></p>
<h3>
Field Practicum - Senior Year
<a id="field-practicum-senior-year"></a></h3>
<p>Either a block (one semester) or concurrent (two semesters) field placement of 400 clock hours is required in the senior year. Concurrent internships are two days a week throughout fall and spring semesters, while block internships are four full days a week for one semester. <strong>Block internships are available only on a selected basis to students who make special application</strong>.</p>
<p>The Field Coordinator is responsible for arranging field placements. Internships for senior students cover a wide range of options in services to children, youth, adults and older citizens and in a variety of service settings.</p>
<p>Agency field instructors, all qualified professionals, are committed to providing quality field instruction to student interns. They work closely with liaison faculty members who regularly meet with supervisors and/or task managers at field placement agencies. Other ties between the agencies and the social work program include field instructor participation in program committees, and regularly scheduled meetings at the College. In addition, field instructors may be guest speakers in social work courses.</p>
<p><strong>Availability during normal business hours of the agency for Field Placement:</strong> Most field sites require students to complete their field placement hours during the normal business hours of the agency and while exceptions may be made to this, students may make arrangements for evening and/or weekend hours providing the following occurs:</p>
<ul>
<li>
it is mutually agreed upon with the student’s field instructor; and
</li>
<li>
it is cleared through the coordinator of field education during the field planning process.
</li>
</ul>
<p>If arrangements are made after the field practicum begins, the students’ faculty liaison must approve the plan. In all circumstances, field instruction supervision must</p>
<p>be available. It is important to recognize that this is an exception and that ordinarily, students should expect that field placements require daytime responsibilities.</p>
<p><strong>Eligibility for Field Placement:</strong> Before entering the field instruction courses, students must complete all Social Work pre-requisites and successfully complete all 200 and 300 level Social Work courses (earning a grade of C or above) required for the major, with the exception of SWO 310, Research Methods, which is taken concurrently with Field instruction. Students must have completed 84 credits total to have senior status for field placement and maintain a 2.5 or better institutional GPA. Students need to have a GPA 2.5 to apply for field placement.</p>
<p>Successful completion of field placement includes completion of a minimum of 200 hours of field placement each semester. More hours may be needed for some students. On occasion, it is necessary to place a student in a different field agency for the second semester of a two semester, concurrent field placement, and/or the two semesters are not completed sequentially. Additional hours beyond 200 hours and placement in a block seminar maybe negotiated at the discretion of the Field Coordinator and faculty advisor.</p>
<p>Students who do not successfully pass field placement in the first semester will not be able to continue field in the second semester. The decision to resume field placement the following fall will be made through a Full Academic Review process.</p>
<p><strong>Passing Requirements for Field Practicum and Field Seminar:</strong> Students must earn a passing grade of Satisfactory in Field Practicum and a C or better in Field Seminar to receive credit for each senior semester field requirement. If a student is passing only one component (field practicum or field seminar) and failing the other component, they will be administratively withdrawn from the field course they are passing. An academic review will be scheduled within the first two weeks of the following semester for students failing either field practicum or field seminar. <strong>For a comprehensive description of the Field Education program, see the Field Manual.</strong></p>
<h3>
Service Learning
<a id="service-learning"></a></h3>
<p>Social work students will be involved in service learning projects during their course of study in the program. These will require the student to spend time in social service agencies or the community, interacting with clients and staff or community members about issues crucial to social work practice. This learning will simultaneously offer real service to the community-based agency or project.</p>
<h3>
Course Waiver for SWO 210 (Applied Statistics for Social Work Practice) & 310 (Research Methods)
<a id="course-waiver-for-swo-210-applied-statistics-for-social-work-practice---310-research-methods"></a></h3>
<p>If a student has successfully completed an Introduction to Statistics or Research Methods course in another major with a C grade or higher, they can request a 3-credit waiver for these courses. If approved, this will result in a reduction of total required social work credits; however, students are still required to complete the minimum number of credits for graduation per college policy including sufficient upper division coursework and other requirements.</p>
<p>Process: Students accepted to the major who meet the requirements for the course waiver must contact the BSW program director during fall semester of their junior year. The student will need to provide a complete syllabus for the course they have previously completed to the program director for review by research methods faculty for review. The program director will notify the student of the decision to accept or deny the waiver in writing by email. If the course waiver is approved the program director will meet with the student to complete a course waiver for SWO 310 and submit it to the registrar.</p>
<h3>
Electives
<a id="electives"></a></h3>
<p>Electives included in the course of study may be either courses outside of the undergraduate program in areas of the student’s own choice or they may be elective courses offered in the undergraduate program.</p>
<p>Electives are offered on a fairly regular basis and are designated as liberal arts courses in determining course credit distribution for graduation. The total number of social work credit hours for the major is 54 or 55, including prerequisites and co-requisites. Elective courses are supplemental to credit hour requirements in the major. However, no more than 54 credit hours may be taken in the social work discipline. (i.e. courses with SWO prefix).</p>
<h3>
Social Work Course Descriptions
<a id="social-work-course-descriptions"></a></h3>
<p><a class="go" href="https://webapp.brockport.edu/academics/catalogs/current/courses/ug/SWO.html">View Full List of Undergraduate Course Descriptions</a></p>
<h3>
Part-time Program
<a id="part-time-program"></a></h3>
<p>Increasingly, students require flexibility and individualized programming to meet their needs. Some students may be employed full-time or may be returning to college after a period away and need part-time rather than full-time course offerings. Part-time students must follow the same admissions and continuance process as all other social work majors. All students (both full and part-time) are assigned advisors, who will work with the student to construct an educational plan with appropriate course sequencing.</p>
<h3>
Online Degree Completion Program
<a id="online-degree-completion-program"></a></h3>
<p>Our online degree completion program offers flexibility and accessibility for students who want an undergraduate degree in Social Work without having to relocate. The 42- credit program is for students who are transferring to SUNY Brockport with an Associate Degree or at least 64 transferrable college credits.</p>
<p><strong>To be considered for Admission, applicants must meet the following requirements:</strong></p>
<ul>
<li>
Have an Associate’s Degree or at least 64 transferrable credits
</li>
<li>
Have completed the program’s prerequisite courses or the equivalent with a C or higher [PSH 110 (Intro to Psychology), SOC 100 (Intro to Sociology), and BIO 221 or 281 (Human Biology)]
</li>
<li>
Out of state courses used to meet the prerequisites may need to be evaluated by the appropriate department upon admissions (contact us for more information on this process)
</li>
<li>
Have a 2.5 GPA or higher.
</li>
<li>
Students accepted to the University and program will need to complete 56 credits at a four-year college in addition to the credits that they transfer. Students need a total of 120 credits to graduate with a degree from SUNY Brockport. Please note this program is not open to current SUNY Brockport Students.
</li>
</ul>
<h3>
Field Placement
<a id="field-placement"></a></h3>
<p>This online distance degree completion program requires field placements be completed at a location near you. Students applying for the degree completion program will be responsible for identifying the agency and the supervisor within the agency where they plan to complete at least a 400 hours of field work, as long as the student is not living in the Rochester area.</p>
<h4>Field Placement Process</h4>
<p>Student Responsibilities:</p>
<ul>
<li>
Accepted students, outside the Rochester area, will need to provide the under graduate social work program with the contact information for the agency and possible supervisor for their field placement.
</li>
<li>
Applicants must have a field plan at the time they submit their application.
</li>
<li>
Applicants must have contacted the agency and spoken with the supervisor prior to sending the Field Coordinator this information. (Again, this applies to students living outside the Rochester area). Additionally, supervisors must have at least a Bachelor’s Degree in Social Work from a CSWE accredited program and two years of post-graduation experience. Degrees in other disciplines cannot be substituted).
</li>
</ul>
<h4>Field Coordinator Responsibilities:</h4>
<ul>
<li>
Contact agency, review requirements, and ensure they are willing and able to provide the student with a qualified field instructor (internship supervisor) and a learning experience that meets the undergraduate requirement.
</li>
<li>
Explain the responsibilities and expectations of the agency, internship supervisor, the student, and the University.
</li>
<li>
Establish an affiliation contract with the agency per SUNY requirements.
</li>
</ul>
<h3>Undergraduate <span style="letter-spacing: -1.0pt;">
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<p><a class="go" href="/academics/social-work/major/sample-four-year-degree-plan/">View the Full-time Plan of Study</a></p>
<h3>
Example Three Year Part-Time Plan of Study
<a id="ex-le-three-year-part-time-plan-of-study"></a></h3>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">First Year</button></h4>
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<h4>Fall (Semester 1)</h4>
<ul>
<li>
SWO221 Intro to Generalist Social Work Practice (3)
</li>
<li>
SWO323 Diversity, Equity, Inclusion & Justice (3)
</li>
<li>
Elective (if needed) (3)
</li>
</ul>
<p><strong>Total Credits: 9</strong></p>
<h4>Spring (Semester 2)</h4>
<ul>
<li>
SWO210 Applied Statistics for Social Work Practice (3)
</li>
<li>
SWO304 Case Management: The Generalist Method (3)
</li>
<li>
Elective (if needed) (3)
</li>
</ul>
<p><strong>Total Credits: 9</strong></p>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Second Year</button></h4>
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<h4>Fall (Semester 3)</h4>
<ul>
<li>
SWO301 Human Behavior in the Social Environment (3)
</li>
<li>
SWO341 Micro Social Work Theories and Practice (3)
</li>
<li>
Elective (if needed) (3)
</li>
</ul>
<p><strong>Total Credits: 9</strong></p>
<h4>Spring (Semester 4)</h4>
<ul>
<li>
SWO311 Social Welfare Policies and Programs (3)
</li>
<li>
SWO342 Mezzo Social Work Theories and Practice** (3)
</li>
<li>
Elective (if needed) (3)
</li>
</ul>
<p><strong>Total Credits: 9</strong></p>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Third Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>Fall (Semester 5)</h4>
<ul>
<li>
SWO310 Practice Informed Research/Research Informed Practice (3)
</li>
<li>
SWO451 Field Instruction I (4)
</li>
<li>
SWO455 Field Seminar I (2)
</li>
</ul>
<p><strong>Total Credits: 9</strong></p>
<h4>Spring (Semester 6)</h4>
<ul>
<li>
SWO441 Macro Theories and Practice*** (3)
</li>
<li>
SWO453 Field Instruction II (4)
</li>
<li>
SWO457 Field Seminar II (2)
</li>
</ul>
<p><strong>Total Credits: 9</strong></p>
</div>
</section>
</div>
<ul>
<li class="">
* Prerequisite course: SWO341
</li>
<li class="">
** If students have successfully completed a research methods course in another major with a C grade or higher, they can request that the faculty review the course to ensure it is the equivalent to SWO310 and if it is, they can request a 3-credit course waiver for SWO310.
</li>
<li>
*** To be taken concurrently with SWO 454-456 when the block placement format is selected for students or with SWO 453-457 when the field placement format covers two semesters.
</li>
</ul>
<h3>
Program Policies
<a id="program-policies"></a></h3>
<h4>The Social Work Program Admission & Continuance Process</h4>
<p>Social Work Intents will be assigned a departmental advisor to assist them with proper course planning and career orientation as they pursue the requirements for admission to the program. Students may indicate their desire to major in social work at any time during the first two years of undergraduate study by registering with the Department of Social Work as an <strong>Intent to Major</strong>.</p>
<p>Enrollment is limited to seat availability and meeting the program requirements. Students seeking acceptance to the major must meet the following criteria:</p>
<ul>
<li>
Cumulative grade point average of 5 or above.
</li>
<li>
Completion of a minimum of 54 credits, or an AA, AS or
<ul>
<li>
<strong>Delta College Program</strong> students must complete 34 credits and meet all other criteria
</li>
</ul>
</li>
<li>
Completion of the prerequisite courses with a C or higher (see below)
</li>
<li>
SOC 100 Introduction to Sociology
</li>
<li>
PSH 110 Principles of Psychology
</li>
<li>
BIO 281 Elements of Human Biology or BIO 221 Survey of Anatomy and Physiology
</li>
</ul>
<p>Transfer students are advised to consult with the undergraduate admissions coordinator, program director or department chair regarding equivalency of courses taken at other institutions. College policies regarding transfer credit is available at the following URL: <a href="/academics/advisement/transfer_year/">/academics/advisement/transfer_year//</a></p>
<p>All new social work majors will be assigned an academic advisor. Students should meet with their advisors the first month after admission to the program.</p>
<h4>No Credit for Life Experience or Previous Work Experience</h4>
<p>The undergraduate social work program does not give academic credit for life experience or previous work experience. Such experience cannot be substituted for the field practicum or other courses required for the social work major. Social work major courses, or their equivalents, must be completed at SUNY Brockport or at a CSWE- accredited BSW program at a four-year college. No opportunity to test out of required social work courses is permitted.</p>
<p>Second degree majors are accepted into the undergraduate program using a second degree contract completed between the student, the undergraduate program, and the Admissions Office. Second degree majors must also complete the application for the undergraduate program. The GPA for the second degree can be calculated separately from the first degree when necessary.</p>
<h4>Standards for Evaluating Academic Performance</h4>
<p>The following standards, policies and procedures apply to students enrolled in the Undergraduate Social Work Program. These standards are linked to students’ abilities to become effective generalist social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic performance concerns. The goal of these policies is to help students have a successful experience.</p>
<p>Faculty and field instructors who teach and supervise students, will assess student academic performance and apply their professional judgment to determine if standards are being met during a student’s educational career. Professional judgment is the capacity to assess a situation by applying the values and knowledge of the social work profession, combined with a professional’s own experience and practice wisdom. It also represents the application of knowledge, values, and skills to making decisions in a helping process.</p>
<p>All social work students will be expected to read the Standards for Evaluating Academic Performance, Policies and Procedures and the National Association of Social Workers (NASW) Code of Ethics (2017). Students will be asked to sign an acknowledgment that they have read, are aware of the contents of, and will abide by, the Undergraduate Social Work Academic Performance Standards. The signed form will be kept in the student’s active file.</p>
<p>The undergraduate social work program evaluates academic performance in four general areas: 1) basic abilities to acquire professional skills; 2) mental and emotional abilities; 3) professional performance skills and 4) scholastic performance. Both professional behavior and scholastic performance comprise academic standards.</p>
<h5>1. Basic Abilities Necessary to Acquire Professional Skills</h5>
<h5><strong>1.1 Communication:</strong> Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and feelings.</h5>
<p><strong>Written:</strong> Writes clearly, uses correct grammar and spelling, and applies appropriate writing style, including American Psychological Association (APA) referencing, appropriate source citation, and documentation. Demonstrates sufficient skills in written English to understand content presented in the program and to complete adequately all written assignments, as specified by faculty.</p>
<p><strong>Oral:</strong> Communicates effectively and sensitively with other students, faculty, staff, clients, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates sufficient skills in spoken English to understand content presented in the Program, to complete adequately all oral assignments (with or without accommodations), and to meet the objectives of field placement experiences, as specified by faculty.</p>
<p><strong>1.2</strong> <strong>Interpersonal Skills:</strong> Demonstrates the interpersonal skills needed to relate effectively with other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These include compassion, empathy, altruism, integrity, and demonstration of respect for and consideration of others. Takes appropriate responsibility for own actions and considers the impact of these actions on others.</p>
<p><strong>1.3</strong> <strong>Cognitive Skills</strong>: Exhibits sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in classroom and field. Demonstrates grounding in relevant social, behavioral and biological science, knowledge, and research—including knowledge and skills in relationship building, data gathering, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional practice.</p>
<p><strong>1.4</strong> <strong>Physical Skills</strong>: Exhibits sufficient motor and sensory abilities to attend and participate in class and practicum placement, with or without accommodations. (See section on Accommodations for Disabilities for clarification).</p>
<h5>2. Emotional and Mental Abilities necessary for performance in the program and professional practice</h5>
<p><strong>2.1</strong> <strong>Stress Management</strong>: Demonstrates ability to deal with current life stressors through the use of appropriate coping Handles stress effectively by appropriate self-care and developing supportive relationships with colleagues, peers, and others.</p>
<p><strong>2.2</strong> <strong>Uses sound judgment:</strong> Seeks and effectively uses help for medical or emotional problems that interfere with scholastic and professional Engages in counseling or seeks out support and help if personal problems, psychosocial distress, substance abuse, or mental health difficulties do any of the following:</p>
<ul>
<li>
Compromise scholastic and other performance,
</li>
<li>
Interfere with professional judgment and behavior, or
</li>
<li>
Jeopardize the best interests of those with whom the social work student has a professional responsibility (as outlined in the current Code of Ethics by the National Association of Social Workers).
</li>
</ul>
<h5>3. Professional Performance Skills: necessary for work with clients and professional practice</h5>
<p><strong>3.1</strong> <strong>Professional Commitment</strong>: Exhibits a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics. Demonstrates commitment to the essential values of social work that includes the respect for the dignity and worth of every individual and his/her right to a just share of society’s resources (social justice).</p>
<p><strong>3.2</strong> <strong>Professional Behavior:</strong> Exhibits behaviors that are in compliance with program policies, institutional policies, professional ethical standards, and societal laws, in classroom, field, and community including:</p>
<ul>
<li>
Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work;
</li>
<li>
Respects others, is punctual and dependable, prioritizes responsibilities, attends class regularly, observes deadlines, completes assignments on time, keeps appointments or makes appropriate arrangements;
</li>
<li>
Works effectively with others, regardless of level of authority;
</li>
<li>
Advocates in an appropriate and responsible manner and uses proper channels for conflict resolution;
</li>
<li>
Shows a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional
</li>
<li>
Appearance, dress, and general demeanor reflect a professional
</li>
</ul>
<p><strong>3.3 Self –Awareness:</strong> Exhibits knowledge of how one’s values, attitudes, beliefs are demonstrated in the following ways:</p>
<ul>
<li>
Incorporates professional knowledge, values and skills in professional decision-making;
</li>
<li>
Recognizes that in a helping process, emotions and past experiences affect thinking, behavior and relationship;
</li>
<li>
Accurately assesses one’s own strengths, limitations, and suitability for professional practice.
</li>
<li>
Shows awareness of self and how one is perceived by
</li>
<li>
Reflects on one’s own limitations as they relate to professional
</li>
<li>
Is willing to examine and change behavior when it interferes in working with clients and other professionals.
</li>
</ul>
<p><strong>Ethical</strong> <strong>Obligations:</strong> Current behavior and classroom performance demonstrate adherence to the ethical expectations and obligations of professional practice, noted in the NASW Code of Ethical behaviors include:</p>
<ul>
<li>
Adherence to the NASW Code of Ethics;
</li>
<li>
Systematic evaluation of clients and their situations in an unbiased, factual way; comprehension of another individual’s way of life and
</li>
<li>
The use of empathic communication and support of the client as a basis for a productive professional relationship.
</li>
<li>
Appreciation of the value of diversity and effective and nonjudgmental relation to and work with others who are different from Appropriate service to all persons in need of assistance, regardless of the person’s age, class, race, religious beliefs, gender, disability, sexual orientation, and/or value system. No imposition of personal, religious, sexual, and/or cultural values on clients.
</li>
<li>
Demonstration of respect for the rights of others including the client’s rights to freedom, choice and self-determination.
</li>
<li>
Maintenance of confidentiality as it relates to human service, classroom activities, and field placement.
</li>
<li>
Demonstration of honesty and integrity by being truthful about background, experiences and qualifications; doing one’s own work; giving credit for the ideas of others; and providing proper citation of source
</li>
<li>
Demonstration of clear, appropriate, and culturally sensitive boundaries; does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with clients, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways; or participate in dual relationships where conflicts of interest may exist.
