Loyola University Chicago School of Social Work M.S.W. Student Handbook

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Loyola University Chicago School of Social Work

M.S.W. Student Handbook

Revised Spring 2015

The President and officers of the University and the School of Social Work reserve the right to change requirements for admission or graduation announced in this handbook, and to change the arrangement, scheduling, credit or content of courses, the books used, fees charged and regulations affecting students. Also reserved is the right to refuse to admit, readmit, or to dismiss any student at any time, should it be deemed to be required in the interest of the student, the profession of social work, the school or the University to do so.

Loyola University Chicago School of Social Work M.S.W. Student Handbook

TABLE OF CONTENTS

I. The School of Social Work ………………………………………………………………………………….4

II. The Mission of the School of Social Work …………………………………………………………………4

III. MSW Program Overview………………………………………………………………………...…………5

IV. MSW Program Goals, Values and Ethics………………………………………………………………….6

A. Goals ……………………………………………………………………………………………….6 B. Values and Ethics ………………………………………………………………………………….7 C. Diversity……………………………………………………………………………………………8

V. MSW Foundation and Advanced Curricula ………………………………………………………………8

A. Advanced Practice: Clinical Social Work (CSW) Concentration ………………………………..9 B. Advanced Practice: Leadership and Development in Social Services (LDSS) Concentration …12 C. Sub-Specializations ……………………………………………………………………………..13 D. Academic Planning ……………………………………………………………………………..15

VI. Certificates and Post-Master’s Programs ………………………………………………………………..18

A. Certificate in Philanthropy and Nonprofit Sector Program …………………………………….18 B. Advanced Alcohol and Other Drug Abuse Counselor Training Program ..….…………………19 C. Post-MSW Professional Educator License (PEL): School Social Worker Endorsement Program …………………………………………………………………………………………20

VII. Academic Advising ………………………………………………………………………………………...21

A. MSW Advising ………………………………………………………………………………….21 B. Time Limits ……………………………………………………………………………………..23

VIII. Registration, Independent Study, and Course Audits …………………………………………………..24

IX. Grading Policy in the School of Social Work ……………………………………………………………27

X. Probation …………………………………………………………………………………………………...29

XI. Grievances and Appeal From Dismissal ………………………………………………………………….34

XII. Students With Disabilities and Assistance With Writing ……………………………………………….36

XIII. Transfer Credit and Advanced Standing ………………………………………………………………...37

XIV. Withdrawal from and Readmission to the School of Social Work ……………………………………..39

A. Procedure for Withdrawal from the School of Social Work…………………………………….39 B. Procedure for Readmission to the School of Social Work………………………………………40

XV. Graduation …………………………………………………………………………………………………41

XVI. Social Work Licensure …………………………………………………………………………………….41

XVII. Awards ……………………………………………………………………………………………………...42

XVIII. School of Social Work Student Organization ……………………………………………………………43

XIX. University Support Services for Students ………………………………………………………………..46

XX. Shuttle Bus/Ventra U-Pass ………………………………………………………………………………...49

Appendix A – School Specialization Professional Educator License……………………………………………50

I. THE SCHOOL OF SOCIAL WORK

The School of Social Work at Loyola University Chicago was established in 1914 and offers a program leading to the degree of Master of Social Work. The last reaffirmation of accreditation of the Graduate Program by the Council of Social Work Education was in 2006. An undergraduate major in Social Work was established in 1973. In 1985, a doctoral program leading to the DSW, (Doctor of Social Work), degree was approved by the University’s Board of Trustees, and it began in fall, 1986. In the spring of 2000, the faculty approved the Doctoral Program as a Doctor of Philosophy (Ph.D.) from the DSW. The Ph.D. is offered under the educational direction of the faculty of the School of Social Work in the Graduate School.

The School of Social Work has the same relationship to the University as the eight other colleges of Loyola (Arts and Sciences, Education, Nursing, Business, Law, Medicine, Graduate School, and School of Professional Studies). It participates in the various service and administrative resources of the University and is dependent upon the University for financial support. The School of Social Work has autonomy for its internal operation; it has its own Dean; it controls its admission procedures in collaboration with Graduate Professional Enrollment Management (GPEM); it has jurisdiction over its curriculum; and it maintains student files.

II. THE MISSION OF THE SCHOOL OF SOCIAL WORK

Loyola University Chicago is a Jesuit Catholic University dedicated to knowledge in the service of humanity. It is a comprehensive, independent urban institution of higher education and health care. In keeping with its Jesuit nature, the University endeavors to develop in the lives of its students, faculty and staff a spirit of inquiry for the development and application of knowledge for service to others and for living a life which is dedicated to the enrichment of the world. Loyola University Chicago stresses the Jesuit ideals of concern for the individual, the acquisition and development of knowledge for the betterment of others, and the pursuit of social justice. The University emphasizes respect for the person, caring for others, and action in the service of faith and justice.

The Jesuit and University mission informs and underpins the mission of the School of Social Work, and it complements the mission of the social work profession well. Within the University, the mission of the School of Social Work is to prepare students for service to others and leadership as professional social workers and as scholars of social work practice. Loyola University Chicago School of Social Work has a long and proud tradition of educating students to practice excellence. The University and the School of Social Work view this tradition as promoting the ideals of the Jesuit order and of the social work profession, both of which strive for the creation of a just society that cares for all people.

The School of Social Work is increasingly global in scope and is dynamic and diverse. Consequently its mission is to educate students to understand the diversity of communities, to advocate for disenfranchised populations, and to respond to human needs, social justice and human rights issues with dedication, depth of knowledge, and ethically sound practice skills in order to fulfill the profession’s goals of a just society for all. Loyola University Chicago School of Social Work is committed to removing all forms of discrimination and prejudice, including

socioeconomic variances, differences in gender expression and sexual orientation, physical, cognitive and emotional challenges, as well as those based upon age, race, ethnicity, gender, religion and culture. This concept of diversity recognizes that discrimination, prejudice and other forms of injustice negatively affect human development, and that social workers must understand those forces and implement interventions to empower people to eradicate them.

The School of Social Work strives to instill a sense of mission in its students, and it endeavors to foster their intellectual, emotional and spiritual growth so that our students are committed and prepared to live a life that is dedicated to service to others. We view the development of excellent and ethically sound practice skills, and values that are embedded within the history and context of the Jesuit order and the social work profession as integral to our mission. This mission is articulated at the bachelor’s, master’s, and doctoral program levels.

At the baccalaureate level, the School of Social Work prepares students for generalist social work practice. The mission of the BSW program at Loyola University Chicago is to prepare students for entrance into the social work profession as beginning level generalists in social work practice in a variety of settings. The BSW program is consistent with the mission of Loyola University Chicago and is in harmony with the Educational Policy and Accreditation Standards of the Council on Social Work Education.

At the master’s level, the School of Social Work prepares students for leadership roles in a wide range of settings. MSW graduates are prepared for clinical practice with individuals, families and small groups or for organizational and community leadership and development. At the doctoral level, the School of Social Work prepares clinical social workers through scholarly practice for leadership roles in the research, academic and practice communities. The School of Social Work also offers post-master’s certificate programs that are designed to provide expertise in particular areas of specialization and for professional continuing education.

III. MSW PROGRAM OVERVIEW

Since its inception in 1914, the MSW program has been inextricably linked to preparing its students for the practice of social work. It has distinguished itself over its long history in providing an excellent foundation for clinical social work practice. The MSW program has developed a solid clinical focus that has always placed itself at the heart of the profession. The focus on direct practice flows directly from its Jesuit roots, from the University and School of Social Work missions and from the mission of the social work profession. Until recently, the MSW program had a single concentration in clinical social work (CSW). In keeping with its tradition of education for service to others, the School of Social Work has broadened its concentration to focus on advanced practice and implemented a second practice concentration in mezzo/macro practice in the fall of 2005: Leadership and Development in the Social Services (LDSS). The School of Social Work broadened the focus of the MSW program to meet the needs of the community for highly trained professionals with in-depth knowledge of the social services that they would plan and administer. The school views the LDSS practice concentration as a natural evolution of its tradition since its graduates will be educated in a model that squarely places them within the social work profession, acquaints them with direct social work practice and emphasizes the development of excellent mezzo/macro practice skills.

The MSW program has expanded and is now situated in two locations: downtown Chicago and Kenosha, Wisconsin. In addition, the MSW program also offers several dual degrees in social work and law, divinity, women’s studies & gender studies, and child development. Throughout its development, the MSW program has focused on practice excellence that is founded upon solid ethical and professional principles.

IV. MSW PROGRAM GOALS, VALUES AND ETHICS

The MSW program goals, values, and ethics are overarching conceptualizations of the ideals towards which the faculty strive in educating students. They are derived from the mission of the Jesuit order, the University mission, the goals of the social work profession, and of the School of Social Work. The MSW program goals are reflected in the objectives, which in turn are implemented in specific courses.

