MISSION AND GOALS OF THE MSW PROGRAM ................................................................................... 4

CURRICULUM STRUCTURE OF THE MSW PROGRAM ............................................................................ 4

FOUNDATION COURSES ..................................................................................................................... 6

ADVANCED CURRICULUM—AREAS OF CONCENTRATION .................................................................... 7

FULL-TIME PROGRAM* ...................................................................................................................... 9

PART-TIME PROGRAM* ...................................................................................................................... 9

ADVANCED STANDING PROGRAM* .................................................................................................... 9

ADVANCED YEAR COURSES, CREDITS AND SEMESTER OFFERED ......................................................... 10

ACADEMIC POLICIES AND PROCEDURES ............................................................................................ 13

RHODE ISLAND COLLEGE SCHOOL OF SOCIAL WORK ACADEMIC STANDING COMMITTEE ................... 23

Council on Social Work Education in 2018 and will be accredited until 2026. It is a program with

a history of concern for social justice and a strong generalist perspective. Accreditation means that

our program is fully recognized by its peer schools and the Council. The program’s history means

that you are entering a program that believes people can learn, grow, and change. It recognizes

that people bring strengths and assets to their lives, and they bring challenges as well. Some of

those challenges may come from their environment and the efforts of social work must be directed

both at assisting individuals with their personal challenges and removing the barriers in their

environment that keep them from realizing their potential.

and evaluate knowledge and to instill in students a deep understanding of the people and

communities they work with and the structural influences affecting their daily lives.

The Rhode Island College School of Social Work is a regional leader in making Rhode Island

and the Northeast a place where racial, social, economic, and environmental justice for all is the

norm. The faculty, staff, and students are diverse and reflective of the communities we serve,

challenging ourselves to think critically and act justly. We work together with our community

partners to educate and mentor developing social workers to use their social work practice to

• Engage in advanced-level social work practice that is informed by the best available

evidence

• Apply social work ethical principles to guide their professional practice

• Apply knowledge of human behavior and the social environment to work with individuals,

groups, families, organizations, and communities

• Understand the impacts of culture, oppression, and human diversity in a multicultural

society

• Advance social and economic well-being and deliver effective social work services through

policy practice

• Identify themselves as professional social workers and act accordingly

the program in one year, if full-time, and two years if part-time (can be extended to four years).

of the student’s foundation year, full-time students develop a plan of study, working with their

advisor, that indicates their concentration – clinical or macro. Advanced standing students develop

a plan of study during their MSW orientation. The plan of study outlines the required and elective

classes that students intend to take.

The MSW program at the School of Social Work at Rhode Island College uses a generalist social

work practice framework as its foundation. The generalist perspective stresses that the social

worker focuses on social problems and human needs. The generalist approach recognizes the

caused or contributed to the problems. Social workers must be prepared to intervene with

individuals, families, groups, organizations, and communities. The social worker must be prepared

to use a variety of theories, skills, and methods for client engagement, assessment, intervention,

and evaluation of the work. The curriculum of the MSW program introduces students to an

understanding of basic knowledge, such as systems theory, and skills in problem-solving common

to both macro (societal, community, organizational) and micro (individual, family, small group)

levels of practice.

Thus, the mission of the School of Social Work and the perspective of generalist practice intersect

as reflected in the following definition of social work practice: the process of responding to social

needs to promote the achievement of the fullest human potential and to prevent or alleviate

of social and economic justice, theories of human behavior, social work practice, research, social

policy, and practicum education.

During the foundation year, all students participate in the following courses:

• Human Behavior, Diversity, and Oppression: this sequence provides students with an

understanding of human development and growth concerning structural and environmental

factors that may enhance or impede functioning. It focuses on diversity and difference and

calls attention to experiences of oppression and injustice.

• Social Work Research and Evaluation and Data Analysis: these courses introduce students

to the role and value of research in social work, the development and building of evidence

to inform social work practice, the ability to evaluate practice, and the initial skills to do

qualitative) and in the second course, explore statistical, and qualitative, data analysis.

Students design a program; they develop a proposal for funding that includes a budget for program

delivery and identify potential funders for their projects. In the fall course, students assess an

organization or community’s readiness for change and in the second course, they develop a plan

for bringing about change that improves or increases services to clients or client groups. The

political economy course provides a contextual framework for organizational and governmental

policy analysis and builds student skills in advocacy and persuasion. The curriculum is intended

explored in the classroom into their experiences in practicum.