</li>
</ul>
<h5>4 Scholastic performance</h5>
<p>Students are considered to be in academic difficulty if their cumulative and social work GPA falls below a 2.5. Additionally students are expected to earn a C or better in every social work course required for the major. Students may be notified of the need to de-register from sequential social work courses and become part-time in the major because of probationary status. The letter will, at same time make clear that continuance in good standing I the program is contingent o the following:</p>
<ul>
<li>
Continued earning of a grade of “C” or better in every social work course required for the major
</li>
<li>
Retaking any social work course in which a grade below a “C” is received if such a course is a requirement of the major.
</li>
<li>
Maintaining a cumulative institution GPA <strong>of</strong> <strong>5</strong> <strong>or</strong> <strong>better,</strong> <strong>overall</strong> <strong>and</strong> <strong>within</strong> <strong>the</strong> <strong>major</strong>
</li>
</ul>
<p>Students who receive a GPA of below 2.5 are placed on program probationary status. Students will be given one semester to remedy the conditions of this probation.</p>
<p><strong>Students on probation may not enter field instruction</strong>. Probationary status, when granted may not continue beyond one semester nor may it be granted again during the student’s course of study in the undergraduate program. Students will receive letters detailing the conditions of their probations. Students on probation are advised to work closely with their academic advisor.</p>
<h4>Use of Electronic Devices in the Classroom</h4>
<p>Technology use in the classroom is intended to enhance the learning environment for all students. It is the responsibility of the course instructor to decide when, if, and what type of technology is to be used during class. Any use of technology that degrades the learning environment, promotes dishonesty or is used for illegal activities is prohibited.</p>
<h3><span style="letter-spacing: -.3pt;">Policies</span> <span style="letter-spacing: -.95pt;">
<!-- decorative --></span><span style="letter-spacing: -.3pt;">and</span> <span style="letter-spacing: -1.0pt;">
<!-- decorative --></span><span style="letter-spacing: -.3pt;">Procedures</span> <span style="letter-spacing: -.95pt;">
<!-- decorative --></span><span style="letter-spacing: -.3pt;">for</span> <span style="letter-spacing: -.6pt;">
<!-- decorative --></span><span style="letter-spacing: -.3pt;">Review of</span> <span style="letter-spacing: -.8pt;">
<!-- decorative --></span><span style="letter-spacing: -.3pt;">Academic</span> <span style="letter-spacing: -.8pt;">
<!-- decorative --></span><span style="letter-spacing: -.3pt;">Performance</span> <span style="letter-spacing: -.85pt;">
<!-- decorative --></span><span style="letter-spacing: -.3pt;">&</span> Academic Reviews</h3>
<p>An academic review is a formal review process. There are two levels: A <strong>Pre-Academic Review</strong> & a <strong>Full Academic Review</strong></p>
<h4>Phase 1: Observation of Performance</h4>
<p>Faculty responsibilities include amongst other things, monitoring students’ academic performance. In the course of carrying out this responsibility, faculty will discuss concerns regarding the student’s academic performance with the student and possibly other faculty to assess if an academic performance concern as outlined in the Performance Standards is being violated. If a concern is identified in a specific area and patterns of behavior become a concern during the assessment the professor will clearly describe in objective language the concerns they observe to the student via:</p>
<ol style="list-style-type: lower-alpha;">
<li>
An individual meeting between the faculty member and student to discuss the academic performance concern and possible corrective behaviors.
</li>
<li>
Group meeting with the student, student’s academic advisor and faculty identifying the academic concern and possible corrective behaviors.
</li>
</ol>
<p>After a discussion has taken place the faculty will write up of a summary of what was discussed and or the action plan that was put in place which will be distributed to the student, to others involved in the meeting and put in the student’s academic file.</p>
<h4>Phase 2: Implementation and Evaluation</h4>
<p>During this time the faculty will monitor the student to ensure that the observed behavior that led to the meeting and correction plan is no longer an issue for the student. Using feedback from the meeting the student has the opportunity to demonstrate corrective action towards adhering to the Undergraduate Academic Performance Standards.</p>
<h4>Phase 3: Review Hearing:</h4>
<ul>
<li>
The Undergraduate Program Director will ask a neutral party to facilitate the review. This person is responsible for:
<ul>
<li>
reviewing the Academic Policies,
</li>
<li>
contacting the student and getting several dates in the immediate future of when the student is available,
</li>
<li>
inviting other participants based on the student’s availability,
</li>
<li>
ensuring that the student as well as others invited to the meeting have a written copy of the concern/s being addressed,
</li>
<li>
collecting any written evidence from interested parties to be distributed prior to the meeting date
</li>
<li>
overall facilitation of the meeting
</li>
<li>
facilitation of the executive meeting after
</li>
<li>
writing up the notes and decision of the executive meeting for the Undergraduate Program Director so that a letter can be sent to the student and placed in their academic file.
</li>
</ul>
</li>
<li>
The student is encouraged to be present, face to face or virtually, unless the circumstances warrant immediate dismissal. This would include, but is not limited to, behaviors that harm self or others.
</li>
<li>
Others who may be invited to the review include: the student’s social work advisor, the program chairperson, the Field Coordinator, the field supervisor, and one or more other faculty having direct knowledge of the student’s academic performance.
</li>
<li>
If the faculty identifying the performance concern is also the student’s academic advisor, the student may choose to have another member of the faculty serve as advisor during the review.
</li>
<li>
The student, as well as other persons involved in the review may present information both verbally and in writing as part of the Review. However, all written evidence must be distributed to all parties prior to the date of the review.
</li>
<li>
At the conclusion of the meeting, an executive meeting, without the student, will be held.
</li>
<li>
Upon conclusion of the executive meeting, a written decision will be made within ten business days of the Review and sent to the student and other participants and a copy will also be placed in the student’s permanent student record.
</li>
</ul>
<h5>Student notification on conclusion of the Full Academic Review:</h5>
<ul>
<li>
A formal notification of the review decisions must be made within ten business days of the Review and sent by certified mail to the student.
</li>
</ul>
<h5>Possible Actions may include, but are not limited to the following:</h5>
<ul>
<li>
Remedial actions to address the concerns may include the following:
<ul>
<li>
The student may be required to take specific actions to address academic concerns related to the four performance standards (basic abilities to acquire professional skills, mental and emotional abilities, professional performance skills, and scholastic performance). The remedial actions identified should specify implementation actions to be taken, demonstrated outcomes, and Because there is a time frame, the remedial action plan will be reviewed at least once before the close of the timeframe to help support the student and ensure they are making the needed changes addressed in the plan.
</li>
<li>
The student may choose to take a leave of absence from the program and reapply at a later If this option is chosen it should include specific tasks that must be accomplished to be considered for return to the program.
</li>
<li>
The student may choose to withdraw from the program
</li>
<li>
The student may be terminated from the program
</li>
</ul>
</li>
</ul>
<h4>General Academic Review Appeal:</h4>
<p>A student who believes that the case has not been handled appropriately or resolved to her/his satisfaction may appeal to the Dean of the School of Education and Human Services per College at Brockport procedures. <a href="/support/policies/adopted/aa_vprovost_academicaffairs_grade_appeals.html">/support/policies/adopted/aa_vprovost_academicaffairs_grade_appeals.html</a></p>
<h4>Degree Completion Timeline Policy</h4>
<p>The length of time given to complete the BSW degree is six years from the time that a student is accepted and begins taking courses in the major.</p>
<h4>Readmission/ Reapplication</h4>
<p>A student that departs from the College without a Leave of Absence must complete all degree requirements that are in place upon return.</p>
<p>Students that drop or withdraw from all courses without taking a leave of absence must reapply to SUNY Brockport and must be in good standing, meeting the undergraduate program’s prerequisites in order to be a social work major.</p>
<p>Students who have been dismissed from the undergraduate program for academic or suitability reasons must appeal to the co-chair for readmissions. Students dismissed from the program, must demonstrate to the co-chair & admissions committee that they have successfully remedied the academic standards identified as concerns that lead to dismissal before they can be readmitted.</p>
<h4>Student Advisement</h4>
<p>Students are encouraged to schedule individual advisement to discuss educational plans with their social work advisor at a mutually convenient time. Program faculty and staff welcome student inquiries and will take time to help students assess educational needs and professional interests. Students are required to meet a minimum of once per semester during Majors Reservation in order to register for their social work classes. This is not considered an advisement session, rather it is registration for SWO courses. Students are advised to meet with their social work advisor more frequently or as needed to make sure they are on track to graduate. All faculty advisors will hold regular office hours for advisement. The following times are especially important:</p>
<ul>
<li>
Following any report of unsatisfactory academic
</li>
<li>
Prior to withdrawal from the
</li>
<li>
When planning for their future (going to graduate school or taking a position in the field)
</li>
</ul>
<p>Freshmen and sophomores at Brockport may fill out a major declaration form and be assigned a specific departmental advisor for early course planning, but will continue to be a social work intent, until they have met all of the undergraduate program requirements. Once a student is in the program, advisement is done on a regular, individualized or group basis and focuses on personal and professional questions related to career planning and programming. Students are helped to make decisions not only about their course of study, but about the future direction they wish to take in social work practice or graduate education.</p>
<h5>Student Responsibilities:</h5>
<ul>
<li>
To take advantage of advising services and associated
</li>
<li>
To understand the requirements of the degree program and to return various program forms by the deadlines.
</li>
<li>
To know the policies of the College that govern baccalaureate
</li>
<li>
To contact their advisor for advising and or to set a date to register for classes during majors reservations.
</li>
</ul>
<h5>Advisor Responsibilities:</h5>
<ul>
<li>
To discuss the rationale for degree requirements, institutional and/ or program requirements, policies, and procedures.
</li>
<li>
To assist in developing the student’s plan of study and provide guidance for revisions as needed.
</li>
<li>
To review the student’s academic performance and provide consultation and guidance as needed.
</li>
<li>
To provide consultation and referral as needed, regarding academic or personal issues that may arise related to the student’s participation in the Program.
</li>
<li>
To provide guidance for the student’s professional
</li>
<li>
To review of the student’s degree audit in order to provide guidance toward the successful completion of the BS degree in social work
</li>
<li>
To get back to the student once contacted in a timely manner (2 to 3 days during regular work hours. (Please note that faculty are not responsible for getting back to students over the week-end our outside or regular work-day hours 9 am to 5 pm)
</li>
</ul>
<h4>Professional Conduct</h4>
<p>Students in the Undergraduate Social Work Program are expected to conduct themselves in a manner consistent with the <strong><em>NASW Code of Ethics</em>,</strong> the values of the profession, and the Program. This includes, but is not limited to, respect for others, personal integrity, a commitment to human rights, social and economic justice and social change, an openness to growth and change, respect for the views of others, tolerance for difference, and respect for human diversity. Additionally, students are expected to adhere to all policies of SUNY Brockport regarding student conduct which is published in the Undergraduate Catalog, Student Handbook, and other published documents at SUNY Brockport.</p>
<h5>Upon their entrance to the program, students sign an acknowledgement that they have received, will read, and will adhere to the policies set forth in the Undergraduate Student Handbook. This usually happens in SWO 221.</h5>
<p>During the academic experience in the Undergraduate Social Work Program, students are given guidelines and standards to assist their transition to a professional role.</p>
<p>Professional Conduct is a significant part of the professional and academic standards in the social work degree program. Professional conduct involves the core performance behaviors of:</p>
<ul>
<li>
Task management
</li>
<li>
Self-awareness
</li>
<li>
Professional relationships with respect for diversity and appropriate boundaries (with peers and professors as well as clients and supervisors)
</li>
<li>
Clear, timely, and responsible communication
</li>
<li>
Ethical decision-making and adherence to the <strong><em>NASW Code of Ethics</em></strong>
</li>
<li>
Use of proper channels for conflict resolution
</li>
<li>
Critical thinking
</li>
</ul>
<p>Professional conduct and accountability involve the following expectations integrating the core performance behaviors:</p>
<p>Students are expected to attend all social work class, come prepared to discuss the readings, share ideas, engage in active critical thinking and discussion, and respect diverse perspectives. Critical thinking and respect for diverse perspectives involve learning as much as possible about opposing viewpoints as well as one’s own viewpoint.</p>
<p>As with employment responsibilities, absences impact professional accountability and academic performance evaluations. Students are expected to have back up plans for childcare, transportation, and family responsibilities and to make arrangements with employers so that students can attend every class and be on time. Students should notify their professors ahead of time or as soon as possible following an absence, just as one would inform a supervisor of an absence at work or in an internship. Students’ colleagues should also be informed when the absence impacts group work for the class. It is the student’s responsibility to attend each class, to be prepared for class, and to participate in a meaningful and professional way.</p>
<p>Repeated late arrival, early departure or extended break time will result in absence penalization at the instructor’s discretion. In online and hybrid courses, class attendance is represented through a variety of assignments, activities that demonstrate class engagement.</p>
<p>As in all courses, but particularly in online and hybrid courses, active and consistent participation is required and critical to student success. Failure to fulfill online and hybrid course expectations and requirements jeopardize student learning and academic success.</p>
<p>A student who is unable to participate in any class, examination or assignment due to his or her religious holy day requirements shall not be penalized, provided the instructor has been notified in writing at least two weeks prior to the absence.</p>
<p>Students are expected to submit all assignments on time. Late assignments cannot be submitted without prior discussion with the professor who may deduct points for lateness. Professors may determine that late assignments are not acceptable, or they may impose a time limit beyond which a paper cannot be submitted because assignments frequently are sequential and build upon one another. Students are expected to be respectful of professors and classmates during class sessions just as they would be respectful of work supervisors, field instructors, and colleagues at work or internships.</p>
<p>Cell phones, pagers, and personal communication devices should be turned off and there should be no text messaging during class or internship meetings. If an urgent message is expected, this should be anticipated with the instructor, settings should be set to “vibrate,” and a student should leave the classroom to take the message.</p>
<h4>Student Rights and Responsibilities</h4>
<p>The Undergraduate Social Work Program recognizes certain fundamental rights and responsibilities of the student as outlined below:</p>
<h4>Student Rights</h4>
<p>Students have the right of protection against improper disclosure of their views, beliefs, academic records, and political associations, and from limitations upon freedom of expression with all due process of law.</p>
<ol>
<li>
Students have the right to be free of sexual harassment by faculty, staff, university employees, students, and in the field practicum.
</li>
<li>
Students have the right of protection against prejudicial or capricious academic and field evaluations, and against faculty behavior which impedes student progress, such as canceling class frequently with no mutually agreeable rescheduling, failure to provide course objectives or expectations, consistently not returning papers or exams within a reasonable period of time, and not posting or keeping regular office hours.
</li>
<li>
Students have the right to organize in their own
</li>
<li>
Students have the right to establish and issue publications free of pressure aimed at controlling editorial policy. Editorials shall be written solely at the discretion the organizations sponsoring those publications. No claims of representation of the Undergraduate Program or SUNY Brockport shall be made by these publications without prior authorization.
</li>
<li>
Students have the right to freely engage in activities on or off campus, in the company of their choice, exercising their rights as citizens of the community, state, and nation. Students shall not claim to represent the Undergraduate Social Work Program at SUNY Brockport without prior authorization from the Department of Social Work
</li>
<li>
Students have the right to use the resources of the College, subject to all the rules and regulations regarding student use of such resources.
</li>
<li>
Students have the right to invite and hear speakers of their choice on subjects of their choice in meetings, which students organize.
</li>
<li>
Students have the right to petition, through proper channels, in all matters of academic and student affairs, including changes in curriculum, field instruction, faculty advisor, grades, and in all cases of grievance.
</li>
<li>
Students have the right to be notified in writing for any program decision regarding the status of their enrollment, such as termination.
</li>
<li>
Student have the right to appeal faculty and program decisions according to procedures found in the departments student handbook and the College’s student handbook, <em>Your Right to Know.</em>
</li>
<li>
Students have the right, when participating in research projects or other scholarly works under faculty direction as part of their formal academic programs, to receive appropriate recognition for their contribution to the process.
</li>
<li>
Students have the right to enjoy equal rights regardless of race, color, creed, religion, national origin, marital status, political affiliation or beliefs, sexual orientation, disability, sex, or Students have the right to consult regularly with their academic advisor regarding their academic program of study and progress in the program.
</li>
</ol>
<p>The above rights are protected by, and subject to, the institutional policies of SUNY Brockport.</p>
<h4>Student Responsibilities</h4>
<p>Although Social Work faculty make great effort to inform students of their rights, the students have the responsibility to familiarize themselves with the policies and procedures of SUNY Brockport, and the Undergraduate Social Work Program.</p>
<p>Students are also primarily responsible for <em>knowing</em> the degree requirements and <em>following</em> the policies that govern their academic program. Students are expected to adhere to the highest standards of professionalism as student.</p>
<p>The above mentioned rights and responsibilities are intended to facilitate:</p>
<ul>
<li>
Opportunities for students to organize in their own
</li>
<li>
Opportunities for faculty and student collaboration in matters of Program policies operational procedures, and academic planning.
</li>
<li>
Student participation in the formulation and modification of policies affecting academic and student affairs.
</li>
<li>
Student participation in the development of policy, practice, and course development and presentation.
</li>
<li>
Student evaluation of course and field experiences.
</li>
</ul>
<h4>Academic Integrity</h4>
<p>Education cannot take place in the absence of trust. Students are expected to abide and conduct themselves by the codes of academic integrity for SUNY Brockport. The student or students responsible for a paper or presentation must be the sole authors of assignments. No paper of assignment may be submitted to fulfill the requirements of more than one course (though ideas from one course may inform assignments for multiple classes). Appropriate credit must be given for the sources of ideas. Plagiarism of any type is a major violation of academic integrity. Papers or presentations that violate any aspect of academic integrity will be penalized and are grounds for further disciplinary action. <strong>The SUNY Brockport Policy on Academic Dishonesty can be found at:</strong> <a href="http://www.brockport.edu/policies/docs/policy">http://www.brockport.edu/policies/docs/policy</a> on_student_academic_dishonesty.pdf.</p>
<p>Below please find Context of Policy for Students and Definitions of Academic Dishonesty as Covered by this Policy:</p>
<p><strong><em>Context of Policy for Students:</em></strong> Academic dishonesty, “cheating” and other forms of misrepresenting others’ work as your own, such as plagiarism, are considered serious breaches of academic integrity and are major violations of the standards of ethical behavior that the College expects from all its students. When detected, as it often is, academic dishonesty can result in a range of disciplinary actions including failure on an assignment, failure of a course, or even Conduct Dismissal from the College. Records of disciplinary actions for dishonesty are kept and conduct dismissals are noted on College transcripts. The best rule is to assume that instructors expect all work (exams, papers, projects, etc.) submitted for grading to be entirely your own, done without collaboration. If the instructor allows or desires collaboration, you should assume that the instructor will make that clear in the assignment. If the instructor has not explicitly stated that collaboration is permitted, all work submitted should be entirely your own.</p>
<h5>I. Definitions of Academic Dishonesty Covered by this Policy</h5>
<p>Violations of the Student Academic Dishonesty Policy refer to actions related to the standards of honesty required in submission and evaluation of coursework in any undergraduate or graduate course bearing SUNY Brockport credit. These violations include, but are not limited to the following:</p>
<ol style="list-style-type: upper-alpha;">
<li>
Plagiarism — presenting as one’s own, the exact words of another, not properly indicated by quotation marks, paraphrased text too similar to the original, ideas, or creative products of another without providing an adequate standard form of documentation to identify the source — such as footnotes, endnotes, or bibliographic documentation. <strong><em>Students are advised to scrupulously acknowledge and properly cite all sources to give appropriate credit for borrowed materials.</em></strong>
</li>
<li>
Fabricating facts, data, statistics, or other forms of evidence included in papers, laboratory experiments, theses, or other assignments.
</li>
<li>
Presenting someone else’s examination results, paper, computer work, or other material as one’s own This includes work done as part of group/team effort unless collaboration has been specifically approved by the instructor for any particular assignment. Students should always assume that any out-of-class assignments or take home examinations are to be done individually and without help or collaboration unless the instructor specifically states otherwise. Students should not generalize from one assignment to another as instructors may permit collaboration on some assignments but not on others.