A. GOALS

The primary purpose of the MSW program is to prepare students for advanced practice of social work. The program has two concentrations: Clinical Social Work (CSW) and Leadership and Development in the Social Services (mezzo/macro practice). The aim of the MSW program is to prepare students to become leaders within their respective areas of practice and in the community. The program expects its graduates to refine and advance the quality of their practice while also striving to improve the quality of social services in general. The MSW program prepares our graduates to go beyond minimum standards of practice and to strive for excellence in the services that they render. It fosters personal and professional development of our students in order to make a mark that enhances individual integrity and promotes social justice, human rights and social welfare. In so doing, the MSW program prepares its students to contribute to the realization of the goal of a just society.

Social work education at the MSW level is characterized by the biopsychosocial point of view. Both the Clinical Social Work (CSW) and the Leadership and Development in the Social Services (LDSS) concentrations emphasize the development of high quality practice skills in service to others. Both concentrations stress the complex interconnectedness of people and social systems, the uniqueness of all individuals, and a rigorous evaluation of biopsychosocial issues. Students are expected to develop a thoughtful approach to practice that is based upon these considerations.

The Loyola concept of clinical practice places particular emphasis on the development of students’ abilities to intervene with diverse individuals, families and small group systems. It includes assuming roles as counselors, therapists, case advocates, and mediators, among others. Clinical practice at Loyola also emphasizes interventions with organizational and community systems on behalf of persons, families and small groups, with the aims of maintaining and enhancing their quality of life. Preparation for clinical practice also includes the development of knowledge and skills in the areas of individual, family, and group interventions, case assessment, psychopathology, typical and atypical development, socio-economic and cultural influences on behavior, case advocacy, the assessment of community needs, social action, and participation in the development, implementation, and evaluation of clinically effective programs and services.

Skills and knowledge in mezzo and macro practice are important in the preparation of clinical social workers. This material is taught to CSW students to support clinical intervention with individuals, families and small groups.

The Leadership and Development in the Social Services concentration emphasizes the promotion of knowledge and skills in supervisory, managerial, and/or administrative practice within a variety of agencies and organizational settings. The LDSS concentration thus strives to foster an integrated understanding of biopsychosocial factors that influence human behavior on a variety of system levels, the development of a framework to understand human and community needs, a critical appreciation of services designed to meet those needs, and the development of practice skills with individuals, small and large groups, organizations, and communities in order to improve human and social welfare in diverse communities. While the emphasis in this concentration is on mezzo and macro practice, LDSS students also have knowledge and skills in areas of direct practice, since the faculty believes that preparation in this area is essential for social work administrators, planners, and supervisors.

The goals of the MSW program are:

1. To prepare students for advanced clinical or mezzo/macro-level practice, which includes understanding and mastering the competencies and practice behaviors associated with the Educational Policy and Accreditation Standards (EPAS) of the Council for Social Work Education (CSWE).1 2. To prepare students to be appropriately eligible to be licensed master’s level practitioners who are active members in the social work profession, and who identify with the profession’s goals, values, and codes of ethics. 3. To be leaders and advocates in promoting social and economic justice, respecting diversity, and for meeting human biopsychosocial needs. 4. To appreciate the complexity of human and social behavior and to develop the requisite skills in the critical and ethical analysis of social and behavioral science knowledge, its application to social work practice, and in the delivery of social services. 5. To contribute to advancing and disseminating social work knowledge.

B. VALUES AND ETHICS

All social work practice is considered within the context of values and ethics essential to responsible actions. These values and ethics are premised on respect for others and principles of social and economic justice, with attention to the codes of ethics developed by professional social work organizations. At Loyola University Chicago School of Social Work, students are helped to acquire and demonstrate:

a. Understanding of how social work is a value-based profession and the importance of a commitment to the worth and uniqueness of every person, self-determination, the pursuit of social justice and confidentiality.

1See the School of Social Work’s Field Manual located on the School of Social Work website for the description of the EPAS competencies and associated practice behaviors.

b. Action in accordance with the standards of professional integrity and the profession’s standards of ethical practice as defined in the NASW Code of Ethics and the School’s Code of Conduct.

C. DIVERSITY

Situated in a vibrant, multicultural milieu, Loyola University Chicago School of Social Work constantly strives to help its students to understand, embrace, and work effectively within a complex, diverse environment. They are helped to acquire and demonstrate:

a. Appreciation of diverse cultural expressions and communities within the U.S. and internationally, based on differences in gender, gender identity and expression, ethnicity, race, sexual orientation, religion, socioeconomic status and other factors.

b. Ability to utilize in practice an appreciation for the richness and strengths in individual and cultural diversity, an understanding of one’s own social location based upon ethnicity, culture, racial, gender, gender identity and expression, sexual orientation, socioeconomic status and other factors, and a consciousness of the practice choices and challenges posed by similarities and differences.

V. MSW FOUNDATION AND ADVANCED CURRICULA

The foundation content taught in the MSW program is premised on a generalist perspective of social work practice. Courses at the foundation level are intended to allow students to develop an understanding and demonstrate through course assignments and activities, as well as through the first level field practicum the foundation EPAS competencies and related practice behaviors. The overarching perspective of the foundation curriculum includes: a) the values and ethics commonly held by the social work profession; b) the use of the person-in-situation framework for understanding factors on micro, mezzo and macro levels that enhance and/or impede growth; c) the importance of a biopsychosocial orientation in assessing and intervening with various client systems and their environments. Generalist content is evident in the foundation courses across the curriculum. Integration of generalist content throughout the curricula provide students with opportunities to develop the capacities to conceptualize, intervene, and evaluate the effectiveness of interventions at the micro, mezzo, and macro levels.

The focus of the Loyola MSW program is to prepare students to become practicing social workers in their concentrations of practice. Generalist content, therefore, is taught in the foundation courses from a practice perspective and prepares MSW students for study during their concentration (second) year. That is to say, that while the academic and intellectual substance of the material is quite deep, the focus is always on the critical application of this knowledge to social work practice. The curriculum of the MSW program is thus designed to prepare students to have the knowledge and skills necessary for them to effectively intervene with and on behalf of the client systems that they serve. Within the process of acquiring knowledge, values and skills related to generalist practice, students begin to learn the significance of this content as it is applied in the context of their chosen concentration (i.e. CSW or LDSS).

The advanced curriculum at Loyola is organized into two practice concentrations: Clinical Social Work (CSW) or Leadership and Development in the Social Services (LDSS). Again, courses at the advanced level are designed to allow students to further develop knowledge and demonstrate mastery of the advanced EPAS competencies and related practice behaviors in the two practice concentrations. The advanced curriculum represents an organization of content in order to deepen knowledge, values, and skills in a particular concentration of social work practice. The concentrations utilize the foundation curriculum as the basis for teaching advanced content.

Social workers develop advanced skills to help client systems of various sizes and types to influence their transactions with other systems. Social workers also use their skills for the good of the client systems and for society at large. The foci on clinical or mezzo/macro (LDSS) practice are by no means mutually exclusive and have some areas of overlap. Therefore, all Loyola students have knowledge and skill in both forms of practice, although the extent and depth of their knowledge and skill in one or another area of practice will vary according to the practice concentration that they select.

It is expected that at the advanced level, students will demonstrate growing competence in addressing problems and situations of increased complexity; that they will master content of greater depth and scope in terms of knowledge, values and skills, as well as develop a deepened awareness of responsible and ethical practice. Such advanced performance is demonstrated through increased awareness and understanding of the multiplicity of functioning, the ability to intervene at multiple levels of person-in-situation interaction, and a deepened appreciation of the social, political and economic factors that influence social functioning, social policies, social institutions and social work practice. It also reflects an increasing competence in working with diverse populations and in understanding and promoting social justice. This requires, in turn, an enhanced ability to integrate content from each curriculum area in ways that are directly relevant to each student’s practice concentration.

A. ADVANCED PRACTICE: CLINICAL SOCIAL WORK (CSW) CONCENTRATION

At Loyola, clinical social work practice is defined as the application of advanced practice theory, research, values, and skills to interventions involving the person and environment on behalf of individuals, families, and small groups. Clinical social work practice includes a focus on prevention, identification, and reduction of biopsychosocial problems within a person-in- environment perspective. Special attention is paid to advocacy services with clients of diverse backgrounds and needs, and in particular to disadvantaged clients. This conceptualization of clinical social work emphasizes practice with individuals, families and smalls groups, advocating for social and economic justice, and respecting all forms of human diversity. As part of the social work profession’s commitment to advocacy, clinical social workers engage in processes of community change to benefit disenfranchised, disadvantaged and oppressed populations.