Students enroll in the practicum for a 20-hour/week internship at the advanced level. The seminar

class meets every other week, on opposite weeks from sessions for advanced research. Field

Students in both concentrations have two free electives from which they can choose. Included are

several 500- and 600-level courses. Students should check schedules before registration to

determine the specific courses offered in the upcoming semester.

need to plan on taking at least one summer or early spring course.

The part-time program can be completed in four years (can take up to 6 years). Students enroll in

Human Behavior, Diversity, and Oppression and in the research sequence in their first year in the

program. During their second year, they take the policy and direct practice foundation courses and

the foundation year field education seminar and placement. Students may take up to two additional

years to complete their advanced or concentration year. In the third year we recommend that

students enroll in advanced practice courses and advanced field seminar and placement. Finally,

in the fourth-year students finish their required courses and/or their electives. By taking electives

during summer sessions or in early spring semesters, part-time students can complete the program

complete summer bridge workshops before students begin the program. Students must complete

33 credits in field and academic courses to meet graduation requirements.

letter will state the chair’s decision. If the student is still dissatisfied, they may appeal to the Dean

of the School of Social Work.

Plagiarism is using the words of another as your own without quotation marks and/or the use of

another person’s ideas without citation. Use of material from the web or online sources without

Many facts, ideas and expressions are considered to be in the public domain or general

knowledge and need not be acknowledged (e.g., the fact that the Declaration of

Independence was signed in 1776; the idea that universal public education is essential to

the survival of democratic institutions; such proverbial expressions as “A rolling stone

but as a general rule, when one is in doubt, it is best to acknowledge the source.

• Collusion: facilitating academic dishonesty intentionally or knowingly helping or

• Multiple Submissions: Submitting for credit, when a student has not been given permission

to do so, any work that is the same or substantially the same as work that has been submitted

for credit in another course. Many professors allow reworking or building on prior work;

however, multiple submissions are permitted only with the prior permission of the

instructor(s), and only when the student acknowledges the multiple submission in the work

itself.

The faculty member has two clearly defined roles: first, to establish preventative measures;

and, second, to ensure that detected instances of academic dishonesty are dealt with

appropriately and reported.

A faculty member may take action up to and including failing a student accused of

by the faculty member shall be filed with the Vice President for Academic Affairs. If this

is a first violation, unless egregious, the complaint will simply remain in a file in the

VPAA’s office. However, if a student has more than one reported incident (either in the

same course or in different courses), the student will have a hearing from the Academic

Standing Committee at the School of Social Work. Additionally, the faculty member may

recommend that the student have a hearing in front of the Academic Integrity Board

(https://www.ric.edu/department-directory/academic-integrity-board).

reports of academic dishonesty. At the discretion of the VP for Academic Affairs and

possible consequences of further infractions.

In the case of multiple infractions, the Provost & Vice President for Academic Affairs will

i. Appeal: Any student accused of academic dishonesty may appeal action taken by the

ii. Appeals Procedure

The faculty of the School of Social Work MSW Department recognizes the right of all members

of the academic community—including students, faculty and staff—to express their opinions. The

MSW Department faculty has a commitment to engage students in critical examination of diverse

ideological views, particularly with respect to their relationship to social work values. Discussion

and debate about diverse ideological views should be conducted in a manner that respects the rights

of others, consistent with the values, ethical principles and ethical standards contained in the

carefully proofread their papers for typographical, grammatical, sentence structure, and

of the assignment must be thoroughly addressed. Citations and a reference list in proper

form must be included. These aspects of the paper are stressed in addition to the substantive

content because it is important that social workers know how to communicate with clients

and other professionals in writing that is concise, clear, organized and properly

demonstrates that they have integrated the core values and skills of the profession. This

means that the student attends each class session, arriving on time. Students who must be

late or absent (because of illness, for example), are expected to contact their instructor to

inform them of the absence and plan to complete the work they have missed. The following

The student’s oral participation should show an ability to make conscious, purposeful use of self

in interactions within the classroom; awareness of their own feelings, behaviors, and motivations;

receptiveness to feedback and an ability to integrate feedback into behavioral change; an ability to

make appropriate use of “airtime” in class, i.e., willingness to both use it and to limit one’s use of

that class content is integrated with field experiences.

For additional criteria for evaluating student performance, see the School of Social Work policies

below regarding (1) confidentiality in the classroom and (2) professional behavior.

The School of Social Work is committed to removing learning barriers and facilitating inclusion

throughout its curricula, specifically in the classroom learning environment and in field education.