</li>
<li>
Representing one’s own performance as another’s or knowingly allowing such misrepresentation to occur, e.g., signing another student into class; taking an exam for another student; writing or attempting to write an examination, paper, computer work, or other material for another student.
</li>
<li>
Buying and selling, or sharing of examinations or assignments; being in possession of examinations or answers to examinations without the instructor’s permission.
</li>
<li>
Using “cheat sheets,” looking onto another’s paper, talking to someone other than the instructor or proctor during an examination, or using any other method of communication (e.g. cell phones, text messaging) during an examination without the instructor’s permission.
</li>
<li>
Failing to follow the rules of conduct for taking an examination as stipulated by the instructor prior to the examination or as stated in a written course syllabus.
</li>
<li>
Presenting work for a current course (e.g. papers, projects, research) that is substantially the same as a previous submission for another course without obtaining the current instructor’s prior consent to do When the courses are taught in the same semester, informing and obtaining prior approval of both course instructors is required to avoid a possible dishonesty charge.
</li>
</ol>
<h4>Non-Discrimination Policy</h4>
<p>The Undergraduate Social Work Program is committed to non-discrimination and takes pride in maintaining an environment that celebrates diversity. The Program staunchly supports and abides by the non-discrimination policies of SUNY Brockport. These policies can be found on the websites and in the College’s printed materials.</p>
<h4>Social Media</h4>
<p>All students are expected to adhere to the ethical standards of the profession when interacting with classmates, field instructors and colleagues when using social media or social networking sites. Students should refrain from establishing informal relationships with clients and faculty through social media as it may be difficult to maintain professional boundaries. All postings on social media sites must follow confidentiality guidelines and should reflect the highest professional standards and students should think carefully as to how their postings would reflect on them, the colleges and the profession. Violations can be subject to disciplinary actions by the program, the department, and the college.</p>
<h4>Student/Faculty Concerns</h4>
<p>Normally, student/faculty concerns are resolved at the Program level with the individual faculty member. If not resolved, they are referred to the Undergraduate Program Director. If necessary, concerns of an academic nature should then be addressed in writing to the Department Chairperson. If not resolved at this level, then the Dean.</p>
<p><strong>Assessment:</strong> The Social Work Department is committed to ongoing assessment of student learning outcomes. Sometimes individual student work products (e.g. papers, exams, etc.) will be used, without identity or grade information, for programmatic assessment purposes.</p>
<p><strong>Attendance:</strong> Student attendance in all sessions and are expected to actively participate in the activities scheduled for each session. “Absences will be excused for</p>
<ol style="list-style-type: lower-alpha;">
<li>
documented illness,
</li>
<li>
official representation of the College,
</li>
<li>
death of a close relative,
</li>
<li>
religious holiday, and
</li>
<li>
other circumstances beyond the control of the student. Substantiation of excused absences is the responsibility of the student.
</li>
</ol>
<p>Excuses for official representation of the College must be obtained from the official supervising the activity or event. Absences deemed excessive by the Instructor may result in a lowered grade. Students whose unexcused absences exceed 15% of the scheduled classes and laboratories will be subject to failure at the instructor’s discretion.” (Faculty Senate, 1983)</p>
<h4>Students with Disabilities:</h4>
<p>SUNY Brockport is committed to fostering an optimal learning environment by applying current principles and practices of equity, diversity, and inclusion. If you are a student with a disability and want to utilize academic accommodations, you must register with Student Accessibility Services (SAS) to obtain an official accommodation letter which must be submitted to faculty for accommodation implementation. If you think you have a disability, you may want to meet with SAS to learn about related resources. You can find out more about Student Accessibility Services, or by contacting SAS via [email protected], or (585) 395-5409. Students, faculty and staff can report physical access barriers to Facilities & Planning at 585-395-2408 or through the SAS webpage. Students, faculty, staff, Facilities, and SAS work together to create an inclusive learning environment.</p>
<ul>
<li>
A 4.00 = 95-100%
</li>
<li>
A- 3.67 = 90-94%
</li>
<li>
B+ 3.33 = 87-89%
</li>
<li>
B 3.00 = 83-86%
</li>
<li>
B- 2.67 = 80-82%
</li>
<li>
C+ 2.33 = 77-79%
</li>
<li>
C 2.00 = 73-76%
</li>
<li>
C- 1.67= 70-72% 
</li>
<li>
D+ 1.33 = 67-69% 
</li>
<li>
D 1.00 = 63-66%
</li>
<li>
D- .67 = 60-62%
</li>
<li>
E .00 = 59.49%
</li>
</ul>
<p><strong>A/A-</strong> = Outstanding Performance: You demonstrated that you understood the concepts, gave appropriate examples, no writing or grammatical errors. Ideas were well developed. Demonstrated excellent critical thinking skills.</p>
<p><strong>B+/B-</strong> = Good Performance: You demonstrated that you understood most of the concepts and your examples were a little weak. There are a few problems in the development of your ideas, in writing and grammar; however, they are not severe. Demonstrated good critical thinking skills.</p>
<p><strong>C+/C</strong> = Average Performance: You did not demonstrate clearly that you understood the concepts. Your work does not indicate clear thinking or that much thought went into the assignments. Ideas were not clearly presented and there are several grammatical and writing errors. Demonstrated average critical thinking skills.</p>
<p>*Note! A “C” grade in a required social work course – especially a methods course, often disqualifies a student from eligibility for advanced standing in MSW programs.</p>
<p>**Note! A “C-” grade in a required social work course is <em>not</em> a passing grade; the course must be taken again for a BSW degree.</p>
<p><strong>D+/D-</strong> = Marginal, just passing (this applies to social work electives only; a grade of “D+, D, or D-“ is <em>not</em> a passing grade in a required social work course). You barely demonstrate an understanding of the concepts. There are numerous problems in development of your ideas, grammar and writing. Demonstrated little if any ability for critical thinking.</p>
<p><strong>E</strong> = Unacceptable: You demonstrate no understanding of the concepts. There are serious to severe problems in development of your ideas, grammar, and writing. Demonstrated no critical thinking skills</p>
<h4>Student Grade Appeals</h4>
<p>Students should address any question or disagreement about grades as quickly as possible with the course instructor and/or department chair. An attempt to resolve the issue informally with the instructor and or department chair is required in all cases. After carrying out the informal process, however, the student may wish to initiate a further appeal. Time limits for grade appeals: The student must file a written grade appeal with the department chairperson within thirty (30) calendar days from the date on which the registrar posts the grades for the semester in which the course was taken. During this 30-day period, the student must also engage in the informal attempt to resolve the disagreement. The College Policy on Grade Appeals is available electronically at: <a href="/support/policies/adopted/aa_vprovost_academicaffairs_grade_appeals.html">/support/policies/adopted/aa_vprovost_academicaffairs_grad</a> <a href="/support/policies/adopted/aa_vprovost_academicaffairs_grade_appeals.html">e_appeals.html</a></p>
<h4>Attendance Appeals</h4>
<p>The student shall discuss the attendance issue informally with the instructor who enforced the attendance guidelines. The student must confer with the chair of the department if the instructor is off campus or otherwise unavailable. The department chair will attempt to contact the instructor, or, failing that, to ascertain the facts of the case.</p>
<h5>Step 1</h5>
<p>By mid-semester of the next regular semester, the student, after having conferred with the instructor and not receiving satisfaction, shall initiate the Attendance Guidelines Appeal Process by preparing a written statement, which shall meet the following criteria:</p>
<ol style="list-style-type: upper-alpha;">
<li>
It sets forth the student’s case in
</li>
<li>
It indicates the date on which the student conferred with the
</li>
<li>
It sets forth the reasons why the student believes the attendance guideline was unfairly enforced.
</li>
<li>
It includes all relevant supporting materials, documents, evidence, , identified and listed in an index.
</li>
</ol>
<p>The student shall submit complete copies of the written statement and all attachments to the chair of the department that offered the course in question and to the instructor. In an effort to resolve the matter, the chairperson shall carefully review the student’s written statement and confer with the student and the instructor, individually, and/or together. The chairperson will review the material provided by the student and may also employ other means to review and investigate the matter.</p>
<h5>Step 2</h5>
<ol style="list-style-type: upper-alpha;">
<li>
If the matter is not resolved to the student’s satisfaction in Step 1, the student may write the vice president for academic affairs and request a hearing, forwarding the documentation as outlined above. The vice president for academic affairs shall assign a dean to convene a hearing by a panel of three faculty members. These three faculty members must be acceptable to the student, the instructor and the dean. If an acceptable panel cannot be agreed upon, then the dean and the president of the College Senate or their designee shall prepare a list of seven faculty members and the student and the instructor shall alternately strike names until three names are left.
</li>
<li>
The panel shall meet and solicit a response from the instructor regarding her/his application of her/his attendance guidelines and the student’s case against her/his attendance guidelines. The panel members will familiarize themselves with the attendance guidelines for the course. Their concern shall be limited to consideration of the fairness of the application of the attendance guidelines and whether the attendance guidelines were known to the student in a reasonable manner and as required by the College The burden of proof shall be on the student, who may be asked to appear before the panel.
</li>
<li>
If, in the opinion of a majority of the panel members, no case can be made, the original application of the attendance guidelines will remain in effect. If they find the attendance guidelines were not made known to the student as required by College guidelines or was unfairly applied, they may recommend a different outcome and give their reasons for so The panel shall report its findings in writing to the student, the instructor, the dean and the vice president for academic affairs.
</li>
<li>
If the panel recommends a different outcome, the instructor shall have ten (10) working days from the receipt of the panel’s report to implement the recommendation of the panel or appeal the decision to the vice president for academic affairs.
</li>
<li>
Either the student or the instructor may appeal to the vice president for academic affairs when:
<ol>
<li>
There is substantial new evidence;
</li>
<li>
There is clear evidence of substantial irregularity on the part of the
</li>
<li>
If the vice president for academic affairs supports the appeal, s/he will convene a new panel, whose decisions are final.
</li>
</ol>
</li>
<li>
If the panel recommends an alternative solution and the instructor does not appeal, or, upon appeal, is denied, the vice president for academic affairs will instruct the appropriate administrative office to implement the recommendation of the panel. (approved February 2017) <a href="/support/policies/adopted/aa_vprovost_academicaffairs_attendance_guidelines_appeals.html">/support/policies/adopted/aa_vprovost_academicaffai</a> <a href="/support/policies/adopted/aa_vprovost_academicaffairs_attendance_guidelines_appeals.html">html</a>
</li>
</ol>
<h3>
More Program Information
<a id="more-program-information"></a></h3>
<p><strong>Student Participation in the Undergraduate Social Work Program</strong> Students are encouraged to be active learners, taking responsibility for their own education. They should be able to evaluate their learning needs and to ask for guidance from faculty when it is needed. As part of the professional orientation process, we encourage students and expect that they will actively engage in activities sponsored by the Social Work Department (Educational sessions scheduled outside of scheduled class time).</p>
<h3>
Phi Alpha Social Work National Honor Society.
<a id="phi-alpha-social-work-national-honor-society"></a></h3>
<p>Undergraduate program majors are eligible for membership in SUNY Brockport Chapter of the Phi Alpha Social Work National Honor Society when they meet the requirements in the Bylaws of the Society found in this guide. Students can also be recommended by faculty for membership in the campus chapter of the Alpha Chi National Honor Society. A student is eligible for active membership when she or he has:</p>
<ol style="list-style-type: lower-alpha;">
<li>
Declared social work as an undergraduate major,
</li>
<li>
Achieved junior status,
</li>
<li>
Completed one semester in major courses,
</li>
<li>
Achieved an all college grade Point average of 25,
</li>
<li>
Achieved a 50 grade point average in major courses
</li>
</ol>
<h3>
The Family Educational Rights and Privacy Act
<a id="the-family-educational-rights-and-privacy-act"></a></h3>
<p>The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. In accordance with FERPA, the BSW Program has adopted certain policies addressing the security of student’s academic work-papers, projects, exams, etc. It is not possible for faculty to post grades or to leave students’ completed work in the BSW office. Students’ work must be returned to individuals at class, to students’ homes via the mail (students must provide postage for assignments and grades from faculty to be mailed to their homes), or through other means as arranged by the student and faculty member to safeguard confidentiality. These policies will help to assure students’ privacy with regards to grades and coursework.</p>
<h3>
Student Records
<a id="student-records"></a></h3>
<p>The program maintains comprehensive confidential student records to benefit students in their educational and professional advancement. The following policies and procedures govern these files:</p>
<ol>
<li>
Student files shall contain:
<ul>
<li>
Program application
</li>
<li>
Student’s application essay and reader comments
</li>
<li>
College academic records (DARS reports, copies of transcripts, )
</li>
<li>
Copies of Program correspondence
</li>
<li>
Field placement evaluations
</li>
</ul>
</li>
</ol>
<ol start="2">
<li>
Student files are maintained by the undergraduate department’s secretary and kept in a locked Access is limited to undergraduate program faculty only.
</li>
<li>
Students shall have reasonable access to their files provided such access does not violate the rights of others. All student access will be consistent with the College’s Policies and Procedures for the Implementation of the Family Educational Rights and Privacy Act of 1974 as delineated in SUNY Brockport’s “Your Right to Know & Academic Policies Handbook”. Students desiring access to their file must request it in writing and subsequently review the file in the presence of their academic advisor.
</li>
<li>
Information contained in the records will be available to sources outside the Program only when authorized by the student, required by FERPA, or mandated by court subpoena. In the later two cases, students will be notified immediately of such disclosure.
</li>
<li>
Alumni files shall be maintained in the Department for 10 years before being disposed of by shredding.
</li>
</ol>
<h3>
Student Awards
<a id="student-awards"></a></h3>
<p>Outstanding undergraduate students are eligible for awards that are given at the Honors Convocation in April each year, or other award ceremonies. The faculty assigned to the undergraduate program frequently nominate distinguished students for the college’s major awards: President’s Citation, Student Leadership Award, School of Professions Award, and Outstanding Adult Students Awards. Additionally, departmental awards (Al Landy Award, Diane Dwyer Distinguished Service/Leadership Award, Departmental Scholar Award, Marghi Rich Award, Class of 1998 Michael O’Connor Memorial Award, and the Outstanding Junior Award) are given annually. There are also a variety of other awards students can receive in specific programs of the College. Following are the criteria for the awards listed above:</p>
<h4>The Department of Social Work Undergraduate Social Work Program Golden Eagle Award.</h4>
<p>This award recognizes graduating undergraduate social work students who have exhibited true perseverance (also known as grit, determination, dedication and persistence). Often, these students have faced difficult life issues and overcome obstacles. They have shown courage, and resilience and while remaining dedicated to their dreams. The award recognizes students who showed motivation and determination in completing their higher education goals, regardless of the barriers along the way. This award recognizes undergraduate students who persevere despite hardship. Examples might include (but are not limited to):</p>
<ul>
<li>
Succeeding in the face of adversity in their own life
</li>
<li>
Demonstrating ability to learn from challenges and display growth mindset in action
</li>
<li>
Continuous academic improvement after academic difficulty by utilizing resources such as academic coaching, tutoring, workshops, etc.
</li>
<li>
Assisting and supporting another who is facing their own adversity
</li>
</ul>
<h4>Al Landy Award</h4>
<p>Purpose: To recognize an outstanding senior student in the undergraduate program, who has demonstrated academic excellence, outstanding service in the program, and exemplary service to the community. Criteria:</p>
<ul>
<li>
A minimum of 0 GPA overall and 3.5 in the major;
</li>
<li>
Active membership in the major through committees, the Student Social Work Organization, or the completion of extracurricular tasks of some major importance;
</li>
<li>
Service as a volunteer in community and/or campus activities that demonstrate significant accomplishments;
</li>
<li>
Recommendation by at least one faculty member in the undergraduate program;
</li>
<li>
Supported by a significant number of undergraduate program
</li>
</ul>
<h4>Diane Dwyer Distinguished Service/Leadership Award</h4>
<p>This award recognizes the service commitment and leadership skills and growth of both a graduating undergraduate and graduate student completing their studies in the Social Work program at SUNY Brockport. The person(s) nominated must write an essay describing a project that addresses the following elements:</p>
<ul>
<li>
Describes the organization of an activity that focuses on organizational, community or practice arena-challenges.
</li>
<li>
Describes the outcome of the
</li>
<li>
Reflects upon the challenges of
</li>
<li>
Describes his/her personal and professional growth attained during the implementation process, especially noting self-reflection and increased self-
</li>
</ul>
<p>The student nominated must have a letter of support from one of his/her current faculty members from SUNY Brockport and/or the SUNY Brockport MSW program. A resume, including GPA, should also be submitted along with a cover letter. The student will be chosen by an ad hoc Committee of each program’s faculty appointed by the Chair of SUNY Brockport Social Work Department.</p>
<p>The nomination packet should be submitted electronically to the Chair of the department by March 15th. The recipient of this distinguished award will be announced April 15th and will be recognized during pre-graduation celebrations within each program.</p>
<h4>Departmental Scholar</h4>
<p>Purpose: To recognize an outstanding senior student in the undergraduate program who demonstrated continued academic excellence. Criteria:</p>
<ul>
<li>
Given to the Social Work senior with the highest GPA;
</li>
<li>
Demonstrates high standards of
</li>
</ul>
<h4>Marghi Rich Award</h4>
<p>Purpose: To recognize accomplished work in the area of policy analysis</p>
<p>The award is given annually to one student or group of students of each professor who completes SWO 411 with an A or A-, and whose policy project demonstrates:</p>
<ol>
<li>
Identification and use of quality policy sources;
</li>
<li>
Excellent writing skills, & a clear and logically analysis of the data;
</li>
<li>
Policy alternatives that further social & economic
</li>
</ol>
<h4>Class of 1998 Michael O’Connor Memorial Award</h4>
<p>This award was initiated by the Class of ’98 in memory of their friend and colleague, Michael O’Connor.</p>
<p>Purpose: To recognize a student who demonstrates skills in the area of community organization and activism. It is awarded annually to</p>
<ul>
<li>
A student who questions authority, fights conformity and enthusiastically attempts the impossible. Someone with a vision of a better society and who doesn’t really accept the words “it can’t be done.” This student also is able to connect with others, help them to believe in themselves, and tirelessly dedicate themselves to the cause. In the tradition of Bertha Capen Reynolds, this student constantly asks the question - “adjustment to what”?
</li>
</ul>
<h4>Dr. Carmen Aponte Equity, Diversity & Inclusion Award</h4>
<p>The Social Work Department will recognize students within the department (one undergraduate and one graduate) that promote the values ofsocial work</p>
<p>in the area of equity, diversity and inclusion. The promotion of equity, diversity and inclusion is in direct support of the primary mission of thecollege and the social work profession, which is to enhance human well-beingand help meet the basic human needs of all people, with particular attention tothe needs and empowerment of people who are vulnerable, oppressed, and living in poverty (NASW, 2017).</p>
<p>The Equity, Diversity & Inclusion (EDI) Award will be given to students inthe Social Work Department that display awareness and understanding between person of different races, gender, age groups, ethnicity, religious affiliations, national origin, indigenous heritage, socio-economic status, disability, gender identities, sexual orientation or other areas of difference. EDI nominees help to create a welcoming and supportive climate, promote diversitythroughout the department, campus and/or within the larger community throughan ongoing commitment to and demonstrated leadership in equity, diversity and inclusion</p>
<p>Nominees must be in good academic standing with the department. Further, nominees are asked to submit the following supporting materials:</p>
<ul>
<li>
Resume
</li>
<li>
A one to two page personal statement describing accomplishments related to diversity including any supporting materials (i.e. flyers, newspaper articles, video clips, ) The personal statement will include:
<ul>
<li>
A description of how you promote a welcoming, equitable and inclusive environment within the program, department and/or the larger community
</li>
<li>
A description of any leadership roles you have had in the area of equity, diversity and inclusion
</li>
</ul>
</li>
<li>
A letter of recommendation from someone other than the nominator
</li>
</ul>
<p><strong>The undergraduate faculty can also nominate students for the following awards:</strong></p>
<h4>School of Education, Health and Human Services Award</h4>
<p>Criteria:</p>
<ol>
<li>
Graduating Senior (December, May, August).