A pivotal commitment to understanding and promoting social and economic justice and social change is a foundation to clinical social work practice. Essential clinical practice skills include biopsychosocial assessment and diagnosis, treatment, education, assessment of program and community needs, critical evaluations of interventions, and participation in the development and promotion of clinically sound programs and policies. Research is used as a vehicle for critically

evaluating and developing theories and modalities for clinical social work practice, as well as for critically evaluating one’s own practice.

The CSW practice concentration utilizes a variety of theoretical frameworks. Students are exposed to differing approaches in an atmosphere of academic respect for theoretical diversity. Instructors present approaches to practice, and compare and contrast methods of intervention, but are careful to respect the viewpoints of their colleagues, and students. The goal is to help students make sophisticated, informed choices about their practice, and to be able to function in a complex, fluid practice environment. The theoretical viewpoints taught include a spectrum of psychodynamic theories, family system theories, cognitive/behavioral, and integrative theories. Each is presented in a manner to encourage its critical exploration and application. Students are generally discouraged from declaring an allegiance to one approach or another. Rather, they are helped to examine the relative strengths and weaknesses in each, to appraise how each defines the problems, and to apply them according to client need.

Within the CSW practice concentration, students are required to select one of four specializations: Health, Mental Health, Children and Families, and School Social Work. These specializations comprise courses that further focus students’ studies in an area that pertain to clinical practice within students’ second year field internship. Students are required to declare their specialization to the School of Social Work’s Advising Office prior to enrolling in 600 level courses or beginning their 2nd level internship. Beginning Fall 2011, all students are required to submit their declaration of specialization with their application for a 2nd level field placement.

The Declaration of Specialization Form can be located on the School of Social Work’s website.

The particular areas of focus for advanced clinical social work practice may be generally, although not exclusively, defined by field of practice, that serve populations in need of growth, support, and assistance in coping with stressful and changing situations within an organizational and policy context designed to serve those populations. Students also learn to advocate for clients and influence the environment to help client systems engage and utilize resources and services. Clinical social workers influence these environments to facilitate client growth. The four specializations that CSW can choose from are not mutually exclusive in terms of the practice behaviors and competencies that are stressed and have some areas of overlap with regard to actual practice. However, as each practice concentration (CSW and LDSS) allows students the opportunities for electives, they are able to take courses from either concentration regardless of their particular specialization. These specializations consist of:

The Health Specialization: Definitions of health vary, but most are built upon the World Health Organization’s definition of health as a state of complete physical, mental, and social well-being. In advanced clinical practice, social workers provide interventions on the intrapsychic, interpersonal and environmental levels to help client systems to maintain, achieve, or regain their health. Advanced clinical practice in the health specialization builds on mastery of concepts of human development, and knowledge of mental illness, psychosocial aspects of physical illness, developmental disabilities, and substance abuse.

REQUIRED COURSES • SOWK 602 - Health Policy & Systems

• SOWK 614 - Clinical SW Practice Health Care • 6 GENERAL ELECTIVES • This specialization is easily combined with other specializations due to the limited # of course requirements. • SOWK 602 generally has an online component depending on who is teaching the course. • Recommended electives: 722, 626, 618, 603, 645, 632, or 615

The Mental Health Specialization: This specialization addresses the needs of persons of all ages who are coping with stressful situations related to mental illness or disabilities. It also focuses upon the support systems that are significant for those persons. There is a particular focus on mental health services that provide resources and support in these areas of biopsychosocial client needs. As with the specialization in health care, advanced clinical practice in the mental health area builds on mastery of concepts of human development, and knowledge of mental illness, psychosocial aspects of physical illness, developmental disabilities, and substance abuse.

REQUIRED COURSES • SOWK 604 OR 612 - Advanced SW Practice w/Groups or Family Assessment & Intervention • SOWK 616 OR 617 - Psychotherapy w/Adults or Principles & Interventions in Clinical SW • SOWK 610H – Social Policy and Practices Health/Mental Health • 5 GENERAL ELECTIVES • SOWK 610H cannot be replaced with SOWK 610F unless approved by a Dean/MSW Director. • Recommended electives: 615, 620, 722, 607, 626, 603, 645, or 632

The Children and Families Specialization: This specialization prepares students for advanced practice with children and families coping with developmental needs at different ages of the life cycle. It focuses upon practice in institutional domains that serve children and families, such as child welfare, schools, and community services. Advanced practice in the child specialization reflects mastery of central concepts of child development, direct social work treatment of children, knowledge of law and policy related to children’s issues, research capability and knowledge pertaining to children and children’s services, models of service delivery, and knowledge of macro practice roles in child and family oriented settings.

REQUIRED COURSES • SOWK 615 OR 620- Adolescent Client: Diagnosis and Treatment or Clinical Social Work Practice with Children • SOWK 612- Family Assessment & Intervention • SOWK 610F- Social Policy & Practice Fam/Child • 5 GENERAL ELECTIVES • ADVANCE FAMILY TRACK (OPTIONAL): 611 (Treatment of Couples & Marital Problems-spring only) & 613(Advanced Family Treatment- Students pursuing the advance family track should take SOWK 612 in the summer or fall prior to taking 611 & 613. • SOWK 610F cannot be replaced with SOWK 610H unless approved by a Dean/MSW director. • Recommended electives: 615, 620, 722, 626, 603, 645, 632, 605, 608, or 617

The School Social Work Specialization: This is the only specialization for which students have to apply. Students who wish to specialize in schools must commit sooner to make sure that they

meet the ISBE requirements listed below. The key dates are noted below as well. School social work is defined as a specialty by a number of national and local organizations. Illinois, along with several other states, requires individuals to be licensed to practice as a school social worker. In order to be licensed, individuals must receive their training through accredited institutions of higher learning in the State of Illinois. Students who are attending the School of Social Work program at Carthage College are required to meet the Illinois standard since they are part of Loyola University Chicago’s School of Social Work. Appendix A contains specific information about ISBE Requirements, the timing of application if a student wishes to be included in the School Social Work Specialization, and specifics related to our post-graduate School Social Work program.

REQUIRED COURSES • SOWK 609- SW Practice in Schools • SOWK 612- Family Assessment & Intervention • SOWK 615 OR 620- Adolescent Client: Diagnosis and Treatment OR Clinical Social Work Practice with Children • CIEP 401- The Exceptional Child • CIEP 401 is taught via the school of education. • 4 GENERAL ELECTIVES • Recommended electives: 616, 617, 608, 722, 605, 603, or 656 • In addition to passing the exams prior to acceptance into the school program (see Appendix A) and interviewing for an internship, students who pursue the School specialization must complete their school level internship (which is the entire academic year of the school they are placed in), as well as the five required courses and four electives (specific course requirements listed under academic advising) • Students must have a minimum grade of C or higher in the 4 required courses for the specialization and a passing grade in field. Students who fall below this requirement will no longer be eligible for this specialization.

B. ADVANCED PRACTICE: LEADERSHIP AND DEVELOPMENT IN SOCIAL SERVICES (LDSS) CONCENTRATION

The Leadership and Development in Social Services (LDSS) concentration prepares students to perform supervisory, managerial, and/or administrative practice within a variety of agency/organizational settings. (Agencies and organizations will be used interchangeably.)

Increasingly, social workers are called upon to assume leadership and development roles and responsibilities for personnel development, program management, and agency/organizational administration. These roles and responsibilities can be lodged in supervisory, managerial and administrative positions.

Whether rooted in a generalist or clinical model of professional education, when promoted to leadership levels social workers must have the requisite knowledge, skills, and values to perform tasks and responsibilities including but not limited to the following: guide and support the work of others, assist the professional development of others, facilitate program development, manage people, programs, processes (political and non-political), services, administer agencies/organizations, engage in financial planning, develop, implement, monitor and evaluate

12 budgets, work with advisory and/or policy boards, support evaluation and research endeavors to assess effectiveness and efficiency, and perform development activities, e.g., formerly known as fund-raising and grant writing. Social work supervisors, program managers, and administrators must also know how to work with diverse and multicultural personnel and clients as well as ensure quality services to all clients including vulnerable, oppressed, and disenfranchised populations.

The advanced concentration practice area of Leadership and Development in Social Services is critical to enabling social work as a profession to maintain control/mastery in the operation of social/human services agencies and organizations. This innovative MSW program offers an interdisciplinary approach by integrating coursework across traditional social work fields of practice with courses from other disciplines (e.g. Law, Business, and Education).

In the Advanced Practice second year, LDSS students are required to take three core courses specific to LDSS, complete two policy electives, and complete their fieldwork practicum and integrative practice seminar. The required courses are: SOWK 650 Staff Management and Development, SOWK 652 Organizational Leadership and SOWK 653 Program Management and Development Practice. The two policy electives are designed to complement the material they receive in these three core courses. They may choose from the following policy electives: SOWK 610H, SOWK 610F, SOWK 602 or SOWK 609, as well as among the courses in the Philanthropy Certificate program or offerings in other departments that complement their interests and knowledge goals.