We wish to offer an integrative, accepting, and facilitating environment that is conducive to

make every effort to verify and coordinate learning needs with faculty and to advocate for changes

to discuss student progress. There are routine reviews of student progress at monthly MSW faculty

procedure for sharing such information will be to first inform the student of the issue to be

discussed; only after that will the issues/concerns be discussed. Discussions will include those

If a faculty member is unable to notify a student ahead of time, in person, the faculty member will

attempt to reach the student by email or phone. If contact is still not made, the faculty member will

send a written notice, return receipt requested, to the student’s address on file with the MSW

program. A follow-up meeting will be scheduled with the student.

The faculty of the School of Social Work recognizes the value and importance of free and open

classroom discussion. Students are encouraged to express opinions and offer observations relevant

to course content. In sharing information about others (e.g., clients in their practice), students are

expected to protect the confidentiality of those individuals. Other students in the classroom are

expected to treat classmates’ comments with respect and courtesy, and to protect the

law and college/school policy. Students are expected to refrain from divulging content of

classroom discussion to others outside of the classroom. The confidentiality of classroom

discussion cannot be guaranteed because of “duty to protect” and “mandatory reporting” laws

and/or other policies that may require disclosure.

adhere to the Code of Ethics or the Professional Code of Conduct described below may result in

• Adhere to the NASW Code of Ethics

• Appreciate the value of diversity by demonstrating effective and nonjudgmental

relationships in working with others who are different from oneself; and

• Adhere to all issues of confidentiality as they relate to human services, classroom activities

and field placement

• A commitment to the goals of social work and to the ethical standards of the profession, as

specified in the NASW Code of Ethics. Behavior judged to be in violation of the current

Standing Committee

scope of social work, respecting others, being punctual and dependable, prioritizing

responsibilities, attending class regularly, observing deadlines, completing assignments on

time, keeping appointments or making appropriate arrangements, and accepting

supervision and critiques in a positive manner

• Work and communicate with others to resolve issues in a manner that is direct,

professional, and geared toward problem resolution while avoiding triangulation

• Advocacy for oneself undertaken in an appropriate and responsible manner using proper

channels for conflict resolution

• Willingness to receive and accept classroom feedback and field supervision in a positive

manner to enhance professional development

scholastic performance or interfere with professional judgment or behavior

In accordance with the NASW Code of Ethics, the faculty of the School of Social Work condemns

any and all oppression of individuals or groups on the basis of race, ethnicity, gender identity and

expression, religion, sexual orientation, socio-economic status, age, veteran status or disability. In

addition, we reaffirm the Code’s receipts that social workers have a duty to fight discrimination

and other forms of injustice.

Statement of Non-Discrimination and Affirmative Action

Rhode Island College prohibits discrimination, including harassment and retaliation, on the basis

of race, color, creed, national or ethnic origin, gender, gender identity or expression, religion,

disability, age, sexual orientation, genetic information, marital status, citizenship status or status

as a special disabled veteran, recently separated veteran, Vietnam era veteran, or any other veteran

who served on active duty during a war or in a campaign or expedition for which a campaign badge

has been authorized. Rhode Island College also prohibits all forms of sexual harassment and sexual

Should you encounter any type of discrimination and/or harassment, you are encouraged to contact

a member of the social work faculty/staff, a responsible college employee or the Title IX

Statement of Nondiscrimination and Affirmative Action, they may be subject to additional

sanctions according to this policy.

The Academic Standing Committee may review any student’s performance in relation to the

application of the above policies. Dismissals from the MSW program and other consequences

resulting from violation of the policies stated in this manual may be appealed to the School of

Social Work Academic Standing Committee.

The Committee shall consist of up to eight members:

Two (2) BSW Faculty Up to Two (2) BSW Students

Two (2) MSW Faculty Up to Two (2) MSW Students

The chair of the committee is elected from among the faculty representatives who are in their

second year of the committee. The chairs of the BSW and MSW departments cannot serve on the

Academic Standing Committee. The student representatives will be selected by the respective

student organization.

• Students have the right to due process in disciplinary action and can appeal any adverse

action.

• An appeal of the decision of the chair can be made to the Dean. Appeals to the decision of

the Dean can be made to the Vice-President for Academic Affairs.

working days of the receipt of the decision of the faculty member involved, to the Academic

Standing Committee. Within five working days of receipt of the appeal, the Academic Standing

Committee will schedule a hearing, notifying the student and the faculty member(s) of the time

and place of the hearing (see Hearing Procedure).

Committee within five working days of the receipt of notification of dismissal. Within five

working days of receipt of the appeal, the Academic Standing Committee will schedule a hearing,

notifying the student and the faculty member(s) of the time and place of the hearing (see Hearing

deliberation and final voting of the Committee. They have the right not to testify or appear,