</li>
<li>
Minimum GPA of 5.
</li>
<li>
Matriculated student in a professional, degree granting/ certification
</li>
<li>
Minimum number of 42 credits at
</li>
<li>
Significant contribution to service and activities and/or college wide activities.
</li>
</ol>
<h4>Student Leadership Award</h4>
<p>Criteria:</p>
<ol>
<li>
Minimum of 54 credits completed by the end of the Fall
</li>
<li>
Minimum 50 GPA.
</li>
<li>
Student must meet at least one of the following qualifications at the time of nomination:
<ol style="list-style-type: lower-alpha;">
<li>
Serving or has served in an elected/appointed position or positions of leadership in recognized clubs or organizations g., departmental clubs, campus newspaper, radio station, etc., or in campus governance (e.g., B.S.G., or academic department).
</li>
<li>
In such a position, the student:
<ol style="list-style-type: lower-alpha;">
<li>
is excelling or has excelled in the normal responsibilities
</li>
<li>
defined for the position(s) held, and/or
</li>
<li>
is showing or has shown extraordinary leadership beyond the normal responsibilities defined for the position(s) held.
</li>
</ol>
</li>
<li>
The student is or has been an informal leader of students involved in campus related services or other activities, other than those in (b) above, and which have been or are of significant benefit to the College and/or Brockport community.
</li>
<li>
Demonstrates leadership characteristics of commitment and dedication to the organization with whom the nominee is affiliated, ability to inspire others, makes a positive impact on campus life and/or the Brockport community, creativity in the student leader role, effective communication skills, ability to work within the existing governance structure of the College, and efficiency in decision making in implementing the organization’s programs.
</li>
</ol>
</li>
</ol>
<h4>President’s Citation</h4>
<p>Purpose: To honor a College at Brockport senior who has demonstrated exceptional scholastic merit, professional promise, and a distinguished record of contributions to the college and community. Criteria:</p>
<ol>
<li>
Senior who will graduate during the calendar year in which the award will be presented;
</li>
<li>
Has earned a GPA of 75 or better;
</li>
<li>
Has a strong record of extracurricular activities and contributions to the Brockport college and community;
</li>
<li>
Shows evidence of professional
</li>
</ol>
<h4>Outstanding Adult Student Award</h4>
<p>Criteria:</p>
<ol>
<li>
Matriculated graduate and undergraduate students are eligible. Graduate students should have completed 15 credit hours of graduate work at SUNY Brockport; undergraduate students should have completed 75 credit hours, at least 15 of which are at Brockport.
</li>
<li>
Nominees must have a 5 cumulative GPA for all work completed at Brockport.
</li>
<li>
Nominees may be either full or part time students, but must be enrolled at Brockport during either Fall or Spring semester, or both, and must be 25 or
</li>
<li>
Students who expect to graduate in May, may be nominated: December graduates may also be nominated.
</li>
<li>
Nominees should be those who have been especially successful at combining college study with their other adult responsibilities of family, job, career and community service.
</li>
</ol>
<ol start="6">
<li>
Students may be nominated by an administrator, faculty member, or staff member at SUNY Brockport and must complete a student biographical
</li>
<li>
Both forms must be received in the Office of Adult and Continuing Education, no later than February.
</li>
</ol>
<h4>The Britt’ni Iverson Memorial Award</h4>
<p>This award is given in honor of Britt’ni Iverson, an undergraduate social work student who tragically was killed in the Fall of 2021. During her time in the Undergraduate Social Work Program, Britt’ni was a constant source of encouragement and support to her classmates. As a non-traditional college student working in community mental health services already, Britt’ni served as a role model to her peers, modelling professional and ethical behavior. She loved her work. It was her passion to work in the field of mental health, hoping to one day become a the director of a community mental health center.</p>
<p>In her memory, this award is given to a graduating senior who has demonstrated an invested interest in mental health—especially community mental health. To be eligible, students must demonstrate:</p>
<ol style="list-style-type: lower-alpha;">
<li>
academic persistence and determination (are in good standing),
</li>
<li>
a commitment to the values, ethics, and standards of the social work profession and the Undergraduate Social Work Program, and
</li>
<li>
are completing their field placement or are currently employed in a mental health setting.
</li>
</ol>
<p>To be considered, students must submit a brief 1 page statement describing their motivation for a social work career in community mental health and how their experience at SUNY Brockport has prepared them for the field.</p>
<h3>
Appendix
<a id="appendix"></a></h3>
<h4>Appendix A</h4>
<p>The NASW Code of Ethics is available electronically at <a href="https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English">https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English</a></p>
<h4>Appendix B</h4>
<p>The Federation of International Social Work Code of Ethics is available electronically <a href="at%20https:/www.iassw-aiets.org/wp-content/uploads/2015/10/Ethics-in-Social-Work-Statement-IFSW-IASSW-2004.pdf">at https://www.iassw-aiets.org/wp-content/uploads/2015/10/Ethics-in-Social-Work-Statement-IFSW-IASSW-2004.pdf</a></p>
<h4>Appendix C</h4>
<p>The Council on Social Work Education 2015 EPAS is available electronically at <a href="https://www.cswe.org/accreditation/standards/2022-epas/">https://www.cswe.org/accreditation/standards/2022-epas/</a></p>
</div>
</article>
<div class="table_of_contents">
<h2>Table of Contents</h2>
<ul class="table_of_contents link-list">
<li class="anchor-h2"><a href="/academics/social-work/undergraduate-student-handbook/#20232024-undergraduate-student-handbook">2023–2024 Undergraduate Student Handbook</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#welcome">Welcome</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#social-work-faculty---staff">Social Work Faculty & Staff</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#introduction">Introduction</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#college-statement-of-nondiscrimination">College Statement of Nondiscrimination</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#title-ix-policy">Title IX Policy</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#social-work-department-mission">Social Work Department Mission</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#social-work-undergraduate-program-mission">Social Work Undergraduate Program Mission</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#definition-of-generalist-practice">Definition of Generalist Practice</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#undergraduate-program-goals">Undergraduate Program Goals</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#competencies">Competencies</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#competency-1-demonstrate-ethical-and-professional-behavior">Competency 1: Demonstrate Ethical and Professional Behavior</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#competency-2-advance-human-rights-and-social-racial-economic-and-environmental-justice">Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#competency-3-engage-anti-racism-diversity-equity-and-inclusion-adei-in-practice">Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#competency-4-engage-in-practice-informed-research-and-research-informed-practice">Competency 4: Engage in Practice-informed Research and Research-informed Practice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#competency-5-engage-in-policy-practice">Competency 5: Engage in Policy Practice</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#competency-6-engage-with-individuals-families-groups-organizations-and-communities">Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#competency-7-assess-individuals-families-groups-organizations-and-communities">Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#competency-8-intervene-with-individuals-families-groups-organizations-and-communities">Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#competency-9-evaluate-practice-with-individuals-families-groups-organizations---communities">Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, & Communities</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#requirements-for-the-undergraduate-social-work-major">Requirements for the Undergraduate Social Work Major</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#prerequisite-requirements-9-credits">Prerequisite Requirements (9 Credits)</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#social-work-content-area-requirements-42-credits">Social Work Content Area Requirements (42 Credits)</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#field-practicum-senior-year">Field Practicum - Senior Year</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#service-learning">Service Learning</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#course-waiver-for-swo-210-applied-statistics-for-social-work-practice---310-research-methods">Course Waiver for SWO 210 (Applied Statistics for Social Work Practice) & 310 (Research Methods)</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#electives">Electives</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#social-work-course-descriptions">Social Work Course Descriptions</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#part-time-program">Part-time Program</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#online-degree-completion-program">Online Degree Completion Program</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#field-placement">Field Placement</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#field-placement-process">Field Placement Process</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#field-coordinator-responsibilities">Field Coordinator Responsibilities:</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#undergraduate-social-work-full-time-plan-of-study">Undergraduate Social Work Full-Time Plan of Study</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#ex-le-three-year-part-time-plan-of-study">Example Three Year Part-Time Plan of Study</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#first-year">First Year</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#fall-semester-1">Fall (Semester 1)</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#spring-semester-2">Spring (Semester 2)</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#second-year">Second Year</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#fall-semester-3">Fall (Semester 3)</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#spring-semester-4">Spring (Semester 4)</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#third-year">Third Year</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#fall-semester-5">Fall (Semester 5)</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#spring-semester-6">Spring (Semester 6)</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#program-policies">Program Policies</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#the-social-work-program-admission---continuance-process">The Social Work Program Admission & Continuance Process</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#no-credit-for-life-experience-or-previous-work-experience">No Credit for Life Experience or Previous Work Experience</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#standards-for-evaluating-academic-performance">Standards for Evaluating Academic Performance</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#use-of-electronic-devices-in-the-classroom">Use of Electronic Devices in the Classroom</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#policies-and-procedures-for-review-of-academic-performance---academic-reviews">Policies and Procedures for Review of Academic Performance & Academic Reviews</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#phase-1-observation-of-performance">Phase 1: Observation of Performance</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#phase-2-implementation-and-evaluation">Phase 2: Implementation and Evaluation</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#phase-3-review-hearing">Phase 3: Review Hearing:</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#general-academic-review-appeal">General Academic Review Appeal:</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#degree-completion-timeline-policy">Degree Completion Timeline Policy</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#readmission-reapplication">Readmission/ Reapplication</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#student-advisement">Student Advisement</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#professional-conduct">Professional Conduct</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#student-rights-and-responsibilities">Student Rights and Responsibilities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#student-rights">Student Rights</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#student-responsibilities">Student Responsibilities</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#academic-integrity">Academic Integrity</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#non-discrimination-policy">Non-Discrimination Policy</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#social-media">Social Media</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#studentfaculty-concerns">Student/Faculty Concerns</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#students-with-disabilities">Students with Disabilities:</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#student-grade-appeals">Student Grade Appeals</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#attendance-appeals">Attendance Appeals</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#more-program-information">More Program Information</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#phi-alpha-social-work-national-honor-society">Phi Alpha Social Work National Honor Society.</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#the-family-educational-rights-and-privacy-act">The Family Educational Rights and Privacy Act</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#student-records">Student Records</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#student-awards">Student Awards</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#the-department-of-social-work-undergraduate-social-work-program-golden-eagle-award">The Department of Social Work Undergraduate Social Work Program Golden Eagle Award.</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#al-landy-award">Al Landy Award</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#diane-dwyer-distinguished-serviceleadership-award">Diane Dwyer Distinguished Service/Leadership Award</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#departmental-scholar">Departmental Scholar</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#marghi-rich-award">Marghi Rich Award</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#class-of-1998-michael-oconnor-memorial-award">Class of 1998 Michael O’Connor Memorial Award</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#dr-carmen-aponte-equity-diversity---inclusion-award">Dr. Carmen Aponte Equity, Diversity & Inclusion Award</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#school-of-education-health-and-human-services-award">School of Education, Health and Human Services Award</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#student-leadership-award">Student Leadership Award</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#presidents-citation">President’s Citation</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#outstanding-adult-student-award">Outstanding Adult Student Award</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#the-brittni-iverson-memorial-award">The Britt’ni Iverson Memorial Award</a></li>
<li class="anchor-h3"><a href="/academics/social-work/undergraduate-student-handbook/#appendix">Appendix</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#appendix-a">Appendix A</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#appendix-b">Appendix B</a></li>
<li class="anchor-h4"><a href="/academics/social-work/undergraduate-student-handbook/#appendix-c">Appendix C</a></li>
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<h1>
Part Time 60-credit Program
</h1>
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<div id="main-content-area" class="editable"><h3>
SUNY Brockport MSW Program Plan of Study
</h3>
<h4>
60-credit: Part-time (8-semesters)
</h4>
<h4>
Semester 1 (Fall)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 506: Human Behavior & the Social Environment
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 520: Social Welfare Policy
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
<p>
6
</p>
</td>
</tr>
</tbody>
</table>
<hr/>
<h4>
Semester 2 (Spring)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 507: Human Behavior & the Social Environment II
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 524: SW Practice and Cultural Diversity
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
6
</td>
</tr>
</tbody>
</table>
<hr/>
<h4>
Semester 3 (Summer)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 500: Mandated Child Reporter Training
</p>
</td>
<td>
0
</td>
</tr>
<tr>
<td>
<p>
SWK 508: Diagnostic Process
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 533: Critical Thinking and Research in SW*
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
<p>
6
</p>
</td>
</tr>
</tbody>
</table>
<p>
*SWK 500: Mandated Child Abuse Reporter Cert. is integrated with SWK 533: Critical Thinking & Research in SW (2.5-hour online training through NYSED)
</p>
<hr/>
<h4>
Semester 4 (Fall)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 501: Social Work Practice I
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 504: Field Practicum & Seminar I
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
<p>
6
</p>
</td>
</tr>
</tbody>
</table>
<hr/>
<h4>
Semester 5 (Spring)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 502: Social Work Practice II
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 505: Field Practicum & Seminar II
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
SWK 605: Cultural Humility & Social Work Practice
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
<p>
9
</p>
</td>
</tr>
</tbody>
</table>
<hr/>
<h4>
Semester 6 (Summer)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
Approved Elective
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<p>
Approved Elective
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
<p>
6
</p>
</td>
</tr>
</tbody>
</table>
<p>
Students may take electives in the winter sessions rather than summer, please discuss with your advisor.<br/>
A minimum of 6 credits is needed in summer to be eligible for financial aid.
</p>
<hr/>
<h4>
Semester 7 (Fall)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 610: Field Practicum Seminar III
</p>
<p>
OR
</p>
<p>
SWK 612: Field Practicum Seminar IV – Gero. Cert.
</p>
</td>
<td>
4
</td>
</tr>
<tr>
<td>
<p>
SWK 602: Social Work Assessment and Brief Interventions
</p>
</td>
<td>
3
</td>
</tr>
<tr>
<td>
SWK 621: Advanced Social Welfare Policy
</td>
<td>
3
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
<p>
10
</p>
</td>
</tr>
</tbody>
</table>
<hr/>
<h4>
Semester 8 (Spring)
</h4>
<table>
<tbody>
<tr>
<th>
Course Number & Title
</th>
<th>
CR
</th>
</tr>
<tr>
<td>
<p>
SWK 611: Field Practicum Seminar IV
</p>
<p>
OR
</p>
<p>
SWK 613: Field Practicum Seminar IV – Gero. Cert.
</p>
</td>
<td>
5
</td>
</tr>
<tr>
<td>
SWK 631: Master’s Project Thesis
</td>
<td>
3
</td>
</tr>
<tr>
<td colspan="2">
Choose <strong>one</strong> of the following advanced practice course.
</td>
</tr>
<tr>
<td>
SWK 604: SW Practice in Health Care
</td>
<td rowspan="6">
3
</td>
</tr>
<tr>
<td>
SWK 616: Disabilities in Social Work
</td>
</tr>
<tr>
<td>
SWK 654: Evidence-Based Practice in Mental Health
</td>
</tr>
<tr>
<td>
SWK 655: Mental Health Recovery
</td>
</tr>
<tr>
<td>
<p>
SWK 645: Sexual Health for Professional Practice
</p>
</td>
</tr>
<tr>
<td>
<p>
SWK 680: Social Work Practice with Groups
</p>
</td>
</tr>
<tr>
<td>
<strong>Total</strong>
</td>
<td>
11
</td>
</tr>
</tbody>
</table>
<h4>
Please Note:
</h4>
<p>
Min. grade of ‘B-’ is required for the following:<br/>
SWK 501, 502, 508, 602, 604, 605, 616, 645, 654, 655 and 680.
</p>
<p>
‘B’ grade is required for a ‘Satisfactory’ (S) grade for:<br/>
SWK 504, 505, 610, 611, 612, & 613.
</p></div>
</article>
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Airborne School
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US Army Airborne School is a three-week course conducted at Fort Benning, GA and is one of the most exciting of all the summer training courses offered to ROTC Cadets.
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US Army Air Assault School is a two-week (10 days) course of instruction conducted at several locations across the Army, including Fort Campbell, Kentucky; Fort Drum, NY; Fort Benning, GA; and at overseas locations in Germany and Hawaii. In each case, the course of instruction is focused on Combat Assault Operations involving US Army rotary-wing aircraft.
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<li>Complete the MS II year of ROTC
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Cadet Troop Leading Training (CTLT)
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CTLT is a special program for MS-IIIs in Army ROTC which places the Cadet in an active Army unit for three to four weeks following their Advanced Camp experience. CTLT Cadets are given all the duties and responsibilities of a newly commissioned 2nd Lieutenant - and normally function as a Platoon Leader in the sponsoring unit. They are trained and mentored by a sponsor who is themselves a Lieutenant in the unit.
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Cultural Understanding and Language Proficiency (CULP)
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While attending Basic Camp at Fort Knox, Kentucky, Cadets gain an experience that runs the gamut of Army life and the responsibilities of being an officer. The course instills confidence and decision-making abilities to become a leader, in the Army and in life. Cadets spend their first few days learning Army basics under the tutelage of drill sergeants. They also take their first Army Physical Fitness Test, which consists of sit-ups, push-ups, and a two-mile run. Shortly after the course begins, Cadets are introduced to working in a small-group team-based dynamic in activities such as an obstacle course to accomplish set goals.
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Advanced Camp
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Advanced Camp is held annually at Fort Knox, Kentucky. The U.S. Army’s largest training exercise, Advanced Camp is the U.S. Army Cadet Command’s capstone training event. The purpose of the course is to train U.S. Army ROTC Cadets to Army standards, to develop their leadership skills, and to evaluate their officer potential. Most Army Cadets attend CLC between their junior and senior undergraduate years after having contracted to join the Army. Successful completion of Advanced Camp is a prerequisite to becoming an Army officer through ROTC.
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<h1>
Military Science Minor (Army ROTC)
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From leaders of industry to United States presidents, many began their careers as Army Officers.
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What You’ll Learn
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Army ROTC teaches you to lead. We provide you with managerial skills necessary to organize and effectively lead in the Army, corporations, small businesses, or other organizations.
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Curriculum
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Army ROTC Cadets are regular SUNY Brockport students that take part in the ROTC program. The program consists of four years, split between the Basic and Advance course. You can take ROTC as an elective course or pursue the entire program, which culminates in a commission as a Second Lieutenant—an Army Officer. Our students have a regular course schedule and an academic major. Once a week, students meet as a group for leadership laboratory, along with your regular ROTC academic class instruction.
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Admission Requirements
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If you’re a high school student, in college, or already in the Army, you can be a future leader of tomorrow by joining ROTC. We recommend getting contacting us before the start of the academic semester.
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Cadet Training
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Army ROTC Cadets have a wide variety of <a href="/academics/military_science/cadet_training/index.html">training opportunities</a> throughout the year. Team activities such as <a href="/academics/military_science/color_guard.html">Color guard</a> and <a href="/academics/military_science/ranger_challenge.html">Ranger Challenge</a> further develop your leadership training.<br/>
<br/>
There are also many <a href="/academics/military_science/cadet_training/summer.html">summer training opportunities</a>, including Basic Camp for new cadets, and summer internships across the country and even overseas for those who qualify.
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Career Outlook
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Officers are the managers of the Army. They are tasked with making important decisions in stressful situations, and they are entrusted with the safety of the men and women under their command.
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Being an Officer in the US Army will not only serve as a point of pride during your U.S. Army service, but it will also be useful to you in your civilian career. Employers place a high value on the discipline and leadership skills that the Army fosters in its Soldiers. Army Officers are often looked to as prime candidates for management roles and executive positions.