REQUIRED COURSES • SOWK 650- Staff Management & Development • SOWK 652- Organizational Leadership • SOWK 653- Program Management & Development • 2 POLICY ELECTIVES ABOVE THE 500 LEVEL (ex. 608, 714, 730, 610F, 610H, 602, 663, 734) • 1 CLINICAL COURSE • 2 GENERAL ELECTIVES • Recommended electives: 714, 608, 610F, 610H, 654, 602, 616, 617, 615 or 620

Students may also take one elective, as appropriate, in the Graduate School of Business as approved by the MSW Program Director.

C. SUB-SPECIALIZATIONS

In addition to the five specializations at the advanced level, the School of Social Work has three sub-specializations which support specific specializations within the program. Students are required to have a specialization, but are not required to have a sub-specialization. The sub- specialization has additional requirements on top of the requirements of the specialization noted above.

Gero-Ed Sub-Specialization Program: This sub-specialization is only compatible with the Health and Mental Health specializations.

REQUIRED COURSES

• 3 classes and internship are required • Internship: SWFI 630 & 631 that allows the student to spend 75-80% of their time providing direct service to the aging population. • SOWK 632, Social Work Practice with Older Adults (fall & spring only) • SOWK 734, Social Work Policy with Older Adults (spring only)* • SOWK Elective: Students can choose between one of the following course options: 1) SOWK 634 - Special Topics Course-Summer Institute on Aging (1 week summer course) 2) SOWK 735 - Loss, Grief and Dying Well 3) SOWK 616 - Psychotherapy w/Adults 4) SOWK 612 - Family Assessment & Intervention (Fall, Spring, Summer) 5) SOWK 690 - Independent Study: topic must be conducted with a full-time faculty member in the SSW and be approved by Dr. Marcia Spira and the MSW Program Director. Sample topics include Aging in the LGBT Community or Grandparents raising Grandchildren

*SOWK 734 is a substitute for SOWK 602 or SOWK 610H for students who complete the gerontology sub-specialization.

Application for this sub-specialization is required. The application process is competitive - not all students will be eligible to pursue this sub-specialization. The application is available on the School of Social Work website under the Gero-Ed link. Students fill out the application and submit it to Program Director, Dr. Marcia Spira, at [email protected] .

Migration Studies Sub-Specialization Program: This program is compatible with all of the aforementioned specializations. Migration courses are taken in conjunction with specialization requirements. Students must complete the requirements of a main specialization i.e. Health, Schools, LDSS, Child and Family, or Mental Health.

REQUIRED COURSES • Three courses are required and can be taken during any year of study: SOWK 731, SOWK 732, and SOWK 730 or SOWK 733. • SOWK 730 - Migration Dynamics and U.S. Social Policy • SOWK 731 - Social Work Practice with Refugees and Immigrants • SOWK 732 - Migration, Social Justice, and Human Rights • SOWK 733 - North American Migration Dynamics & Policy (summer in Mexico only; course is taught in English by a SSW professor and is the equivalent of SOWK 730)

Students pursuing Mental Health or Child and Families specializations do not have to take SOWK 610H or 610F. SOWK 730 or SOWK 733 substitute for the required policy courses for these tracks. However, students must complete all 3 courses for the sub-specialization in order to receive credit for the specialization’s required policy course; students who drop the sub-specialization are required to take SOWK 610F if they are Child and Families or SOWK 610H if they are Mental Health. Students pursuing Health, Schools, or LDSS have to take all required specialization courses and sub-specialization courses. However, students who are LDSS will have both policy electives and their clinical/methods course requirement upon completion of this sub-specialization (SOWK 730/733 & SOWK 732 = policy courses; SOWK 731 = method/clinical course).

The study abroad program in Mexico (classes and field) compliments this sub-specialization but is not required. For information and application forms see the School of Social Work website

under the Migration Studies Sub-Specialization. In addition, for more information on the field abroad option, see the Field Work Manual (Located on the School of Social Work’s website).

Application for the sub-specialization program is required. Students interested in this sub- specialization must complete the application and submit it to Professor Maria Vidal de Haymes ([email protected]). Please visit the School of Social Work website to obtain the application for the migration studies sub-specialization

Forensic Mental Health Sub-Specialization Program: This program is only compatible with the Mental Health specialization. It integrates courses from the School of Social Work and the Department of Criminology and Criminal Justice. This program is open to full-time, Fall admit students only.

REQUIRED COURSES • CJC 401: Politics and Policy Analysis (1st year Fall semester) • CJC 402: Theories of Criminal Behavior (2nd year Fall semester) • CJC 403: Program Evaluation and Research Methods (2nd year Fall semester) • CJC 415: Mental Illness and Crime (2nd year Fall semester) • CJC Elective (2nd year Spring semester) • CJC or SOWK Elective (2nd year Spring semester)

Students in the Forensic Mental Health program are not required to take SOWK 610H, as CJC 415 is a substitute. Additionally, students are not required to take SOWK 606 as CJC 403 is a substitute. All other courses required for the Mental Health specialization are required in this program. This program also has a field component. The second level field placement will immerse students in the work of forensic mental health.

Application for this sub-specialization is required. The application process is competitive - not all students will be eligible to pursue this sub-specialization. The application is available on the School of Social Work MSW Curriculum website under the Forensic Mental Health Sub- Specialization link. Students may fill out the application and submit it to Program Director, Dr. James Marley at [email protected].

Interprofessional Practice with At-Risk Youth Mental Health Program (IPRY): This program is only compatible with the Mental Health specialization. The program consists of 60 credit hour requirements, which limits students’ abilities to pursue other specializations. In some scenarios, students may also complete the CADC or Migrations Studies sub-specializations.

REQUIRED COURSES • SOWK 634: Special Topics: Clinical Social Work Practice – IPRY (Fall only) • SOWK 634: Special Topics: Social Policy and Practice – IPRY (Spring only) • SOWK 603: Seminar in Brief Treatment (Spring or Summer only) or SOWK 645: Crisis Intervention (All terms offered) • SOWK 615: Social Work Practice with Adolescents (All terms offered) or SOWK 620: Clinical Social Work Practice with Children (All terms offered) • SWFI 631S: Integrative Seminar – IPRY (Spring only)

Application for this program is required. The application process is highly competitive with limited stipend availability. Not all students will be eligible to pursue this program. The application is available on the School of Social Work MSW Curriculum website under the Interprofessional Practice with At-Risk Youth Mental Health Program link. Students may fill out the application and submit it to the project director, Dr. Christie Mason at [email protected].

D. ACADEMIC PLANNING

The MSW program requires completion of 60 credit hours, including two internships totaling 1,200 total hours, unless students are enrolled in the Advanced Standing (AS) or 5-Year Program. The AS and 5-Year programs require the completion of 34 credit hours. Dual-degree programs may require additional hours. Students are encouraged to consult with their advisors regarding specific requirements for their programs and to review the course templates for dual-degree programs, which are available on the School of Social Work website. The School of Social Work website offers multiple examples of academic plans depending on the students’ interest/specialization and time frame (full or part-time, fall or spring entry, etc.).

The following templates present what a typical academic plan would look like for a full-time student starting in the fall semester who is specializing in Mental Health, followed by an advising template for an Advanced Standing student starting in the fall, also specializing in Mental Health.

Students admitted to the MSW program should consult with their advisor for the program plan for their area of study and the campus that they are attending.

In the MSW program, students may attend either part-time or full-time. In the fall and spring semester, eight semester credit hours are considered full-time and credit hours below eight will be considered part-time status. It should be noted however, that MSW classes are 3 credit hour courses. Therefore, most students will take a minimum of 9 credit hours per semester and this equals the 3 year MSW program. In terms of financial aid and university status, 8 credit hours is considered full-time. Students should note that four credit hours in summer constitutes full-time status and also allows students to be eligible for financial aid.

For further information about deadlines and requirements as it pertains to tuition and financial aid, go to the Office of Financial Aid website.

VI. CERTIFICATES AND POST-MASTER’S PROGRAMS

In addition to the curriculum fulfilling the requirements for an MSW degree, the School of Social Work has 3 programs that can result in either certification or eligibility for certification/licensure.

A. CERTIFICATE IN PHILANTHROPY AND NONPROFIT SECTOR PROGRAM

Students who enroll in either the CSW or the LDSS concentrations may choose to apply for a certificate in Philanthropy through graduate admissions. The specialization in philanthropy prepares students to function in non-profit organization and to serve as fund raisers, program administrators, and grant officers.

Beginning with the 2005 spring semester, the Philanthropy and Nonprofit Sector Program officially became part of the School of Social Work (SSW). This program offers a three course sequence leading to the Certificate of Advanced Study in Philanthropy. Students in any concentration may apply for this certificate through the SSW’s Admissions Office. While this certificate is housed within the LDSS concentration, clinical social work students have enough room in the curriculum to complete this specialization if they choose to apply for the program. This specialization prepares students to function in non-profit organizations and foundations.

The Philanthropy and Nonprofit Sector Program began in 1998 as a program within the Graduate School, housed at the Center for Urban Research and Learning (CURL). This arrangement allowed the program to successfully develop its academic curriculum as well as conduct research on philanthropy, sponsor educational forums, provide training to community organizations, and serve both working professionals and graduate students in various disciplines. The move to Social Work was designed to build on this success, and to prepare students to meet future needs and opportunities in the field.

Graduates from the philanthropy program consistently report positive changes in their career options as a result of their participation in the program. Program graduates have secured positions as program officers and grant administrators in various Chicago area foundations, as administrators and development personnel in nonprofit organizations, and in various other types of positions in the public and private sector.

Students who earn a Master of Social Work degree through the School of Social Work’s Leadership and Development in Social Services concentration will be prepared to assume jobs in a variety of settings including positions in nonprofit human and community service organizations- organizations that depend on philanthropic contributions to support their operations. Clinical social work students who earn the certificate will be prepared to assume responsibilities in agencies where skills in clinical practice and in grant writing are necessary. Therefore, having an understanding of how philanthropic resources are distributed to nonprofit organizations will increase their effectiveness in advocating for clinical services and will strengthen their organization’s ability to secure future grant funds. This expertise will also help MSW graduates to effectively participate in the delivery of funding resources, resources that ultimately affect policy, research and practice in the field.

REQUIRED COURSES: • SOWK 713 Nonprofit Management-(fall only) • SOWK 714- Phil., Public Pol., Comm. Change (spring only) • SOWK 715- Internship in Philanthropy (summer only) • With the Program Director’s approval, LDSS students can substitute SOWK 652 with SOWK 713 • Students submit fieldwork applications to the 2nd level Internship Coordinator

B. ADVANCED ALCOHOL AND OTHER DRUG ABUSE COUNSELOR TRAINING PROGRAM

Loyola University Chicago’s School of Social Work is accredited by IAODAPCA as an Advanced Accredited Training Program, preparing social work students and practitioners to become Certified Alcohol and Other Drug Counselors (CADC). Upon completion of the training program students are eligible to submit their application to IAODAPCA to take the CADC exam. A passing grade on the IAODAPCA-administered exam is required for official CADC certification.

ADMISSION ELIGIBILITY • The CADC-E program is a Fall Admit program only. MSW students interested in this program must apply and be accepted in the fall (i.e., first term of his/her program). BSW students are eligible to apply for the program in the fall of their junior year. Five year students are eligible to apply for the program in the fall of their senior year. Students who do not meet this eligibility criteria cannot apply for CADC-E until they complete the MSW program. Spring and summer admits are only eligible for this program after completion of their Master degree. Students must apply for this program via admissions (Jazmyn Holley, [email protected]). Refer to the web link for additional information: http://www.luc.edu/socialwork/certificate/cadc/

REQUIRED COURSES • SOWK 722- Intro Alcohol & Drug DX (all three terms, with a grade of B or better) may be taken by any BSW senior or MSW student, must be taken as a prerequisite prior to 723 & 724

• SOWK 723- Clinical Practice in Addictions (restricted to students in the CADC-E program; all three terms) • SOWK 724- Sub Abuse Treatment in Groups (restricted to students in the CADC-E program; all three terms)

FIELD • CADC-E placements must begin as a summer block or fall through spring only • CADC-E placements require departmental consent from the Field Internship Coordinator • SWFI 630 & SWFI 631 (AS APPROPRIATE) are the registration codes for MSW students’ CADC-E (2nd Year) FIELD • SWFI 730-CADC-E Internship (SWFI 730 is the registration code for post- master’s/external students)

EXTERNAL STUDENTS (POST-MASTER’S CADC-E) • SWFI 730 internship is 500 hours for 3 credits (Post-Master’s only); SWFI 730 requires departmental consent for enrollment • Students need to apply for field one semester before their internship is scheduled (consult with field work website for specific dates). • Students pursuing a schools specialization cannot do a CADC-E placement. CADC-E placements are 2nd level placements reserved for students in Mental Health or Health specializations only.

C. POST-MSW PROFESSIONAL EDUCATOR LICENSE (PEL): SCHOOL SOCIAL WORKER ENDORSEMENT PROGRAM

Internal students refer to the content under the Schools Specialization. This section is for External Students ONLY.

Students interested in pursuing the PEL endorsement, which enables them to be a social worker in a public school in Illinois, must meet the requirements of the Illinois State Board of Education (ISBE) and Loyola School of Social Work. Our program prepares students to be eligible to pursue the license. Students should consequently view the PEL Licensure as that is a process that the School of Social Work does not fully control.

PREREQUISITES • Master in Social Work from an accredited program. • Pass all four sections of the Test of Academic Proficiency (TAP) formerly known as Basic Skills Exam AND the Content Area test for school social worker (184) (Refer to Section Below on ISBE Requirements). • TAP scores are valid for 5 years • http://www.icts.nesinc.com/index.asp • Application submitted by March 1st [Attach reports with test scores].

PROGRAM REQUIREMENTS • Successful completion of 14 credits (2 required classes and one externship) • Pass the ISBE Content Area Test for school social work (ISBE #184) before the start of the second semester of the externship.

• Required Course Work o Enroll in SOWK 609: Social Work Practice in Schools in the fall semester. o Enroll in CIEP 401: The Exceptional Child in the summer preceding the externship, in the fall, or in the spring. o Student must receive a grade of “C” or better in each class. o Once student enrolls in the classes they will have access to Sakai which has relevant class information and instructions from the professor (use LUC ID and password). • Required Externship o Externship is 4 credits each semester (total of 8 field work credits). . Enroll in SWFI 640 for Fall . Enroll in SWFI 641 for Spring o Students are required to be in the externship for a minimum of 2 days a week and must be in attendance throughout the entire school year (August- June) • Students generally find their own externship in an Illinois public school, however referral assistance may be obtained from the second level internship coordinator. • Required Meetings o Students must attend one meeting per semester at Loyola with their assigned liaison and academic advisor

See Appendix A for details about additional ISBE Requirements for post-master’s students.

VII. ACADEMIC ADVISING

Advisement in terms of addressing issues centering on academics, career decision-making, or personal concerns is a key element in the education at Loyola University Chicago. Advising in its various forms reflects the Jesuit respect for the dignity of the whole person. Cura personalis or personal concern for the individual is reflected in all types of advising.

A. MSW ADVISING

Advising is done in the MSW program by the professional staff in the School of Social Work. Upon entering the MSW program, students are assigned an academic advisor, who will remain with the student throughout their program unless circumstances indicate otherwise. Such continuity ensures consistency for students, which assures appropriate academic educational planning. Students can consult with the School of Social Work website, under Academic Advising, for their advisor assignment.

The advisor’s responsibilities to students are as follows:

1. Advise students with regard to academic matters, course selection, pre-registration and registration, and resources available to assist them.

2. Meet with students at least once a semester regarding progress and fieldwork issues. Students should be meeting with their advisors during their mandatory program planning meeting prior to the upcoming term’s registration period. STUDENTS WHO DO NOT

MEET WITH AN ACADEMIC ADVISOR PRIOR TO REGISTRATION FOR FALL AND SPRING WILL BE BLOCKED FROM REGISTRATION.

3. Work with students who have less than a 3.0 GPA in the MSW program to plan approaches for improvement and ensure they are advised of the conditions of their probationary status.

4. Review with the student educational progress, and the impact of current experience on professional goals and learning needs.

5. Assist students who are completing their first level field experience to utilize their reflections and assessment of their experience in formulating an education plan for advanced level field work and supporting course work and/or future areas of study.

6. Assist students in evaluating progress toward graduation and the achievement of goals in their educational plan, as well as recommend indicated adjustments in their program.

7. Assist students who are completing their professional education with reviewing their achieved knowledge and skills, ongoing learning needs, and employment opportunities in the community and elsewhere.

8. Refer students who have learning disabilities, academic difficulties, or situational stresses that hinder learning to the appropriate campus resources such as the Writing Center and Services for Students with Disabilities.

Students may consult with any member of the faculty about learning needs or personal problems. However, matters pertaining to program planning and progress remain the responsibility of advisors. Advisors also work with Field Liaisons to facilitate maintenance of successful relationships between training sites and the School of Social Work. See the School of Social Work Field Work Manual, located on the School of Social Work’s website, for specifics about the role of Field Liaisons and the interface between Advisors and Liaisons.