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<blockquote>
<p>
After joining ROTC as a freshman, I have had many incredible opportunities to do things I would have never imagined doing while in college. Last summer I attended a month long training exercise in Bosnia, and it really impacted me as a leader and as a person.
</p><cite class="citation">Jordan Lawrence ’17</cite>
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Cadre
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<source type="image/webp" srcset="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/8043_kurt_nelson_2.rev.1658862691.webp 1x"/>
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<h3 class="go"><a href="/live/profiles/1519-kurt-nelson">LTC.  Kurt Nelson</a></h3><dl><dt> Professor of Military Science </dt><dd> 585-395-5372<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C29 Cooper Hall </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/9090_James-Shea.rev.1666010392.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/9090_James-Shea.rev.1666010392.jpg 1x"/>
<img src="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/9090_James-Shea.rev.1666010392.jpg" alt="James Shea" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/3275-james-shea">MSG.  James Shea</a></h3><dl><dt> Senior Military Science Instructor </dt><dd> 585-395-5371<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C29 Cooper Hall </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/8450_cherelle_garner.rev.1658926677.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/8450_cherelle_garner.rev.1658926677.jpg 1x"/>
<img src="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/8450_cherelle_garner.rev.1658926677.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1524-cherelle-garner">MAJ.  Cherelle Garner</a></h3><dl><dt> Assistant Professor of Military Science </dt><dd> 585-395-5349<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C29 Cooper Hall </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/8446_marc_sterling.rev.1658926676.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/8446_marc_sterling.rev.1658926676.jpg 1x"/>
<img src="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/8446_marc_sterling.rev.1658926676.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1522-marc-sterling">MAJ.  Marc Sterling</a></h3><dl><dt> Assistant Professor of Military Science </dt><dd> 585-395-2371<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C29 Cooper Hall </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2133,3200/10071_amanda-denny-rotc.rev.1694472518.webp 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2133,3200/10071_amanda-denny-rotc.rev.1694472518.webp 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2133,3200/10071_amanda-denny-rotc.rev.1694472518.webp 3x"/>
<source type="image/jpeg" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2133,3200/10071_amanda-denny-rotc.rev.1694472518.jpg 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2133,3200/10071_amanda-denny-rotc.rev.1694472518.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2133,3200/10071_amanda-denny-rotc.rev.1694472518.jpg 3x"/>
<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,2133,3200/10071_amanda-denny-rotc.rev.1694472518.jpg" alt="SSG Denny, Amanda" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,2133,3200/10071_amanda-denny-rotc.rev.1694472518.jpg 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,2133,3200/10071_amanda-denny-rotc.rev.1694472518.jpg 3x" data-max-w="2133" data-max-h="3200" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/6119-amanda-denny">SSG.  Amanda Y. Denny</a></h3><dl><dt> Instructor </dt><dd> (585) 395-2371<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C29 Cooper Hall </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/49/width/250/height/375/crop/1/src_region/0,0,250,375/8440_dan_fletcher.rev.1658926676.webp 1x"/>
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<h3 class="go"><a href="/live/profiles/1523-daniel-fletcher">Mr.  Daniel R Fletcher</a></h3><dl><dt> Recruiting Operations Officer </dt><dd> 585-395-2769<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C29 Cooper Hall </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/1525-karen-mathes"> Karen Mathes</a></h3><dl><dt> Human Resource Assistant </dt><dd> 585-395-5779<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C29 Cooper Hall </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1521-david-phillips">MSG.  David P Phillips</a></h3><dl><dt> Military Science Instructor </dt><dd> 585-395-2371<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C29 Cooper Hall </dd></dl></li></ul></div></div>
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In the United States Military, the Color refers to a detachment of soldiers assigned to the protection of the colors of United States or Regiment.The unit is typically comprised of a Color sergeant who carries the flag, one unit or command color bearer, and two color escorts. The unit’s sergeant major is responsible for safeguarding, care, and display of the flag. Being part of the color guard is an honor as they are responsible for protecting the symbol of their unit and country.
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Army ROTC offers students who have an interest in ROTC an opportunity to apply for three- and two-year scholarships during their freshman or sophomore year.
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Cadet Training
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ROTC gives Cadets opportunities throughout the year to receive training in order to prepare them to become future leaders of America.
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ROTC gives Cadets opportunities throughout the year to receive training in order to prepare them to become future leaders of America. Training takes place on campus, off campus and at various military installations during the summer. Twice a week you will receive one to two hours of classroom instruction on leadership, mental agility, communication, time management, land navigation, tactics, and other related officer development topics. In addition to classroom instruction you will participate in three hours of physical fitness training Monday, Wednesday, and Friday and a two hour lab on Thursday afternoon consisting of hands-on training to develop critical leadership skills.
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Army ROTC will also give you a wealth of opportunities to receive Army training from all around the world. Our Cadets regularly travel the world to receive the same training as regular Army officers.
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<h1>
Four Year Scholarship – National Scholarship
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Apply for a four-year scholarship while you are still in high school.
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<p>
A four-year scholarship will cover all your tuition and fees each year. It includes a monthly stipend ranging from $300/month as a freshman to $500/month as a senior and a $600 a semester book allowance
</p>
<p>
Four-year winners will be expected to come to college physically and mentally prepared. Army ROTC is a challenging, rewarding extra effort for any college student. Four-year scholarships are awarded to only the most qualified students. Excellent grades, higher SAT/ACT test scores, extracurricular activities, and physical fitness are important factors in the selection process.
</p>
<p>
Earning a four-year Army ROTC scholarship is an achievement that you will be proud of for the rest of your life. Four-year scholarship recipients will be commissioned as 2nd Lieutenants in the active force or in the National Guard or Reserves.
</p>
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The awarding of an Army ROTC scholarship is merit-based. Specific scholarship application instructions and requirements are outlined at <a href="http://www.goarmy.com/rotc.html">www.goarmy.com</a>.
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<h3>
Who’s Eligible?
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<p>
You are eligible for a four-year scholarship if you are ready to begin college as a full-time first-year student, have no prior college experience, and are, have and/or will:
</p>
<ul>
<li>A U.S. Citizen.
</li>
<li>Between the ages of 17 and 26.
</li>
<li>Taken the SAT or ACT no later than November of the year you apply.
</li>
<li>Participating in leadership, extracurricular and athletic activities. (A part-time job earns substitute credit.)
</li>
<li>No older than 30 years of age by anticipated graduation date.
</li>
<li>A high school diploma or the equivalent.
</li>
<li>Agree to accept a commission in the U.S. Army.
</li>
<li>Pursue an Army-approved academic major.
</li>
<li>Medically qualified.
</li>
<li>Meet required height, weight and physical fitness standards.
</li>
</ul>
<h3>
When to Apply
</h3>
<p>
Apply online during the summer before or fall of your senior year by going to <a href="http://www.goarmy.com/rotc.html">www.goarmy.com</a>. The deadline is usually in December or January. You may receive a scholarship offer in two ways: from Cadet Command based on results of the centralized boards or from the individual ROTC battalions as a “campus-based” offer. The secret to success is to establish and maintain a dialogue with the recruiting officer at each ROTC battalion that interests you.
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Who We Are
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Our Freedom Eagles Battalion Creed
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We, the Freedom Eagles Battalion, will build, maintain, and sustain <strong>trust</strong> throughout all ranks of our organization.
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We will create an environment based off of <strong>love</strong> towards our country, program, and individuals to the point of doing anything for them.
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We will <strong>mutually respect</strong> each team member’s values and goals and understand that we are all different.
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Our <strong>character</strong> must be who we are in front of everyone as well as when no one is looking.
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We will be <strong>disciplined</strong> in everything that we do and strive to exceed the bare minimum standard.
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<strong>HOOAH!</strong>
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<img width="800" height="401" alt="" data-decoration="true" src="/live/image/gid/49/width/800/height/401/crop/1/src_region/0,249,3200,1851/8924_veterans-day-flag-raising-ceremony-rotc-fall-44.rev.1660657809.jpg" srcset="/live/image/scale/2x/gid/49/width/800/height/401/crop/1/src_region/0,249,3200,1851/8924_veterans-day-flag-raising-ceremony-rotc-fall-44.rev.1660657809.jpg 2x, /live/image/scale/3x/gid/49/width/800/height/401/crop/1/src_region/0,249,3200,1851/8924_veterans-day-flag-raising-ceremony-rotc-fall-44.rev.1660657809.jpg 3x" loading="lazy" data-max-w="3200" data-max-h="1602"/>
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<div id="header-image-caption" class="editable optional">
<p><span class="TextRun SCXW129842295 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="auto"><span class="NormalTextRun SCXW129842295 BCX9" data-ccp-parastyle="heading 1">Protect your country and its most sacred symbols. Army ROTC students may choose to participate in many additional leadership opportunities while completing their degree, such as</span></span> <a class="Hyperlink SCXW129842295 BCX9" href="/academics/military_science/color_guard.html" target="_blank" rel="noreferrer noopener"><span class="TextRun Underlined SCXW129842295 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW129842295 BCX9" data-ccp-charstyle="Hyperlink">Color Guard</span></span></a><span class="TextRun SCXW129842295 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="auto"><span class="NormalTextRun SCXW129842295 BCX9" data-ccp-parastyle="heading 1">,</span></span> <a class="Hyperlink SCXW129842295 BCX9" href="https://brockport.photoshelter.com/galleries/C00000QAtC8Tl1iw/G0000wJR_kmWdp5M/I0000avQZvTbIp5E/Veterans-day-Flag-Ceremony-1211-jpg" target="_blank" rel="noreferrer noopener"><span class="TextRun Underlined SCXW129842295 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW129842295 BCX9" data-ccp-charstyle="Hyperlink">
<!-- decorative --></span></span></a><a href="https://www.nationalguard.com/simultaneous-membership-program">simultaneous membership in the National Guard and Army Reserves</a><span class="TextRun SCXW129842295 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="auto"><span class="NormalTextRun SCXW129842295 BCX9" data-ccp-parastyle="heading 1">, and the</span></span> <a class="Hyperlink SCXW129842295 BCX9" href="/academics/military_science/ranger_challenge.html" target="_blank" rel="noreferrer noopener"><span class="TextRun Underlined SCXW129842295 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW129842295 BCX9" data-ccp-charstyle="Hyperlink">Ranger Challenge</span></span></a><span class="TextRun SCXW129842295 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="auto"><span class="NormalTextRun SCXW129842295 BCX9" data-ccp-parastyle="heading 1">.</span></span> <span class="EOP SCXW129842295 BCX9" data-ccp-props="{"335559685":756}">
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<p><span class="TextRun MacChromeBold SCXW22170663 BCX9" lang="EN-US" xml:lang="EN-US" data-contrast="auto"><span class="NormalTextRun SCXW22170663 BCX9" data-ccp-parastyle="heading 1">Lead while you learn.</span> <span class="NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW22170663 BCX9" data-ccp-parastyle="heading 1">From leaders of corporations,</span> <span class="NormalTextRun SCXW22170663 BCX9" data-ccp-parastyle="heading 1">to US presidents, some of our nation’s most successful leaders started as Army ROTC cadets.</span></span> <span class="EOP SCXW22170663 BCX9" data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559685":756,"335559737":0,"335559738":0,"335559739":0,"335559740":259}">
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<h3><strong><span data-contrast="none">Scholarships</span></strong> <span data-ccp-props="{"335559685":90,"335559737":940}">
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<p><span data-contrast="none">Army ROTC students have numerous scholarship opportunities available to them. Fully or partially fund your education, with:</span> <span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559685":90,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<a href="/academics/military_science/scholarships/4_year.html"><span data-contrast="none">Four Year National Scholarship</span></a> <span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<a href="/academics/military_science/scholarships/"><span data-contrast="none"></span></a><a href="/academics/military-science/scholarships/3-2-year/">On-Campus Scholarships: 3, and 2 Year</a> <span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<a href="/admissions_aid/scholarships/rotc.html"><span data-contrast="none">Nursing Scholarship</span></a> <span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<a href="https://www.nationalguard.com/tools/guard-scholarships"><span data-contrast="none">Guaranteed Reserve Forces Duty Scholarship: 4, 3, and 2 Year</span></a> <span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<a href="https://brockport.academicworks.com/opportunities/9922"><span data-contrast="none">Captain Robert Bager Memorial Scholarship</span></a> <span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<h3><strong><span data-contrast="none">Explore the World<br /></span></strong></h3>
<p><a href="https://www.rotcprojectgo.org/"><span data-contrast="none">Project GO</span></a> <span data-contrast="none">is a national organization providing fully-funded opportunities to qualified ROTC students. Cadets may choose from 33 different countries to complete overseas study, critical language education, and cross-cultural experience. Through this program, future military officers develop global training and communication skills to help them excel.</span> <span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559685":0,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<p><span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<h3><strong><span data-contrast="none">Sharpen Your Skills</span></strong> <span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<p><span data-contrast="none">Whether you’re a new cadet or a seasoned senior, ROTC will keep you engaged. Build comradery with team activities such as Color Guard and the Ranger Challenge, or advance your training during</span> <a href="/academics/military_science/cadet_training/summer.html"><span data-contrast="none">Summer Basic Camp</span></a> <span data-contrast="none">or</span> <a href="/academics/military_science/cadet_training/summer.html"><span data-contrast="none">Airborne and Air Assault School</span></a><span data-contrast="none">.</span> <span data-ccp-props="{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559737":940,"335559738":0,"335559739":0,"335559740":259}">
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<h1>
Cpt Bob Bager
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Captain Robert A. Bager
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1980 - 2005
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Captain Bob Bager served in the First Armored Division, 1st Cavalry Blackhawks Squadron, based in Buedingen, Germany. He served 1 tour of duty in Iraq from 2003-2004. He was awarded two Army Commendation Medals for his service. He was an ROTC graduate of SUNY Brockport, graduating in 2002. He died in September 2005 from injuries sustained in an accident on a rail line while transporting armored vehicles to a training site in Germany.
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September 21, 2005; loving son of Dr. William and Patricia (nee Tocco) Bager; loving brother of Christina (Rhett) Warrener; loving fiancé of Tracy Bliznik; loving grandson of Joseph and Jean Bager, Nicia and the late John Tocco and the late Elizabeth (nee Sheridan) Bager; loving nephew of Anna Mauri, Diana (Bob) Drzewiecki, Tony (Kathy) Tocco, Rita (Mike) Browne, John (Joanne), Joan (Leonard) Maciag, Betty (Don) Haug, Mary Jean Kraengel, Henry (Maria) Steurnagel and Ann Marie Steurnagel; also survived by cousins.
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Since 2006 the Bager Family has hosted an annual charity golf tournament in honor of their son, Bob Bager. July 30, 2016 will mark the 11th Anniversary of this event. All proceeds go to the Captain Robert Bager Scholarship given annually to a Cadet in the SUNY Brockport ROTC program. The 2016 recipient of the Captain Robert Bager Scholarship was Cadet David Campbell, a senior Cadet in the Freedom Eagles Cadet Battalion.