Specialized Programs and Advising

Program consultation is done through the advising system for students who are enrolled in specialized programs, such as the following:

1. Students in the BSW program, admitted to the Five Year BSW/MSW program

2. Students who will not enter the field in the first semester of study and/or are in the Advanced Standing program

3. Students in one of the dual degree programs

4. Students who are on academic probation

Students in dual degree programs will be assigned to the Academic Advising Coordinator for advising assistance. The Academic Advising Coordinator will work directly with the advising representatives for the other schools, institutions, and programs that are affiliated with the dual degree programs to insure that the advising offered is accurate for the student.

MSW Program and Requirements

Residence requirements in the MSW program are a minimum of two courses each Fall and Spring Semester, and completion of the entire program within four years. Summer is considered a traditional term for the MSW program.

Students are to maintain an average of not less than B (3.0). No grade of C- or lower 2 will count toward degree requirements; nor does the grade of C- or lower3 fulfill a prerequisite. Such grades, however, will be calculated in the GPA.

MSW students who receive a grade of C- or lower in a required social work course must repeat the course the next time it is offered (to include the summer term). MSW students who receive a grade of C- or below in an elective must substitute another elective in order to receive credit for the course.

Students who fail to maintain at least a 3.0 grade point average or who receive a grade of C- or lower will incur academic probation, at which time an academic plan will be developed by an Academic Advisor in consultation with the student. The Associate Dean for Curriculum will be responsible for monitoring probation and notifying the student when he or she has fulfilled the requirements for dismissal from probation or the program.

The Committee on Students Affairs is available for consultation to students and/or their advisors in this situation if either student or advisor needs additional support. If students disagree with the grade that resulted in their probation they may request a CSA hearing as part of the due process.

No students may graduate with less than a 3.0 average for all graduate–level courses taken for credit and any undergraduate courses taken for MSW credit.

B. TIME LIMITS

MSW students are expected to complete their coursework within 4 years of admission. Any student in the MSW program not enrolled in a dual degree program who takes longer than 4 years to complete the program must file a Request for Exception Policy form (available on the School of Social Work Website) with the MSW Program Director. The form must be approved by both the Director and the Dean. Students taking more than four years may also need to repeat certain courses as required for degree conferral.

2 NOTE: Students in the school’s specialization must achieve a grade of C or higher in the following courses: SOWK 606, SOWK 609, SOWK 612, SOWK 615 and/or SOWK 620 and CIEP 401. A grade lower than a C in any of these courses will result in the student being removed from the school specialization. This is a requirement of the Illinois State Board of Education and not something that the school controls. Students who fall into this category should immediately consult with their advisors to develop a new academic plan. 3 This rule will go into effect beginning with the Fall Semester of the 2013/2014 academic year.

Students in dual degree programs may be granted up to five years as necessary because of the special nature of their programs. Again, students in dual degree programs who take more than five years must also file a Request for Exception to Policy form and follow the procedure delineated above. They may also need to retake relevant courses as required for degree conferral.

VIII. REGISTRATION, INDEPENDENT STUDY AND COURSE AUDITS

Registration at Loyola University of Chicago is done on LOCUS. PLEASE NOTE: The School of Social Work does NOT assign your registration time. The University assigns enrollment times based on completed LUC hours. You can visit your "Student Center" in LOCUS to check your enrollment time. Students are encouraged to put courses in their "shopping cart" prior to their enrollment appointments to make the process faster.

Incoming students unfamiliar with the LOCUS process do not need an in-person appointment with an advisor in order to enroll in classes. Instead they are encouraged to review the following link which outlines the process.

Class Registration: http://www.luc.edu/regrec/locushelp.shtml

Registration Blocks

Students are strongly encouraged to review their "Hold" status in LOCUS to ensure that they do not have outstanding tasks that would create registration holds. Blocks can be placed for outstanding transcripts (Graduate Admissions Hold, 312-915-8500), outstanding tuition (Bursar Hold. 773-508-3180), missing/incomplete immunizations (Wellness Center Hold, 773-508-2530), missing PPM's (SSW Hold) or missing self-assessment (SSW Hold; assessment that must be completed by current MSW students enrolled in specific sections of field).

Override Policy

Course enrollment is generally capped at 25 students per class each term. Academic Advisors can do an override up to 27 students on a first-come first-serve basis. Students requesting an override should include their name as it appears in LOCUS, student ID#, course requested, course section or class number, and a contact number. If a course is required for a specialization is only offered in the fall, and is at capacity (27 enrolled) students should contact the MSW Program Director for enrollment assistance. The Director will review students’ requests in the order that they are received.

The University Registrar’s Office does not control access to social work classes. PLEASE DO NOT CALL THE REGISTRAR’ S OFFICE if you cannot get into a class or you are dissatisfied with your registration appointment time.

In addition to registration, LOCUS allows students to view and print grades, print unofficial transcripts, print class schedules, change permanent and local addresses and phone numbers, add or drop a class, search for available classes on line, and view financial aid award status.

Withdrawing and Adding Courses

Social Work students who wish to add, drop, or change sections of a course can do so via LOCUS during the first week of classes. Students should be aware that they will incur partial tuition cost by dropping a course after the first two weeks of classes, even if the class has not met yet. Any drop once the semester begins will be recorded as a “W”. Complete withdrawal before the beginning of the term start date will result in no financial responsibility. Complete withdrawal from all classes after the term start date will result in tuition charges according the withdrawal schedule available on the Office of the Bursar’s website. Students who are graduating who would like to change their student schedule are advised to consult with their academic advisor to be sure they understand the implications of their change.

Social Work students are not able to add a class after the first Friday of the first week of classes. Students who wish to drop a course after this time can email their academic advisor for assistance. PLEASE NOTE: Students will incur partial tuition cost by dropping a course after the first two weeks of classes.

Field Instruction Class

Field Instruction is a class and the same procedures for registration and withdrawing are followed as with any class. In the MSW program, field instruction classes are located under SWFI in LOCUS. Registration for a Social Work field instruction class also requires registration for one of the corresponding Social Work field instruction Integrative Practice Seminar (SWFI 530S and SWFI 631S) classes, unless the students are in one of the dual degree programs where this is already provided.

If for any reason students need to drop out of a field placement, the students must obtain formal approval from their Field Liaison and the Internship Coordinator prior to leaving the agency. It should be noted that the disruption of a field placement can lead to a non-passing grade which can result in dismissal from this program. Students should consult with the SSW’s Fieldwork Manual which can be found on the website.

Independent Study

Independent study is an area of study relevant to the School’s curriculum that is developed by students and faculty members who are directing the independent study course. It is intended primarily to supplement and enrich the elective part of the curriculum. Independent studies are NOT intended to substitute for required courses. Further, students may not take an independent study until their 500 level courses are completed. An independent study course may offer one, two, or three credits. Students can only do one independent study per semester. The maximum number of credits that can be earned by a student though independent study is six credits.

An independent study is formalized when a full-time faculty member of the student’s choice agrees to sponsor a course of study proposed by a student. The faculty member and student contract together regarding the expectations for the course. A major work product is required but will vary depending on the nature of the proposed course agreed upon with the instructor. Both BSW and

MSW students can do an independent study class. All independent studies must be formally approved by the respective Program Director.

Academic application forms can be found on the School of Social Work website. A copy of the completed form including a written proposal summarizing the product to be submitted in order to satisfy the course requirements, should be given to the Program Director for formal review and approval. Other copies should be kept by the student, the instructors, and in the students’ folders. The Program Director will register the student for the course via LOCUS after the above procedure has been completed. Note that students will need to report the number of credit hours requested on the independent study form if it is beyond one credit hour. SOWK 360 represents the BSW course and SOWK 690 represents the MSW course.

Audit

Permission to audit a course must be obtained from the Associate Dean for Curriculum and the course instructor. Arrangements to audit a course must be made in the school office during registration periods. Class attendance is required; if students do not attend class, a final grade of “W” will be recorded. Assignments, including examinations and term papers, are not required but students have the right to participate in class discussions. Because an audited course does not count as hours attempted, it is not considered in determining students’ academic full-time or part- time status for financial aid purposes; however, tuition is charged at the full rate. After the second week of classes, students must have the course instructor’s approval to convert a course from “credit” to “audit.” After mid-term, the student must have the approval of the Associate Dean for Curriculum as well as the instructor to convert a course from “credit” to “audit.” A course taken for audit does not fulfill a prerequisite.

MSW students must complete the form found on the School of Social Work website and submit it to the Associate Dean for approval:

Auditing of graduate level courses, rules 1. In order to audit a course, a School of Social Work student must (1) complete this entire form, (2) receive approval from the program/department offering the course, and (3) submit this form to the Associate Dean of the School of Social Work.