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/anthropology/">Anthropology</a></li><li> <a href="/academics/anthropology/scholarships/">Scholarships & Awards</a></li>
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<h1>Scholarships & Awards</h1>
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<h2>Scholarships Offered</h2>
<p>The Department of Anthropology presently offers the Douglas A. Feldman LGBT Paper Award, Edwin S. Hall Jr. Scholarship, Marjorie Helen Stewart Award, and our Departmental Scholars award.</p>
<p>Eligible students should apply online at <a href="http://brockport.academicworks.com/">brockport.academicworks.com</a></p>
<h3>Douglas A. Feldman LGBTQ Paper Award</h3>
<p>This fund was established by Dr. Douglas A. Feldman to support the Diversity mission at SUNY Brockport. The award is given for the best academic research paper on a topic related to the cultural aspects of lesbian, gay, bisexual, and/or transgender experiences. The paper will be selected based on relevance, importance of the topic, excellence in research methods and/or theory, and original writing. The award winner and the runner-up are usually announced at the annual Diversity Conference where they are presented with their $1,000 and $100 awards, respectively.</p>
<p>Douglas A. Feldman is Professor Emeritus at the Department of Anthropology at SUNY Brockport, SUNY. He received his PhD in Anthropology from the State University of New York at Stony Brook. His research on AIDS, global policy issues, health policy analysis, medical anthropology, applied anthropology, human sexuality, social epidemiology, health demography, health education, qualitative research methods, HIV prevention and interventions, and evaluation of health services was conducted in the United States, sub-Saharan Africa, Zambia and Hungary. He is the author and/or editor of many publications, including <em>Ethnicity and Health Care Delivery: Sexually Transmitted Diseases</em> (2009), <em>AIDS, Culture, and Gay Men</em> (2010), <em>AIDS, Culture, and Africa</em> (2008), <em>Global AIDS Policy</em> (1994), and <em>Culture and AIDS</em> (1990). At Brockport he taught courses on the Anthropology of Sex, Culture and AIDS, Anthropological Perspectives on Global Issues, Applied Anthropology, and Medical Anthropology. Dr. Feldman is currently working as a consulting medical anthropologist.</p>
<h3>The Edwin S. Hall Jr. Scholarship</h3>
<p>An educational expense grant of $1000, used for educational expenses at SUNY Brockport and awarded to an Anthropology major who meets the following criteria: 3.4 or higher overall GPA, junior standing, minimum of 15 credit hours in Anthropology earned at Brockport, demonstrated academic excellence and potential for the application of Anthropological knowledge to chosen career.</p>
<p>Edwin S. Hall Jr. received his PhD in Anthropology from Yale University. His 30+ seasons of archaeological and ethnohistorical fieldwork were conducted in northern and northwestern Alaska where he also served as a consulting archaeologist for the US Geological Survey and The North Slope Borough. He is the author of numerous articles and books, among them <em>The Eskimo Storyteller: Folktales from Noatak Alaska</em> (1975) and <em>Northwest Coast Indian Graphics: An Introduction to Silkscreen Prints</em> (1981). At Brockport he taught Introduction to Archaeology, North American Archaeology, Culture Change, The American Indian, and Native American Art. Dr. Hall chaired the Department from 1974 to 1986. An avid collector of contemporary Native American art, he retired from the University in 1992.</p>
<h3>The Marjorie Helen Stewart Award</h3>
<p>A $300 cash award to a rising Anthropology major in their sophomore year, who demonstrates academic excellence and shows promise for developing into anAnthropologist.</p>
<p>Marjorie Stewart held a DPhil in anthropology from Oxford University and conducted fieldwork in Nigeria where she investigated the pre-colonial history and socio-political organization of the Borgu Kingdom. Her publications include <em>Borgu and Its Kingdoms: A Reconstruction of a West Sudanese Polity</em> (1993).</p>
<p>At SUNY Brockport, Stewart taught courses on Africa, China, Anthropological Theory, Magic and Witchcraft, Gender, and Language and Culture. She served as chair of the department from 1994-1999. When Stewart passed away in 1999, she remembered the Department of Anthropology in her will, and in turn, the department created this award in her name to honor an outstanding sophomore majoring in anthropology.</p>
<h3>Recent Award Winners</h3>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Anthropology Scholar</button></h4>
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<ul>
<li>
<strong>2022-2023:</strong> Natalie Klein
</li>
<li>
<strong>2021-2022:</strong> Amber White
</li>
<li>
<strong>2020-2021:</strong> Emily Russell
</li>
<li>
<strong>2019-2020:</strong> Julie Moore
</li>
<li>
<strong>2018-2019:</strong> Rani Gill
</li>
<li>
<strong>2017-2018:</strong> Matt Vineyard
</li>
<li>
<strong>2016-2017:</strong> Sara Luther
</li>
<li>
<strong>2015-2016:</strong> Mariel Rivera
</li>
<li>
<strong>2014-2015:</strong> Jill Stewardson
</li>
<li>
<strong>2013-2014:</strong> Lindsay Grome
</li>
<li>
<strong>2012-2013:</strong> Jessica Martin
</li>
</ul>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Community Justice Scholar</button></h4>
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<li>
<strong>2022-2023:</strong> Gabriel Millen
</li>
</ul>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Douglas A. Feldman LGBTQ Paper Award</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4>2022-2023:</h4>
<ul>
<li>
Riley Johnson
</li>
<li>
Jordan Polcyn-Evans (runner up)
</li>
</ul>
<h4>2021-2022:</h4>
<ul>
<li>
Madison Heacock
</li>
<li>
Grace Hall (runner up)
</li>
</ul>
<h4>2020-2021:</h4>
<ul>
<li>
Lucy Mundschau
</li>
<li>
Louis Chavez (runner up)
</li>
</ul>
<h4>2018-2019:</h4>
<ul>
<li>
Chris DeVone
</li>
<li>
Matthew Leville (runner up)
</li>
</ul>
<h4>2017-2018:</h4>
<ul>
<li>
Jamie Tombari
</li>
<li>
Angelica Whitehorne (runner up)
</li>
</ul>
<h4>2016-2017:</h4>
<ul>
<li>
Tambria Schroeder
</li>
<li>
Kristen Roberts (runner up)
</li>
</ul>
<h4>2015-2016:</h4>
<ul>
<li>
Ryan Hutchings
</li>
<li>
Zachary Rest-Kilmer (runner up)
</li>
</ul>
<h4>2014-2015:</h4>
<ul>
<li>
Dianna Schepler
</li>
</ul>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Edwin S. Hall jr. Scholarship</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<ul>
<li>
<strong>2022-2023:</strong> Evelyn Patterson
</li>
<li>
<strong>2021-2022:</strong> Kylene Smith
</li>
<li>
<strong>2020-2021:</strong> Emma Wasson
</li>
<li>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/anthropology/">Anthropology</a></li><li> <a href="/academics/anthropology/hands-on/">Hands-On Opportunities</a></li>
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<h1>Hands-On Opportunities</h1>
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<h2>Engaged Learning</h2>
<p>Anthropology students have many opportunities within and beyond the classroom to hone their skills, explore the diverse possibilities of the field, and gain invaluable career preparation. For example, our students have…</p>
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<li>
Participated in summer archaeological field school programs in Jordan, Israel and Italy
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<li>
Sat in on United Nations Permanent Forum on Indigenous Issues
</li>
<li>
Studied Food and Culture of the Aegean during a summer program in Greece and Turkey
</li>
<li>
Worked in the recently renovated Anthropology Lab on campus to analyze ancient plants, human skeletal remains, and zooarchaeological artifacts
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<li>
Merged anthropological and marketing concepts with observational data of a local retail store to propose a marketing plan for improving sales. Partnered with the City Historian’s Office on an oral history project
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<li>
Experienced Native Americans events, including treaty commemorations and art exhibits
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<li>
Interned at the Rochester Museum and Science Center, the Emily Knapp Museum in Brockport, Mary’s Place refugee outreach center, the Hillside Family of Agencies, AIDS Rochester, Oak Orchard Community Health Center, and government agencies like the New York State Office of Human Rights
</li>
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<h3>Internship & Research Opportunities</h3>
<h4><a class="go" href="https://frosttownarchaeology.com/" target="_blank" rel="noopener">SUMMER 2022 - FROST TOWN ARCHAEOLOGICAL FIELD SCHOOL - NAPLES, NY</a></h4>
<p>Look for further updates on this project in the future.</p>
<h4><a href="/academics/anthropology/study-abroad-jordan/">ARCHAEOLOGICAL FIELD SCHOOLS EXCAVATING THE PETRA GARDEN & POOL COMPLEX</a></h4>
<p>Please check back for registration information, visit the <a href="https://brockport.studioabroad.com/index.cfm?FuseAction=Programs.ViewProgram&Program_ID=10114" target="_blank" rel="noopener">Study Abroad website</a> for general information on studying abroad. Please contact <a href="mailto:[email protected]">Dr. Jennifer Ramsay</a> if you have any questions.</p>
<h4><a class="go" href="/academics/anthropology/internships/">INDEPENDENT STUDY & DEPARTMENTAL SENIOR THESIS PROJECTS</a></h4>
<p>Department faculty work closely with students on research projects of mutual interest for independent study credit. Excelling students have the opportunity to pursue a senior thesis project under faculty supervision. Please contact any of the faculty in the department for more information.</p>
<p>Museum Internship Program runs in conjunction with the Museum Studies and Public History minor. Check out what is required for the minor, which ties in well with an Anthropology Major.</p>
<h4><a class="go" href="/academics/anthropology/ethnography/">ETHNOGRAPHIC RESEARCH</a></h4>
<p>Both in and outside the classroom, our majors are putting their “book” skills into practice.</p>
<h4><a class="go" href="/academics/anthropology/scholars-day/">SCHOLARS DAY</a></h4>
<p>Every year Anthropology majors and minors present original works of analysis or research at this annual event.</p>
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<h1>Career Pathways</h1>
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<p>Anthropology prepares students for excellent jobs and opens doors to a variety of career paths. Our program provides <strong>global</strong> information, <strong>cultural</strong> competence, and <strong>critical thinking</strong> skills that are essential to succeeding in the 21st century in <strong>business, research, teaching, advocacy, and public service</strong>. Anthropology is one of the few major fields to combine fascinating course work and practical career training in one academic package.</p>
<h2>Is Your Education on Track?</h2>
<h3>Recommendations for Anthropology Majors</h3>
<h4>Year 1: Exploration</h4>
<p>Students are exploring who they are, what they are interested in, if they are in the right major, what potential career paths exist.</p>
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<h4>Year 2: Direction</h4>
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<h4>Year 3: Credentials</h4>
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<h4>Year 4: Targeting</h4>
<p>Students polish and refine their job materials and prepare for entry into the job market/grad school.</p>
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ENROLL in ANT 471: Anthropological Theory (Fall only)
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ASSEMBLE interview outfit (visit Professional Clothes Closet in Career Services)
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<h1>Scholar’s Day</h1>
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<h3>Scholar’s Day with the Anthropology Department</h3>
<p>SUNY Brockport holds an annual event, known as <a href="/academics/scholars_day/">Scholar’s Day</a>, in order to celebrate some of our students best work throughout the year. Both undergraduate and graduate students, sometimes working in conjunction with faculty and staff, hold student presentations to present their work to the public and their peers. The Anthropology department has many students take part in presenting on Scholars Day every year.</p>
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<h3 class="go"><a href="/live/profiles/1230-rozenn-bailleul-lesuer"> Rozenn Bailleul-LeSuer, Ph.D</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-5142<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 315 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1231-pilapa-carroll"> Pilapa Esara Carroll, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-5345<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 327 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1232-neal-keating"> Neal B. Keating, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-5707<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 314 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/5611-meghan-mcdonnell"> Meghan McDonnell</a></h3><dl><dt> Administrative Assistant 1 </dt><dd> (585) 395-2377<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 304 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1233-jennifer-ramsay"> Jennifer Ramsay, Ph.D</a></h3><p> ( She/Her/Hers) </p><dl><dt> Professor and Chair </dt><dd> (585) 395-5706<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 324 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1234-tiffany-rawlings"> Tiffany Rawlings, Ph.D</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-5705<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 330 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/3316-mariel-rivera"> Mariel Rivera, Ph.D Candidate</a></h3><dl><dt> Visiting Instructor (Anthropology and Women & Gender Studies) </dt><dd> (585) 395-2377<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 304 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1235-alexander-smith"> Alexander J. Smith, Ph.D</a></h3><p> (He/Him/His) </p><dl><dt> Assistant Professor </dt><dd> (585) 395-5709<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 313 </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/3317-christine-zinni"> Christine Zinni, Ph.D</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-5142<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 315 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3318-margaret-blackman"> Margaret Blackman, Ph.D</a></h3><dl><dt> Emeriti Professor </dt><dd><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/></dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/3319-charles-edwards"> Charles Edwards, Ph.D</a></h3><dl><dt> Associate Professor Emeriti </dt><dd><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/></dd></dl></li></ul></div></div>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/anthropology/">Anthropology</a></li><li> <a href="/academics/anthropology/internships/">Internships</a></li>
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<h1>Internships</h1>
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<p class="intro">Our majors and minors often elect to do a 3-6 credit hour internship (ANT 462) during their junior or senior year.</p>
<p>There are also opportunities available for students to do Independent Study projects (ANT 499) with faculty members. Check with faculty members you might be interested in working with about any opportunities.</p>
<h3>Internship Opportunities</h3>
<p>Interested in working with immigrant and refugee-origin populations? See Dr. Esara Carroll for information on internship and volunteership opportunities with a range of local non-profits. Be it practicing conversational English with local elders, helping a social worker with a case, mentoring youth or planning social service projects – the need is great and your help is valued! Check out the Museum Internship Class (ANT 462/562) that ties in with the minor in Museum Studies and Public History.</p>
<p>Our majors are in the local community making a difference. The list below is a small sample of our past internship employers:</p>
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Refugees Helping Refugees
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AIDS Rochester
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Oak Orchard Community Health Center
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The Hillside Family of Agencies
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Local museums (Rochester Museum and Science Center)
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Government agencies (New York State Office of Human Rights, the Ontario County Public Health Department, etc.)
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<p>See the <a href="/academics/career/">Career Services webpage</a> for more information on internships.</p>
<h3>Independent Studies Opportunities</h3>
<p>Interested in working in the anthropology lab? Our archaeologists and biological anthropologist often offer research opportunities working in the lab. Contact <a href="mailto:[email protected]">Dr. Ramsay</a> about working on plant remains from ancient sites in the Mediterranean, <a href="mailto:[email protected]">Dr. Rawlings</a> on examining animal and human bones from archaeological sites, and <a href="mailto:[email protected]">Dr. Smith</a> about any on-going projects related to the local Frost Town site and the summer fieldschool.</p>
<h4><a class="go" href="/academics/anthropology/ethnography/">ETHNOGRAPHIC RESEARCH</a></h4>
<p>In the past, <a href="mailto:[email protected]">Dr. Esara Carroll</a> has hired majors and other students as interpreters, and data-entry assistants on her qualitative research projects. You can also reach out to <a href="mailto:[email protected]">Dr. Keating</a> about his upcoming research plans with indigenous groups domestically and abroad.</p>
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<h1>Ethnographic Research</h1>
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<h3>What is Ethnography?</h3>
<p>Cultural anthropologists are interested in describing and understanding human nature. As researchers, our questions tend to focus on how humans behave a certain way and why. For example, how are gender norms passed and why does gender-based discrimination persist in our democratic society? Or why do some households recycle and others don’t?</p>
<p>The primary way that cultural anthropologists collect data to answer their questions is through fieldwork. This is a method that typically involves living with a group of people for a long-period of time as an accepted member of their society. Anthropologists often gain the trust of the people they seek to learn from, and this can give select researchers access to knowledge, rituals and other aspects of community life that would be otherwise restricted to an outsider.</p>
<p><strong>Ethnography</strong> is the use of fieldwork on a project focused on inductively describing a particular group’s cultural context using principally words (rather than numbers). Ethnographers have a deep tool-kit of research techniques they can draw upon from participant observations, interviews, surveys and focus groups. Ethnography is also the term used to refer to the descriptive studies that cultural anthropologists publish. In ethnography, importance is placed upon the perspectives, values and interests of the informants involved, rather than being researcher-led.</p>
<h3>Recent Ethnographic Research at Brockport</h3>
<p>When you tell someone you’re an Anthropology major – do they know what you are talking about? What are public perceptions of the discipline? In 2014, students enrolled in the Cultural Anthropology Research Methods course (ANT 383, formerly 394) set out to explore this question. The Brockport community (e.g. adults either employed or enrolled at the University) was selected as the population under study. With IRB approval in hand, the students documented how the local college community perceives anthropology, as a department and field, if at all. General demographic data, information about people’s perceptions and academic experiences, and documentation of institutional discourse were collected using four methods – review of the literature; a survey administered to students in a range of academic courses; semi-structured interviews with select community members; and participant-observations at institutional recruiting events. This information will prove useful to students, local social science departments and college-administrators interested in students’ decision-making and perceptions of various majors.</p>
<p>Preliminary Findings sparked fascinating questions for future research. For instance, to what degree does academic environment versus social relationships affect one’s choice of major? How does institutional discourse (i.e. What the University says in its advertisements and at events) influence perceptions of the social sciences including anthropology? To what degree, are perceptions of academic majors (and their associated careers) influenced by cultural values of capitalism and norms of upward mobility?</p>
<p>In total, over 339 students were surveyed reflecting a range of class-statuses, age-groups and majors from a student in the 18 – 25 years age-group to a student in the 50 years-plus age-group as well as faculty and staff-members. This was a convenience sample and is not considered representative of the population. However, for the exploratory purposes of this study, this mixed-method approach proves effective at revealing the complex factors at play in shaping individual and public perceptions. Additionally, 14 individuals, who were perceived as community “gate-keepers” or who had taken the survey, were also interviewed for more information regarding personal context and experiences.</p>
<p>Most of the respondents had heard of anthropology, primarily from media outlets and from having taken anthropology courses either at Brockport or a prior educational institution. Among the respondents, almost equal numbers self-reported as having taken an anthropology course or a course in another social science (be in Sociology, Psychology or Political Science). Respondents who could identify an anthropologist sometimes noted a member of the Brockport anthropology department, but more often referred to Dr. Margaret Mead, and the fictional characters, Dr. Indiana Jones from the Spielberg movies, and Dr. Temperance Brennan from the t.v. show, “Bones.” Overall, respondents tended to hold a neutral impression of anthropology. Preliminary findings indicate that people’s awareness of anthropology was shaped by their current and past social and academic contexts. A cultural expectation and value placed upon making money influenced some respondents’ choice of major, and their perception of anthropology as non-lucrative led to choosing other majors.</p>
<p>Dr. Esara and the students in the class appreciate everyone who participated in this project. Special acknowledgment goes to the Anthropology work-study students who assisted with some of the data-entry.</p>
<h3>Other Past Projects</h3>
<p><strong>Can learning be fun and beneficial to others?</strong> In 2011, students enrolled in Research Methods in Cultural Anthropology, engaged in service-learning activities. They practiced their interpersonal and observational skills in an unfamiliar but friendly setting — Lakeside’s Beikirch Care Center. This occurred as part of a “Coffee and Conversation” program with a group of lively residents, who appreciated the students’ company.</p>
<p><strong>Will we ever have an African-American in the White House?</strong> Some people never thought it possible!</p>
<p>The Election 2008 Oral History Project took place in the spring of 2009. Students enrolled in Cultural Research Methods interviewed participants about their memories and stories leading up to this historical event. Stories were collected at area libraries including the Brockport-Seymour Library. This project was sponsored by the Rochester City Historian’s Office, the Monroe County Historian’s Office, Monroe County Library System and the Rochester Regional Library Council.</p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/anthropology/">Anthropology</a></li><li> <a href="/academics/anthropology/links/">Useful Links</a></li>
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<h3>Anthropology General Links*</h3>
<p>The section of the AAA’s website offers a number of links and databases relevant to applied anthropology. The link to <a href="http://www.idealist.org/">www.idealist.org</a> offers numerous international ethnographic internships.</p>
<ul>
<li>
<a href="http://aaanet.org/">American Anthropological Association (AAA)</a>
</li>
</ul>
<p>A unit of the American Anthropological Association NAPA provides a Mentor program for student anthropologists seeking practical advice on their next career steps. The “Students page” (tab at the top of the site’s homepage) has links to both internship and field study opportunities.</p>
<ul>
<li>
<a href="https://practicinganthropology.org/" target="_blank" rel="noopener">National Association of the Practice of Anthropology (NAPA)</a>
</li>
</ul>
<p>SfAA “promotes the integration of anthropological perspectives and methods in solving human problems throughout the world” The SfAA website’s “Student” section includes a Student Web Forum with information on internships and field study schools, resources available to attend conferences, grants and fellowships, and ongoing discussions of issues in applied anthropology.</p>
<ul>
<li>
<a href="http://www.sfaa.net/">Society for Applied Anthropology (SfAA)</a>
</li>
</ul>
<h3>National Organizations and Websites</h3>
<p>A comprehensive website, listing internship opportunities at 13 different museums, 8 research centers, and 9 outreach programs, all associated with the Smithsonian Institution.</p>
<ul>
<li>
<a href="https://www.si.edu/">Smithsonian Institution</a>
</li>
</ul>
<p>The Washington, DC-based arm of the Smithsonian Institution offers year-round internships in cultural anthropology, folklore, ethnomusicology, museum studies and arts administration. Internships are oriented towards the annual Smithsonian Folk Life Festival.</p>
<ul>
<li>
<a href="http://www.folklife.si.edu/join_us/internships.aspx">Smithsonian Center for Folklife and Cultural Heritage</a>
</li>
</ul>
<p>HUD, a federal agency, offers a variety of programs tailored to professional development, some for college credit and tailored to your academic interests.</p>
<ul>
<li>
<a href="http://portal.hud.gov/hudportal/HUD?src=/program_offices/administration/jobs/internship">US Department of Housing and Urban Development</a>
</li>
</ul>
<p>The SCA offers paid internships at national parks throughout the country, many involving cultural interpretation. Pay includes travel to and from site, room, and a modest weekly stipend. At the end of your commitment you are eligible for Americorps grants applicable to student loans.</p>
<ul>
<li>
<a href="http://www.thesca.org/">The Student Conservation Association</a>
</li>
</ul>
<p>Internships in administration, outreach, research in Olympia, WA, requires modest application fee.</p>
<ul>
<li>
<a href="https://cwis.org/join-the-movement/">Center for World Indigenous Studies</a>
</li>
</ul>
<h3>Archaeology</h3>
<p>The SAA represents archaeologists working in the public and private sectors as well as those teaching in the academy. While it does not internships specifically, the site does contain valuable information for working archaeologists.</p>
<ul>
<li>
<a href="http://www.saa.org/">The Society for American Archaeology (SAA)</a>
</li>
</ul>
<p>American Fieldwork Opportunities Bulletin online, searchable by areas and type of fieldwork.</p>