2. The completed form must be received by the School of Social Work by the end of the second week of the semester, or by the end of the first week of the summer or intersession term. The School of Social Work will not approve a request received after the deadline.

3. Once a course is converted to “audit” for a student, it will not be re-classified as a “for-credit” course (i.e., a course that is being audited may not at any time be counted as credit hours completed toward degree requirements).

4. The tuition rate for audited courses is 50% of the regular (for credit) tuition rate (see the University’s schedule of classes for information on tuition and fees). Students will be

billed for the full rate and then receive an adjusted statement. In order to avoid payment fees, students must pay 50% of the full tuition upon receipt of the first bill.

5. The program/department offering a graduate course designates which courses may be open to auditors.

6. Completion of this form does not constitute registration for the course; the student is responsible for registering for the course via the University’s registration system and must do so prior to the late registration deadline to avoid a late registration fee.

7. Class attendance is required, and auditors have a right to participate in class discussions. A grade of AU indicates satisfactory attendance; a grade of W will be assigned in cases of unsatisfactory attendance. Auditors do not complete course papers, examinations, or other assigned projects.

8. A course that is audited does not count as hours attempted, therefore, it is not considered in determining a student’s enrollment status, (i.e., whether the student is classified as full or part-time) and is not eligible for coverage by a tuition scholarship.

IX. GRADING POLICY IN THE SCHOOL OF SOCIAL WORK

As noted in course syllabi, the primary letter grades are assigned using the following criteria: A = Exceptional work: outstanding: this grade will be assigned to work that shows extensive use of the literature as well as wide use of concrete examples from practice and careful attention to use of professional language, good grammar and sentence structure in written products. B = Fully meets undergraduate standards: this grade will be assigned to work in which all aspects of assignments are completed satisfactorily, showing a combination of accurate use of theory and principles, and precise descriptions of practice. C = Overall performance is satisfactory D = Overall performance is poor and the student must retake the course if it is required or substitute another elective. F = Failure: overall quality of work is unsatisfactory, or some aspect of assignments not done.

The grading system used in the School of Social Work is the same that is used within the University.

A 4.00 A- 3.67 B+ 3.33 B 3.00 B- 2.67 C+ 2.33 C 2.00 C- 1.67 (a grade of C- or lower will require a class to be retaken) D+ 1.33

D 1.00 F 0.00 P 0.00 Pass with credit. NP 0.00 No Pass (equivalent to a failing grade) I Incomplete W Withdrawal WF Withdrawal Failure (equivalent to a failing grade)

Incomplete Grades

Students are expected to complete coursework by the end of the semester. If the professor agrees in advance, however, students may be awarded the grade of “I” at the end of the semester. Students must obtain formal permission from the instructor as well as the Program Director for an incomplete to be entered in LOCUS.

The incomplete work should be finished according to the schedule approved by the professor but no later than the last day of the following term’s final exams. Generally a grade of "I" becomes a grade of "F" if the work is not completed by this time frame. After one term, evaluative grades may be added only by petition to the Associate Dean for Curriculum and MSW Program Director in the MSW program who will require justification for the extra time needed.

PLEASE NOTE: If you are on Academic Probation, you are not eligible for an incomplete grade (with the exception of field as appropriate).

In exceptional circumstances, the instructor may grant incomplete grades when students are not able to complete the course requirements within one term. “I” grades may not be used to provide students with an opportunity to complete additional work, or make up deficiencies in work already submitted.

An “I” grade will not exclude students from the following course in a sequence. However, “I” grades remaining after one semester does not fulfill the prerequisite for higher–level courses in the program and generally becomes a grade of "F".

Students who have been granted an incomplete and then take a leave of absence from the program are still responsible for submitting all work within the designated time frames for their incomplete unless formal approval is obtained from the MSW Program Director and the Associate Dean for Curriculum.

The Request for an Incomplete Form can be found on the SSW website.

A grade of "WF" indicates withdrawal from a class without proper authorization at any time and is also assigned for withdrawal after the approval deadline (see academic calendar for dates). A course with "WF" is counted as attempted credit hours in the computation of academic standing and is calculated as "F" (0 credit points) in the grade point average. This will impact a student’s

GPA; however, dismissal is not automatic from the MSW program. This grade will result in a MSW student being placed on academic probation and at risk for future dismissal should his/her cumulative GPA remain below a 3.0 for the subsequent term. Students should consult with the University’s academic calendar to be clear about dates that would trigger a WF grade. A WF grade in a required course means the course must be repeated the next available term that the class is offered. Further, a WF in an elective cannot count toward credit hours.

This grade is assigned to students who withdraw from a class after the official date established by the University to withdraw from classes without penalty. A “W” grade does not impact a student’s GPA.

FAILING GRADES – F and NP

MSW students receiving a failing grade of “F” in any course or an “NP” in field are automatically dismissed from the program. Students will be withdrawn from pending classes immediately by the advising office. A letter will be sent to the student via email and registered mail. Dismissed students have the right to appeal their dismissal within 30 days of notification through Committee on Student Affairs. Should an appeal be approved and the student re-admitted into the program, it should be noted that students are not guaranteed re-enrollment into their internship or re- enrollment into previously withdrawn courses or closed classes. If an appeal is denied by CSA, students have a right to a secondary appeal to the Dean of the School of Social Work.

If an appeal is denied, students who are dismissed may reapply for re-admission after one year. Students should also be aware that delays in the program due to probation, dismissals, or leave of absence may adversely impact the available time they have left to complete their degree. One solution to this issue is to formally apply for an extension to the time in the program (which is 4 years). With approval from the MSW Program Director and the Dean, students can request an extension of a 5th year. The form to request an extension for time in the program can be found on the School of Social Work’s website under the resources and forms heading.

X. PROBATION

As noted under Academic Advising, if a MSW student’s overall GPA in the MSW program is below 3.00, the Associate Dean of Academics will notify the student that she/he is being placed on academic probation and should contact the Academic Advising Coordinator to develop an academic plan for improvement.

Students on probation are required to meet with the Academic Advising Coordinator before beginning course work for the following term. No student may be on academic probation for more than one term for which they are enrolled (including summer) unless approved by the Associate Dean. Failure to exit academic probation will result in dismissal from the program. Note as well, students on academic probation are not eligible for incomplete grades (with the exception of field as appropriate). Students who are placed on academic probation and then dismissed from the

program for failing to raise their grade point average to a 3.0 cannot appeal their dismissal, but can appeal the grade that resulted in their dismissal if warranted.

Students who are on academic probation who have not yet started field (either SWFI 530 or SWFI 630) may not begin a field internship until they are off of probation. Students who will be moving into SWFI 531 or SWFI 631 the semester that they are put on Academic Probation can continue in field at the discretion and with input from the Director of Internships and Student Services.

Students who successfully exit academic probation should contact the Academic Advising Coordinator to discuss strategies to ensure that they remain off of probation. Should a student’s GPA fall below the required GPA in a future term, he/she will be dismissed from the program without the option to appeal.

MSW Admissions with Academic Probation

When a MSW student is admitted on academic probation, the following conditions are engaged: • The student must take 3 credit-bearing classes regardless of the student’s intent to be part- time or full-time during their initial semester4. • Should a student withdraw from a course during the probationary semester or receive a grade(s) of B- or lower, the student will be dismissed from the program. • There is no appeal process for an admissions dismissal. • The MSW program’s statistics course does not count as one of the three courses required for enrollment. • Students admitted on academic probation are not eligible for transfer credit. • Other requirements may also be identified as appropriate when the student is admitted on academic probation and must be met accordingly.

Upon the student meeting the conditions of his/her probation, he or she must contact the Associate Dean who can verify that the student has met the conditions and release him or her from probation. The student should then consult with his or her advisor so that a long-term academic plan of improvement can be developed. A copy of the plan that is developed must be sent to the Academic Advising Coordinator within 7 days of this meeting. Should the student’s cumulative GPA fall below a 3.0 or a non-passing grade be earned in field, the student will automatically be dismissed from the program with no appeal process possible.

MSW Admissions with Academic Probation: Statistics Requirement

Students admitted into the program who still need to meet the statistics requirement must complete a statistics course by the end of their first admitted term5. The course can be taken in the MSW program through an online statistics course, at a community college, or another institution either in person or online. Within 14 days of completing the course, students must provide an official transcript or certified letter from the institution where the course was completed documenting

4 Note students admitted to the program in the summer at the Carthage campus can take 2 courses to satisfy the admissions with probation requirement. 5 Students admitted to the Carthage program at the start of the Summer II term may have until the end of fall semester to complete the statistics requirement.

completion and a grade of C or higher6. The transcript must be provided to the MSW Program Director who will then remove the probationary condition. Students who fail to meet this requirement will be dismissed from the program. There is no appeal process for an admissions dismissal.