<ul>
<li>
<a href="https://www.archaeological.org/">Archaeological Institute of America</a>
</li>
</ul>
<h3>Biological Anthropology</h3>
<p><a class="go" href="http://www.physanth.org/">American Association of Physical Anthropologists</a></p>
<p><a class="go" href="http://www.theabfa.org/">American Board of Forensic Anthropology American Academy of Forensic Sciences</a></p>
<p><a class="go" href="http://aafs.org/">American Academy of Forensic Sciences</a></p>
<p>This program is a nicely paid opportunity to work at the Smithsonian for a summer. Students interested in Human origins can work with Rick Potts. Competition is very keen. Some students have gone to Kenya under this program.</p>
<ul>
<li>
<a href="https://www.si.edu/ofi">The Smithsonian Research Training Program</a>
</li>
</ul>
<p>There are a variety of internships and fellowships listed here for ecological research in Panama. Some student have used these opportunities to study primates.</p>
<ul>
<li>
<a href="https://stri.si.edu/academic-programs/internships">Smithsonian Tropical Research Institute</a>
</li>
</ul>
<p>The AMNH has an Anthropology Internship program in many fields of Anthropology, including Human Biology. Students can with with Ian Tattersall.</p>
<ul>
<li>
<a href="http://www.amnh.org/our-research/anthropology/policies-links/internship-program/">American Museum of Natural History</a>
</li>
</ul>
<h3>Medical Anthropology</h3>
<p>Subsection of the American Anthropology Association - website includes a link to the journal <em>Medical Anthropology Quarterly</em> as well as academic resources and blogs.</p>
<ul>
<li>
<a href="http://www.medanthro.net/">Society for Medical Anthropology</a>
</li>
</ul>
<h3>Field Schools and Fieldwork — Archaeology</h3>
<p>This site includes a listserve on archaeology issues, as well as sources of job, field study, and volunteer possibilities.</p>
<ul>
<li>
Jennifer Palmer’s <a href="http://www.archaeologyfieldwork.com/">archaeologyfieldwork.com</a>
</li>
</ul>
<p>A listing of major sites and ongoing projects</p>
<ul>
<li>
<a href="http://members.tripod.com/~archonnet/field.html">Archeology on the Net Fieldwork Opportunities</a>
</li>
</ul>
<p>This site has specific digs plus links to databases for further searches.</p>
<ul>
<li>
<a href="http://archaeology.about.com/od/currentdigs">K. Kris Hirst’s Guide to Current Digs</a>
</li>
</ul>
<p>Volunteers work in national forest, assisting historians and archaeologists. No fee to participate.</p>
<ul>
<li>
<a href="http://www.passportintime.com/">Passport in Time</a> — USDA Forest Service
</li>
</ul>
<p>The SCA offers paid internships at national parks throughout the country, many involving archeological work. Pay includes travel to and from site, room, and a modest weekly stipend. At the end of your commitment you are eligible for Americorps grants applicable to student loans.</p>
<ul>
<li>
<a href="http://www.thesca.org/">The Student Conservation Association</a>
</li>
</ul>
<p>Non-profit institution specializing in Southwestern archaeological research and education. Programs for adults, teens, educators, families, and school groups offer participants to learn about archaeological field methods, laboratory techniques, and excavation. Crow Canyon offers domestic and international travel opportunities.</p>
<ul>
<li>
<a href="http://www.crowcanyon.org/">Crow Canyon Archaeological Center</a> (Colorado)<br />Crow Canyon Archaeological Center<br />23390 County Road K, Cortez CO 81321 (800) 422-8975
</li>
<li>
<a href="http://www.caa-archeology.org/">Center for American Archeology</a> (Kampsville, IL)
</li>
</ul>
<p>This non-profit organization offers students to pay to assist scientists on research projects, throughout the world. While primarily ecological in orientation, some projects involve cultural anthropological methods and theories.</p>
<ul>
<li>
<a href="http://www.earthwatch.org/">Earthwatch Institute</a>
</li>
</ul>
<p>Offers opportunities in Spain, Sweden, Canada, England and Armenia with archaeologists in the field, museums, and heritage projects.</p>
<ul>
<li>
<a href="http://www.archaeoexpeditions.com/">ArchaeoExpeditions</a>
</li>
</ul>
<p>Lists world-wide archaeological field work opportunities and schools, providing web pages to sites and projects, organized by geographic region and discipline. (i.e. underwater archaeology).</p>
<ul>
<li>
<a href="http://www.cyberpursuits.com/">Cyberpursuits</a>
</li>
</ul>
<h3>Environmental Anthropology</h3>
<p>A section of the American Anthropological Association.</p>
<ul>
<li>
<a href="http://ae.americananthro.org/">Anthropology and the Environment</a>
</li>
</ul>
<p>Part of the website of the Society for Applied Anthropology.</p>
<ul>
<li>
<a href="https://www.appliedanthro.org/">Environmental Anthropology</a>
</li>
</ul>
<p>A center at Indiana University.</p>
<ul>
<li>
<a href="http://www.indiana.edu/~act/">Anthropological Center for Training and Research on Global Environmental Change</a>
</li>
</ul>
<h3>Dental Anthropology and Bioarchaeology</h3>
<p>This site is a collection of resources put together by Advanced Dental Care that are related to dental anthropology and bioarchaeology (thank you Sarah Cooper at Compton Community Center for the suggestion!).</p>
<ul>
<li>
<a href="http://www.adc-fl.com/dental-anthropology-and-bioarchaeology/">Advanced Dental Care</a>
</li>
</ul>
<p>*Resources taken from various sources including: UCSC, TAMU, UNT as well as input from faculty.</p>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/anthropology/">Anthropology</a></li><li> <a href="/academics/anthropology/career-opportunities/">Career Opportunities in Anthropology</a></li>
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<h1>Career Opportunities in Anthropology</h1>
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<h3>What career opportunities are there for Anthropology Majors?</h3>
<ul>
<li>
<a href="http://www.onedayonejob.com/majors/anthropology/">Career Ideas for Anthropology Majors</a>
</li>
<li>
<a href="/academics/anthropology/links/">Useful Anthropological Websites</a>
</li>
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<h3>Positions available with a bachelor’s degree</h3>
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<li>
Archaeologist, National Park Service (GS-12/13 rank)
</li>
<li>
Community Outreach & Volunteer Coordinator
</li>
<li>
Cultural Resource Management (Archaeology) Technician/Specialist
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Evidence Technician
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<li>
Forensic Science Technician
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<li>
GIS Specialist
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<li>
Marketing/Advertising
</li>
<li>
Museum curator’s assistant
</li>
<li>
Social Media Planner
</li>
<li>
User Experience Researcher
</li>
<li>
US Census Officer
</li>
</ul>
<h3>Positions available for graduates with advanced degrees</h3>
<ul>
<li>
Academic Archaeologist
</li>
<li>
Applied Linguistic Scientist
</li>
<li>
Archaeological Crew Chief
</li>
<li>
College Professor
</li>
<li>
Cultural Resource Lawyer
</li>
<li>
Diversity Officer
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<li>
Ethno-ecologist
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<li>
Forensic Anthropologist
</li>
<li>
Forensic Sciences Director
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Human Resources Representative
</li>
<li>
International development worker
</li>
<li>
Marine Archaeologist
</li>
<li>
Museum curator
</li>
<li>
Public Health Specialist
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<li>
Researcher/Grant Writer
</li>
<li>
Senior US Foreign Service Officer
</li>
<li>
State Historical Preservation Officer
</li>
<li>
UN Communications Specialist
</li>
<li>
Intelligence Analyst, Department of Justice, Department of Defense
</li>
</ul>
<h3>Who majors in Anthropology?</h3>
<p>Check out what famous people have a degree in anthropology:</p>
<ul>
<li>
<a href="https://savageminds.org/2014/05/05/who-majors-in-anthropology/">Savage Minds - Who majors in Anthropology?</a>
</li>
</ul>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/anthropology/">Anthropology</a></li><li> <a href="/academics/anthropology/guest-speaker/">Guest Speaker Series</a></li>
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<h1>Guest Speaker Series</h1>
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<h3>Anthropology Invited Speakers Series</h3>
<p><em>Sponsored by the Marjorie Helen Stewart Speaker series and the Anthropology Club</em></p>
<p>The Marjorie Helen Speaker series is named in honor of our former faculty member. The goal is to advance the reach of anthropological knowledge to our students, colleagues and the community.</p>
<p>Marjorie Stewart held a DPhil in anthropology from Oxford University and conducted fieldwork in Nigeria where she investigated the pre-colonial history and socio-political organization of the Borgu Kingdom. Her publications include <em>Borgu and Its Kingdoms: A Reconstruction of a West Sudanese Polity</em> (1993). At SUNY Brockport, Stewart taught courses on Africa, China, Anthropological Theory, Magic and Witchcraft, Gender, and Language and Culture. She served as chair of the department from 1994-1999.</p>
<h4>VIDEO ARCHIVE</h4>
<p><a class="go" href="https://www.youtube.com/watch?v=OC5A0pxmz4I" target="_blank" rel="noopener">But Some of Us are Brave: A Black Feminist’s Work in Bioarchaeology - Dr. Aja Lans</a></p>
<p><a class="go" href="https://youtu.be/IGJmytCqQsw" target="_blank" rel="noopener">From the West Indies to West Africa: Place Making in the Black Republic of Liberia — Caree Banton and Matthew</a></p>
<p><a class="go" href="https://www.youtube.com/watch?v=aItFVPuJxfo&feature=youtu.be" target="_blank" rel="noopener">Egyptian Mummies and Sacred Bird Cults — Rozenn Bailleul-LeSuer</a></p>
<p><a class="go" href="https://www.youtube.com/watch?v=UDVF78qzJZw" target="_blank" rel="noopener">Homo naledi and the Rising Star Cave — Marina Elliott</a></p>
<p><a class="go" href="https://www.youtube.com/watch?v=YSCr7p2k6cM" target="_blank" rel="noopener">Wasted: An Inquiry into the Management of the Human Excrement — Nick Kawa</a></p>
<p><a class="go" href="https://www.youtube.com/watch?v=qIdr2JEkjLY" target="_blank" rel="noopener">Community-Based Approaches to Maternal Health - Mariel Rivera</a></p>
<h4>FACULTY LECTURES</h4>
<p>The following lectures were given by faculty members at SUNY Brockport.</p>
<p><a class="go" href="https://www.youtube.com/watch?v=QfTzXfVccME" target="_blank" rel="noopener">Funerary Dining or Offerings for the Dead? - Jennifer Ramsay</a></p>
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<h1>Sample Four-Year Degree Plan</h1>
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<p>This four-year plan serves as a <strong>sample</strong> to provide students with a clear path to graduation. A student’s path may differ from this example. Students are <strong>encouraged to consult with their faculty advisor</strong> each semester to ensure appropriate course selection.</p>
<h3>Anthropology Major</h3>
<div class="lw_accordion">
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">First Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4><strong>Fall</strong></h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 101, 201, 202, 203 or 256: Introductory Classes</strong></p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Written Communication (ENG 112) (Q)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Math/Quant Reasoning (M)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Diversity: Equity, Inclusion, Social<br />Justice - DEIS (D)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Language (R)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>GEP 100:</strong> Academic Planning Seminar</p></td>
<td width="312"><p>1</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>16</strong></p></td>
</tr></tbody></table>
<p> </p>
<h4><strong>Spring</strong></h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Social Science (S)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Natural Sciences/Scientific Reasoning + lab (L)</p></td>
<td width="312"><p>4</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Humanities (H)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Fine Arts (F)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>16</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Second Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4><strong>Fall</strong></h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 101, 201, 202, 203 or 256: Introductory Classes</strong></p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> US History and Civic Engagement (V)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> World History and Global Awareness (O)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
<p> </p>
<h4><strong>Spring</strong></h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 101, 201, 202, 203 or 256: Introductory Classes</strong></p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Oral Communication (Y)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Third Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4><strong>Fall</strong></h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 470:</strong> Anthropology as a Profession</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 383, 384, 385 or 356:</strong> Methods Class</p></td>
<td width="312"><p>3/4</p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 300-400-Level:</strong> Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed</strong>: Perspectives on Gender (W)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15/16</strong></p></td>
</tr></tbody></table>
<p> </p>
<h4><strong>Spring</strong></h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 320:</strong> Ethnographic Experience</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 383, 384, 385 or 356:</strong> Methods Class</p></td>
<td width="312"><p>3/4</p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 300-400-Level:</strong> Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Gen Ed:</strong> Contemporary Issues (I)</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15/16</strong></p></td>
</tr></tbody></table>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Fourth Year</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<h4><strong>Fall</strong></h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 471:</strong> Anthropology Theory</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 400-level:</strong> Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
<p> </p>
<p> </p>
<h4><strong>Spring</strong></h4>
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p><strong>ANT 400-level:</strong> Elective</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>Free Elective towards degree total</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p><strong>Total</strong></p></td>
<td width="312"><p><strong>15</strong></p></td>
</tr></tbody></table>
<p> </p>
</div>
</section>
<section class="lw_accordion_block">
<h4 class="lw_accordion_block_title"><button aria-expanded="false" type="button">Major Specific Elective Courses</button></h4>
<div class="lw_accordion_block_content" aria-hidden="true">
<table><tbody>
<tr>
<td width="312"><p><strong>Course (include Course number and title)</strong></p></td>
<td width="312"><p><strong>Credits</strong></p></td>
</tr>
<tr>
<td width="312"><p>ANT 301 – Indigenous Issues in Native North America</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 303 - Native American Women</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 304 Native American Images in Film and Media</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 305 Gender, Sex and Power: the View from Inside</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 307 Gendering the Past</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 308 Introduction to Ethnomusicology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 315 The Migration Experience</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 316 Food and Culture</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 321 Global Friction: Conflict in the Anthropocene</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 322 Culture and Power</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 323 Anthropological Perspectives on Global Issues</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 330 Global Inequality</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 331 Environmental Anthropology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 336 Environment, Traditional Arts and Women’s Lives</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 337 Iroquois Culture and History</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 343 Rivers, Cities and the Rise of Empires</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 344 Archaeology of the Americas</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 363 Anthropology of Religion</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td><p>ANT 364 GIS and Spatial Survey for the Social Sciences</p></td>
<td><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 365 LGBTQ+ Cultures</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 367 Gender in the Islamic World</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 368 Forced from Home: Becoming a Refugee</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 380 Intermediate Topics in Cultural Anthropology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 381 Intermediate Topics in Archaeology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 382 Intermediate Topics in Biological Anthropology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 386 Archaeology of Death</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 415 Human Rights and Political Ecology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 416 Exiled to America: Experiences of Refugee Resettlement</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 440 Historical Archaeology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 441 Archaeological Analysis</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 442 Field Methods in Archaeology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 448 Roman Archaeology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 449 Greek Archaeology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 452 Ancient Disease and Paleopathology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 453 Scientific Study of Mummies</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 456 Skeleton Keys: Forensic Analysis of Bones</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 460 Anthropology Internship</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 462 Museum Internship</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 463 Museology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 465 Environmental Archaeology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 480 Advanced Topics in Cultural Anthropology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 481 Advanced Topics in Archaeology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 482 Advanced Topics in Biological Anthropology</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 496 Senior Thesis</p></td>
<td width="312"><p>3</p></td>
</tr>
<tr>
<td width="312"><p>ANT 499 Independent Study in Anthropology</p></td>
<td width="312"><p>3</p></td>
</tr></tbody></table>
<p> </p>
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<h1>
Service Learning
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Service-learning is a strategy for teaching and learning that promotes student engagement with their local community. The Department of Anthropology offers several courses with service-learning components. For instance, students in the Exiled to America (ANT 416) course learned that when refugees arrive in the US they often have few possessions and do not have the proper attire for our weather. To bring this issue to life, the class volunteered to organized donated items in the clothing closet of a city refugee outreach center. Additionally, in the past, the Cultural Research Methods course (ANT 383) partnered with the Rochester City Historian’s Office to help document oral testimonies. Other courses which have offered service-learning opportunities include Introduction to Cultural Anthropology (ANT 201), and Forced from Home (ANT 368).
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Service learning is best tailored for people who wish to try and make a positive influence in the world, all while they are gaining experience to further their career.
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Supporting Adult Refugees Project
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A perfect example of service learning is Dr. Carroll’s Supporting Adult Refugees project. The project started back in August of 2017 and students were given the opportunity to be a language interpreter for adult refugees. Students were allowed to work with refugees from multiple locations around the world, mainly focusing on interpreting the following languages,
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<h1>Anthropology Major/Minor</h1>
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<p class="intro">We study human culture, variation and diversity through time, in every possible way.</p>
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<h2>What You’ll Learn</h2>
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<p class="leadin">You’ll explore through ethnographic fieldwork, archaeological excavation, biological lab work, and visual and material cultural analysis what it means to be human.</p>
<p>Our students and faculty collaborate closely to learn and improve our knowledge of human variation and how this information can be used to confront the complex issues we are dealing with in the world today.</p>
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<a class="go tiny button" href="/academics/catalogs/current/programs/anthropology-minor.html">Explore The Minor</a>
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<h3>Curriculum</h3>
<p>Human behavior — what is it? Why and how does it vary so much across the planet and through time? Our faculty will help prepare you to address the problems of the 21st century through a variety of means.</p>
<p>You will learn a variety of skills toward understanding the diversity of human experience, including:</p>
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Cross-cultural knowledge
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Critical thinking
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Practical hands-on skills
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<p>Enjoy small classes, one-on-one contact with faculty, and a range of hands-on experiences like archaeological field schools and ethnographic research.</p>
<p><a class="go" href="/academics/anthropology/anthropology-major-minor/sample-four-year-degree-plan/">Sample Four-Year Degree Plan</a></p>
<a class="go" href="/academics/catalogs/current/programs/anthropology-major.html">Curriculum & Learning Outcomes</a>
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<h3>Admission Requirements</h3>
<p>We recommend submitting first-year applications in October or early November. We decide your admission once you complete your application.</p>
<p>Next Deadline for Transfer Students</p>
<p>Fall Semester: August 1</p>
<a class="go" href="http://www.brockport.edu/admissions">Undergraduate Admissions</a>
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<h3>Hands-On Opportunities</h3>
<p>An anthropology degree could take you anywhere — literally! Anthropology students have many opportunities to hone their skills outside the classroom. Some of our past field work experiences include:</p>
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Participating in the United Nations Permanent Forum on Indigenous Issues
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Touring Greece and Turkey learning about the intersections of food and culture
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Working with the local refugee center
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Excavating in the ancient world of Petra, Jordan
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<p><a class="go" href="/academics/anthropology/hands-on/">See where your studies can take you</a></p>
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<h3>Career Outlook</h3>
<p>According to the Bureau of Labor Statistics, employment of anthropologists and archeologists is projected to grow 19% from 2012-22.</p>
<p><strong>Cultural anthropologists</strong> work with people to understand how culture, power, and history are used for different purposes.</p>
<p><strong>Archaeologists</strong> excavate sites to recover the material culture or artifacts to understand the past and how it relates to the present-day.</p>
<p><strong>Biological anthropologists</strong> study human biological evolution, variation in growth and development, and adaptation to past and present environments.</p>
<p><a class="go" href="/academics/anthropology/career-opportunities/">Careers in Anthropology</a></p>
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<h2>What’s Next?</h2>
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<span>The availability of hands-on learning experiences, internships, and field schools gives students the opportunity to become involved in research and learn things that could not be learned in a classroom.</span>
<cite class="citation">Geoffrey Hedges, ’13</cite>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/anthropology/">Anthropology</a></li><li> <a href="/academics/anthropology/about/">About the Department</a></li>
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<h1>
About the Department
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<h2>
Learn How to Think Outside the Box
</h2>
<h3>
Discover Anthropology, a Biocultural Perspective on the Human Condition
</h3>
<p>
The broad evolutionary perspective on humanity, provided by Anthropology, prepares you for more effective engagement with the contemporary world, in any career path you may follow. The Anthropology Department at Brockport offers a major or a minor in Anthropology, and a minor in Museum Studies.
</p>
<p>
Our program is looking to pursue learning anthropological skills and abilities that focus on the critical issues of the 21st century. We hope to engage students in attempting to answer some of the most pertinent questions that we are facing in our world today.
</p>
<h4>
THE ENVIRONMENT AND CHANGE
</h4>
<p>
What is “world” and “nature”? What are humans? What are the relations between humans and the world?
</p>
<h4>
INEQUALITY, SOCIAL JUSTICE, AND HUMAN RIGHTS
</h4>
<p>
What is power? What is a society? Why does inequality exist?
</p>
<h4>
HERITAGE AND IDENTITY
</h4>
<p>
Who are we now? Who were we in the past? Who are we becoming?
</p>
<hr/>
<h3>
Anthropology: Four Areas of Study
</h3>
<p>
Anthropology has consistently focused on four major areas of study; which are,
</p>
<h4>
ARCHAEOLOGY
</h4>
<p>
Archaeologists excavate sites to recover the material culture or artifacts in order to understand the past and how it relates to present-day concerns.
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<h4>
BIOLOGICAL ANTHROPOLOGY
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<p>
Biological anthropologists study human biological evolution, variation in growth and development, and adaptation to past and present environments.
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<h4>
CULTURAL ANTHROPOLOGY
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<p>
Cultural anthropologists observe, listen to, and work with people in communities and organizations to understand how culture, power, and history are mobilized by different groups for different purposes.
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<h4>
LINGUISTIC ANTHROPOLOGY
</h4>
<p>
Linguistic Anthropologists investigate the relationship between language and culture, and try to understanding the ways in which language shapes, and is shaped by, social life, from single interactions to global-level phenomena.
</p>
<hr/>
<h2>
Program Mission
</h2>
<p>
The Department of Anthropology teaches and conducts research on human cultural and biological variation in the past and present through a holistic integration of sciences and humanities. We provide comprehensive instruction, and transformative out-of-the-classroom experiences, through which we encourage students to explore and understand human diversity, using theoretical and applied frameworks. Our curriculum is designed to engage students to strive for excellence and personal growth by achieving our program learning goals, and contributing to their local communities and the world.
</p>
<hr/>
<h2>
Land Acknowledgment Statement
</h2>
<p>
The Department of Anthropology acknowledges with respect the Indigenous Peoples on whose lands SUNY Brockport now stands, the Onöndowa’ga (Seneca) Nation of the Haudenosaunee (Iroquois) Confederacy. As an academic community, we are dedicated to recognizing and promoting Indigenous Peoples’ rights in our teaching and scholarship. We support the inclusion of Indigenous students, staff and faculty on our campus.
</p>
<hr/>
<h2>
Anti-Racism Statement
</h2>
<p>
As a department, we believe that black, brown, and indigenous lives matter and we support the Black Lives Matter movement. We believe that action must be taken by each one of us to deconstruct the racist, classist, misogynist, heterosexist, ableist tradition we are a part of. Silence is consent. And we will do better so we can be better.
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<h1>Business Administration</h1>
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<img width="800" height="400" alt="female student in a business suit walks down the hallway laughing" data-caption="female student in a business suit walks down the hallway laughing" src="/live/image/gid/207/width/800/height/400/crop/1/src_region/0,224,3148,1799/9052_lindsay-ward-environmental-headshot-lab-graduate-portrait-10.rev.1664478747.jpg" srcset="/live/image/scale/2x/gid/207/width/800/height/400/crop/1/src_region/0,224,3148,1799/9052_lindsay-ward-environmental-headshot-lab-graduate-portrait-10.rev.1664478747.jpg 2x, /live/image/scale/3x/gid/207/width/800/height/400/crop/1/src_region/0,224,3148,1799/9052_lindsay-ward-environmental-headshot-lab-graduate-portrait-10.rev.1664478747.jpg 3x" loading="lazy" data-max-w="3148" data-max-h="1575"/>
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<p> Today’s business world demands flexibility. Learn to build a business anywhere — from a corporate skyscraper, foreign country, or remotely at home. </p>
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<div class="play-button-wrapper"><div class="play-button"><div class="show-for-screenreaders"> Play video </div></div></div></div><div class="spotlight-content"><h3>Pandemic Panic: Overbuying & the Struggling Supply Chain</h3><p><span class="NormalTextRun SCXW217308535 BCX9" data-ccp-parastyle="Table Paragraph" data-ccp-parastyle-defn="">It’s not just toilet paper being emptied off shelves.</span> <span class="NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW217308535 BCX9" data-ccp-parastyle="Table Paragraph">Hear</span> <span class="NormalTextRun SCXW217308535 BCX9" data-ccp-parastyle="Table Paragraph">from an International Business professor on why supply chain issues continue to plague the shelves of stores and the wallets of consumers.</span></p></div></div><div class="lwcw" data-options="id=158&format=html&group=Business%20Administration"></div>
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<h1>Center for Student Success</h1>
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<p>In 2012, the School of Business and Management established the Center for Student Success, an initiative that is designed to support the School’s goal of attracting, supporting, and retaining high caliber students, engaged alumni, and top local and national-level employers.</p>
<p>The Center accomplishes this by providing career services, networking and recruiting opportunities, employer outreach, general academic advisement, co-curricular activities, alumni relations, and assurance of learning monitoring. Student preparation and success are the Center’s highest priorities.</p>
<p>For more information on our services, please click on the following links:</p>
<p><a class="go tiny button" href="/academics/school_business_management/student_success/advisement.html">Advisement</a> <a class="go tiny button" href="/academics/school_business_management/student_success/career_services.html">Career Services</a> <a class="go tiny button" href="/academics/school_business_management/student_success/employers.html">Employers</a> <a class="go tiny button" href="/academics/school_business_management/student_success/internships.html">Internships</a></p>
<p>The Center for Student Success is located in 100 Hartwell Hall</p>
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<h1>Faculty & Staff</h1>
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<h2>Affiliated Faculty</h2>
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<source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,1024,768/9982_9AF52470-D7D6-4371-B832-860455D36B40_1_105_c_2.rev.1692841859.webp 1x, /live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,1024,768/9982_9AF52470-D7D6-4371-B832-860455D36B40_1_105_c_2.rev.1692841859.webp 2x, /live/image/scale/3x/gid/99/width/250/height/375/crop/1/src_region/0,0,1024,768/9982_9AF52470-D7D6-4371-B832-860455D36B40_1_105_c_2.rev.1692841859.webp 3x"/>
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<img src="/live/image/gid/99/width/250/height/375/crop/1/src_region/0,0,1024,768/9982_9AF52470-D7D6-4371-B832-860455D36B40_1_105_c_2.rev.1692841859.jpg" alt="" width="250" height="375" srcset="/live/image/scale/2x/gid/99/width/250/height/375/crop/1/src_region/0,0,1024,768/9982_9AF52470-D7D6-4371-B832-860455D36B40_1_105_c_2.rev.1692841859.jpg 2x" data-max-w="1024" data-max-h="768" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1411-"> Sharon Lubkemann Allen, Ph.D</a></h3><p> (She/Her/Hers) </p><dl><dt> Professor of Comparative Literature & Director of Graduate Studies </dt><dd> (585) 395-5828<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 244 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/44/width/250/height/375/crop/1/src_region/0,0,250,376/8340_daly_john.rev.1658926161.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/44/width/250/height/375/crop/1/src_region/0,0,250,376/8340_daly_john.rev.1658926161.jpg 1x"/>
<img src="/live/image/gid/44/width/250/height/375/crop/1/src_region/0,0,250,376/8340_daly_john.rev.1658926161.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="376" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/1447-"> John P Daly, Ph.D</a></h3><dl><dt> Professor </dt><dd> (585) 395-5685<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 334 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/46/width/250/height/375/crop/1/src_region/0,0,250,375/8378_ceison.rev.1658926429.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/46/width/250/height/375/crop/1/src_region/0,0,250,375/8378_ceison.rev.1658926429.jpg 1x"/>
<img src="/live/image/gid/46/width/250/height/375/crop/1/src_region/0,0,250,375/8378_ceison.rev.1658926429.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1465-"> Carvin Eison</a></h3><dl><dt> Professor </dt><dd> (585) 395-5767<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 224 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/44/width/250/height/375/crop/1/src_region/0,0,250,375/2762_morag_martin.rev.1657126424.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/44/width/250/height/375/crop/1/src_region/0,0,250,375/2762_morag_martin.rev.1657126424.jpg 1x"/>
<img src="/live/image/gid/44/width/250/height/375/crop/1/src_region/0,0,250,375/2762_morag_martin.rev.1657126424.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1451-"> Morag Martin, Ph.D</a></h3><p> (she, her, hers) </p><dl><dt> Professor and Chair </dt><dd> (585) 395-5690<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 308 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/46/width/250/height/375/crop/1/src_region/0,0,250,375/8391_alexander_moe.rev.1658926430.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/46/width/250/height/375/crop/1/src_region/0,0,250,375/8391_alexander_moe.rev.1658926430.jpg 1x"/>
<img src="/live/image/gid/46/width/250/height/375/crop/1/src_region/0,0,250,375/8391_alexander_moe.rev.1658926430.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1467-"> Alexander Moe, Ph.D</a></h3><dl><dt> Assistant Professor </dt><dd> (585) 395-2183<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 223 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/46/width/250/height/375/crop/1/src_region/0,0,250,375/8388_virginia_orzel.rev.1658926430.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/46/width/250/height/375/crop/1/src_region/0,0,250,375/8388_virginia_orzel.rev.1658926430.jpg 1x"/>
<img src="/live/image/gid/46/width/250/height/375/crop/1/src_region/0,0,250,375/8388_virginia_orzel.rev.1658926430.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1468-"> Virginia M Orzel</a></h3><p> (She/Her/Hers) </p><dl><dt> Professor </dt><dd> (585) 395-5773<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Holmes Hall 228 </dd></dl></li><li><img src="/live/resource/image/_resources/images/directory_index_default.rev.1649271413.png" alt="default image" loading="lazy"/><h3 class="go"><a href="/live/profiles/3289-"> Sidney Rosenzweig, Ph.D</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-5052<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 246 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/63/width/250/height/375/crop/1/src_region/0,0,250,375/8609_natalie_sarrazin.rev.1658929858.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/63/width/250/height/375/crop/1/src_region/0,0,250,375/8609_natalie_sarrazin.rev.1658929858.jpg 1x"/>
<img src="/live/image/gid/63/width/250/height/375/crop/1/src_region/0,0,250,375/8609_natalie_sarrazin.rev.1658929858.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
</picture>
<h3 class="go"><a href="/live/profiles/1671-"> Natalie Sarrazin</a></h3><dl><dt> Professor, Music Studies Coordinator </dt><dd> (585) 395-5256<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Tower 106 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/40/width/250/height/375/crop/1/src_region/0,0,250,376/8310_carter_soles.rev.1658925921.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/40/width/250/height/375/crop/1/src_region/0,0,250,376/8310_carter_soles.rev.1658925921.jpg 1x"/>
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<h3 class="go"><a href="/live/profiles/1427-"> Carter Soles, Ph.D</a></h3><dl><dt> Associate Professor </dt><dd> (585) 395-5825<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 224 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/40/width/250/height/375/crop/1/src_region/0,0,250,375/8318_young_phil.rev.1658925922.webp 1x"/>
<source type="image/jpeg" srcset="/live/image/gid/40/width/250/height/375/crop/1/src_region/0,0,250,375/8318_young_phil.rev.1658925922.jpg 1x"/>
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</picture>
<h3 class="go"><a href="/live/profiles/1430-"> Phil Young, Ph.D</a></h3><dl><dt> Adjunct Lecturer </dt><dd> (585) 395-2750<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 226 </dd></dl></li><li><picture class="lw_image">
<source type="image/webp" srcset="/live/image/gid/25/width/250/height/375/crop/1/src_region/0,0,250,375/8121_christine_zinni.rev.1658864912.webp 1x"/>
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<img src="/live/image/gid/25/width/250/height/375/crop/1/src_region/0,0,250,375/8121_christine_zinni.rev.1658864912.jpg" alt="" width="250" height="375" data-max-w="250" data-max-h="375" loading="lazy"/>
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<h3 class="go"><a href="/live/profiles/3317-"> Christine Zinni, Ph.D</a></h3><dl><dt> Lecturer </dt><dd> (585) 395-5142<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: Liberal Arts 315 </dd></dl></li></ul></div>
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<h1>Aging Studies</h1>
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<h3>Statement of Objectives:</h3>
<p>In a brief essay of no more than 500 words please provide a personal statement in which you clearly discuss your interest in pursuing the Aging Studies Advanced Graduate Certificate at SUNY Brockport.</p>
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Clearly put forth your personal and professional goals in undertaking the certificate including any particular interests in the field of aging for which you would like to gain more knowledge and experience.
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Articulate any current or previous experience working with older adults including family experiences.
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<h1>Endowment</h1>
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<p>Endowed funds (scholarships, department or school funds, or faculty chairs) are invested and maintained in perpetuity and have a permanent impact. Each year, a percentage of the investment income earned from endowments — such as interest, dividends, or capital appreciation — is distributed to support the specific purpose designated by the donor. Any remaining income is added to the endowment principal to further strengthen its purchasing power over time.<br /><br />These funds will undoubtedly create a highly visible link between the honoree and the college and serve as a lasting tribute to the namesake. Donors build strong ties with the beneficiaries of their endowment, sharing in the achievements made possible by their gifts. Because endowments are permanent, successive generations of a donor’s family often maintain these relationships and reap the rewards from the honorary nature of their endowment.</p>
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<h3 class="go"><a href="/live/profiles/1946-"> Helen Cheves</a></h3><dl><dt> Assistant Director / Life Coach </dt><dd> 585-395-2318<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C-18 Cooper Hall </dd></dl></li><li><picture class="lw_image">
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<h3 class="go"><a href="/live/profiles/1945-"> Barbara Thompson</a></h3><dl><dt> Director of McNair & CSTEP, Committee Member (President’s Council on Diversity & Inclusion) </dt><dd> 585-395-2367<br/><a class="fitty_fit" href="mailto:[email protected]">[email protected]</a><br/> Office: C-16 Cooper Hall </dd></dl></li></ul></div></div>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/mcnair/">McNair Program</a></li><li> <a href="/academics/mcnair/application/">McNair Application Form</a></li>
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<h1>McNair Application Form</h1>
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<h2>McNair Application Requirements</h2>
<p>The McNair Program is an option for low-income students with the intent of achieving a graduate level education to conduct research in their field of study. The requirements for a student applying to the program are:</p>
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<li>
US Citizen or Permanent Resident
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<li>
Matriculated/full-time SUNY Brockport student with a 2.5 GPA or higher
</li>
<li>
Low-income/first generation college student (neither parent earned a bachelor’s degree)
</li>
<li>
Member of a group that is underrepresented in graduate education. (Black, Hispanic/Latinx, Native American, Alaskan Native, or Pacific Islander)
</li>
<li>
Intention to pursue a graduate education
</li>
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<p>The McNair application is available online by clicking the button below. Please print the application, fill out the form, and bring it into the McNair office, located in Cooper Hall, room C-16.</p>
<p><a class="file file_6716 lw_files_pdf" title="mcnair_application.pdf" href="/live/files/6716-mcnairapplicationpdf">Apply Now</a></p>
<h3>McNair Scholar Responsibilities</h3>
<p>Once you have been admitted into the program, McNair Scholars are expected to:</p>
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<li>
Maintain full-time student status
</li>
<li>
Meet with their mentor once a month
</li>
<li>
Maintain a 2.5 GPA or higher
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Be an active participant in Professional Development Seminars
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<li>
Take the GRE or related test (GMAT, MCAT, LSAT) during your senior year
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<li>
Apply to at least one graduate school
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Submit a Personal Statement
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Complete a professional portfolio
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/international-education/">Center for Global Education & Engagement</a></li><li> <a href="/academics/international-education/coil/">Collaborative Online International Learning</a></li>
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<h1>Collaborative Online International Learning</h1>
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<h2>COIL: Brockport’s <em>Virtual</em> Global Classroom</h2>
<p>Global learning is not exclusive to traveling abroad and thanks to current technology, it has never been easier to bring the world into the classroom. Collaborative Online International Learning (COIL) advances SUNY Brockport’s strategic plan and create greater access to global engagement for our students. COIL projects prepare students with the necessary employment skills to be successful in today’s culturally diverse workforce and global economy.<a id="accordion_2-heading" role="tab" href="/academics/international_education/coil/#accordion_2" aria-controls="accordion_2" aria-expanded="false"></a></p>
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Global learning is not just limited to travel abroad. With COIL courses, you can bring the world into your classroom and engage with students like you all over the globe. To find out about available COIL opportunities, contact us at: <a href="mailto:[email protected]">[email protected]</a>.
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<p>COIL is about connecting across differences. It connects you with a faculty member in a different country to develop collaborative projects with your students across time zones, language differences, and geographical distance using online tools. It is an aspect of your new or existing course that supports your student learning goals, giving you and your students the opportunity to engage with your course concepts hands-on and – most importantly – explore them from diverse cultural perspectives. Other benefits include:</p>
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Intercultural knowledge
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Virtual teamwork skills
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Engage in global problem solving
</li>
<li>
Systems thinking mindset
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Provides faculty a pathway for shared research and collaborations
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<p>The basis for a successful COIL course is the collaboration between the faculty partners. Developing a partnership can come from: pre-existing connections between faculty, SUNY COIL professional development opportunities, or the CGEE international partner universities.</p>
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<h3 class="go"><a class="go" href="https://forms.brockport.edu/view.php?id=5644847">COIL in Action</a></h3>
<p>Interested in exploring a COIL partnership with SUNY Brockport? Please complete our <a href="https://forms.brockport.edu/view.php?id=5644847">online inquiry form</a> and a representative from the University will be in contact with you. You can also contact the <a href="https://coil.suny.edu/about-suny-coil/" target="_blank" rel="noopener">SUNY COIL Center</a> for more details about becoming a member of their virtual global community.</p>
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<h3>Getting Started</h3>
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<h3>Identify A Partner</h3>
<p>Like an online course, it is advised that you connect with your partner and begin course development at least one semester prior to offering the collaboration. You may also join the <a href="/academics/international_education/coil/instructions.html">SUNY COIL Global Network</a> to find a compatible partner, if you do not have one.</p>
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<h3>Collaborate & Design</h3>
<p>Once you have found an international partner, consider how you will most effectively incorporate COIL into each of your courses:</p>
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<li>
Define student learning goals and identify areas of overlap with your courses
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Determine the length of the interaction
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Design comparative and collaborative activities
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Select methods and tools for collaboration
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Develop a project plan with timelines, roles, and assessment
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<p>Faculty can incorporate a global dimension into a course in a variety of forms, such as:</p>
<ul>
<li>
Single Course Assignments
</li>
<li>
Co-Teaching
</li>
<li>
Peer Review
</li>
<li>
Cooperative Learning
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Online Discussions
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<li>
Project-Based Learning
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<h3>Additional Resources for Faculty & International Partners</h3>
<h4><a class="go" href="/support/lits/asis/">INSTRUCTIONAL DESIGN SUPPORT</a></h4>
<p>If you would like support from an Instructional Designer, please <a href="/support/lits/asis/">contact their team</a> once you have connected with a COIL partner. The earlier the technological needs are identified, the better the technical support that can be provided.</p>
<h4><a class="go" href="https://library.brockport.edu/culture" target="_blank" rel="noopener">CULTURAL CONTENT & LIBRARY SUPPORT</a></h4>
<p>Reach out to <a href="mailto:[email protected]">Jennifer Kegler</a> or <a href="https://library.brockport.edu/culture" target="_blank" rel="noopener">visit their website</a> for information on cultural content/library support.</p>
<h4>MENTORSHIP</h4>
<p>SUNY Brockport has a group of devoted faculty and professional staff who meet monthly to discuss strategies to facilitate intercultural learning and share tips to advance COIL at Brockport. If you are interested in joining the monthly meetings, please email <a href="mailto:[email protected]">[email protected]</a> for more details.</p>
<h4><a class="go" href="https://coil.suny.edu/professional-development/" target="_blank" rel="noopener">FREE SUNY COIL DESIGN WORKSHOPS</a></h4>
<p>Consider <a href="https://coil.suny.edu/professional-development/" target="_blank" rel="noopener">registering for a SUNY COIL training</a>. When you register, use the payment code BROC so the course fee is waived. These workshops can also be a great way to find a COIL partner.</p>
<h4><a class="go" href="/academics/international_education/coil/instructions.html">BUILD A COIL PROFILE</a></h4>
<p>Faculty are encouraged to build a personalized COIL profile on ImmerseU. This is an effective approach to get matched with faculty across the globe who are seeking a partner to COIL with. This guide provides <a href="/academics/international_education/coil/instructions.html">step-by-step instructions to build your profile</a>. For support contact Suzanne Orzech from ImmerseU <a href="mailto:[email protected]">[email protected]</a>.</p>
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Research Poster Presentations
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Equipment & supplies are available for poster presentations at campus poster events, whether one class or a larger academic research meeting.
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What’s available? Portable easels, black trifold foam core boards, and binder clips.
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Contact Kim Remley through email or phone at (585)-395-2523 or email at <a href="mailto:[email protected]?subject=">[email protected]</a>.
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