Non-academic Dismissal and Professional Behavior

All students at Loyola University Chicago School of Social Work are expected to adhere to the ethics of the profession as presented in the Code of Ethics of the National Association of Social Workers. Students are expected to adhere to the School’s policies on Professional Conduct and on Academic Honesty which include:

A. Academic Integrity

To submit work as one’s own that actually is the work of another person, whether in a term paper, case record, or examination or offering fictitious case material, misrepresents students to the instructors and to peers. Using unauthorized notes or copying the work of another person during an examination not only constitutes falsifying your work, it can affect the grades of other students. The faculty considers this serious unprofessional conduct.

It is inappropriate for students to use the same paper to fulfill requirements for more than one course. Doing so may affect the students’ grades in any of the courses involved.

Plagiarism is submitting work done by another person without attribution. By the time students are in graduate school, it is assumed that they know better than to quote all or part of another person’s work without quotation marks and footnotes. Papers prepared by research services’ or anyone else but students also qualify as plagiarism and will be considered as such by the faculty.

Students are encouraged to utilize the Writing Center as well as the American Psychological Association Publication Guide to ensure that all work is appropriately cited. The SSW uses APA format for all courses within the major, and it is the School’s expectation that students begin the program with this knowledge.

Beyond plagiarism, students are expected to be honest when completing take home and in class exams. This means unless they have permission to do so, they may not complete exams with other students or copy the work of other students and submit it as their own.

Students who are caught plagiarizing or cheating on exams may be given an F for that assignment at minimum and may also risk receipt of a failing grade for the class, resulting in dismissal from the MSW program.

6 Students who provide a certified letter must provide an official transcript within 30 days of course completion.

B. Professional Ethics in the Classroom and Field

All students in the School of Social Work must adhere to the ethics of the profession as presented in the National Association of Social Worker’s Code of Ethics. Students are expected to adhere to the behavioral expectations of the University, which are respect for others, fitness of the student role, and honesty in all aspects of student conduct.

The school views its students as mature individuals preparing to be members of an honorable profession. Thus students are expected to maintain high level of personal integrity. The School of Social Work reserves the right to dismiss students for unprofessional conduct such as, but not limited to, infraction of school rules and regulations, dishonesty, or unprofessional treatment of clients, faculty, other professionals, or other students. Professors in the program may have additional instructions that will be listed in the syllabus and/or given verbally in class that students are expected to adhere to.

Students must be able to develop professional relationships with clients and/or client systems and have the capacity to be aware of their behavior and its impact in client-worker transactions. It is the social workers’ responsibility to assume the management of their presence within this relationship. Finally, students are expected to develop skills in their ability to evaluate the effects of practice interventions throughout the process of treatment. Social workers do not lie to clients, abandon them, or place their own convenience above a client’s needs. There is never an acceptable reason to become sexually involved with a client or to engage in any other exploitative behavior.

One of the most important qualities in relationships with clients is their trust that the sensitive material they share is confidential and that students will act in their best interest. Violating that trust by sharing information about an interesting case can be tempting, but it is unprofessional conduct. Supervisors and agency policy are important supplements to the Code of Ethics for understanding how to most appropriately deal with issues of confidentiality.

In field, students are expected to maintain professional standards of conduct. This means showing up on time to the field placement, notifying and obtaining approval of absences from field supervisors in a timely manner, professional attire as required, and using professional language in all written and verbal communications with agency professionals, collaterals and clients.

The following material, from Western Illinois University defines behaviors identified by Lamb, Cochran and Jackson (1991), which may reflect the need for varying degrees of action.

Problematic behaviors refer to a student's behaviors, attitudes, or characteristics that may require remediation, but are perceived as not excessive or unexpected for professionals in training. Performance anxiety, discomfort with clients' diverse lifestyles and ethnic backgrounds, and lack of appreciation of agency norms are examples of problematic behaviors that are usually remedied and not likely to progress into ethical misconduct, impairment, or incompetence.

Ethical misconduct occurs when the NASW Code of Ethics is not followed. This code is intended to provide both the general principles and the specific decision rules to cover most situations encountered by professional social workers in their professional activities. It has as its primary goal the welfare and protection of individuals, families, groups, organizations, and communities. It is the individual responsibility of each social worker to aspire to the highest possible standards of conduct. Social workers promote social justice and social change, respect and protect human and civil rights, and do not knowingly participate in or condone unfair discriminatory practices.

Impairment is defined as an interference in professional functioning that is reflected in one or more of the following ways:

• Inability or unwillingness to acquire and integrate professional standards into one's repertoire of professional behavior; • Inability or unwillingness to acquire professional skills and reach an accepted level of competency; or • Inability or unwillingness to control personal stress, psychological disorder, or emotional reactions that may affect professional functioning.

Incompetence is defined as a lack of ability. This lack of ability may include inadequate professional or interpersonal skills, or academic deficiency. When students continue to provide social work services beyond their current level of competence they are violating the ethical standard of competence.

[Lamb, Cochran, & Jackson (1991). Professional Psychology: Research and Practice, 22, 291- 296.] III.

Sanctions for violation of these standards may range from recommendations for specific behavior changes ranging from probation to dismissal from the program.

Non-degree seeking students are expected to adhere to the standards of academic integrity and professional ethics established by the School of Social Work. Failure to do so will result in disciplinary action, which may include dismissal.

C. Engaging in the Private Practice of Social Work

The Loyola University Chicago School of Social Work believes that the private practice of social work is a legitimate endeavor for qualified, experienced MSW social workers. The School of Social Work also believes that the private practice of social work by persons enrolled in the BSW or the MSW program cannot meet the professional standards to which the School of Social Work subscribes. Students enrolled in this School must not engage in the private practice of social work. To do so may be considered grounds for dismissal from this School.

XI. GRIEVANCES AND APPEAL FROM DISMISSAL

The Basic Premise of Grievance Resolution

The School of Social Work subscribes to the social work professional Code of Ethics adopted by the National Association of Social Workers and the Clinical Social Work Federation and to the inherent values of the Jesuit tradition in promoting social justice and a caring community. Students, faculty, and administrators are strongly encouraged to attempt to informally resolve problems arising from academic matters. The school hopes that open communication between all parties and mutual confidence in each other’s goodwill will lead to the resolution of problems in this manner. When informal attempts at resolution fail, the management of grievances involving students of the School of Social Work will proceed according to the procedures set forth below.

1. The Nature and Jurisdiction of Grievance

Academic and non-academic grievances include those that arise from matters involving scholarly competence and ethical professional behavior. Questions regarding evaluation of students, cheating on examinations, falsification of research data, and plagiarism are included within the meaning of “academic”7.

Regarding evaluation of students, the academic grievance procedure applies only to those cases in which the evaluation of the student is alleged to be capricious, in significant violation of clearly established written school policies, or as a result of improper procedures. An evaluation of a student is capricious if the evaluation is: 1) based partially or entirely on criteria other than the student's performance; 2) based on standards different from those standards of evaluation applied to other students; or 3) based on a substantial departure from announced standards of evaluation. In cases other than those noted above, an evaluation of a student is not a basis for an academic grievance.

2. Grievance Procedures for Academic and Non-Academic Issues

Grievances can often be resolved through informal discussion between faculty members and students. The School hopes that open communication between faculty and students and mutual confidence in each other’s goodwill may lead to the resolution of problems in this manner. Students and faculty member(s) involved in a disagreement should meet in person. After discussion/consultation with parties involved, and in the event of no closure, students contact their academic advisors for potential mediation between students and involved faculty member(s). Note: Prior to making a formal request for a hearing, it is strongly encouraged that students seek consultation from their academic advisors to mediate and alleged grievance. If the issue remains unresolved, students, faculty, or administrators of the School may utilize the following procedures when academic or non-academic issues arise.

7 Allegations of misconduct in the design, conduct, or reporting of research supported by federal funds shall be handled through the procedure described in the University policy concerning misconduct in scholarship.

Hearing procedures 1. Assuming that informal efforts to resolve an alleged grievance have not been successful, a student may request a formal hearing. This request must be made within thirty days after the beginning of the term following the event leading up to the grievance (excluding summer sessions).

2. To make the request, the student must complete the Grievance form (found on the School of Social Work’s Website under forms). In addition to the form, the student will need to attach a copy of their unofficial transcript, supporting documentation, general time available meet with a working contact number, and current mailing address. This information will need to be submitted to the Chair of the Committee on Student Affairs (CSA). If the student does not know who the Chair is, he or she may give these documents to the Academic Advisor Coordinator for submission.

3. The hearing is to take place within thirty days of the request for a hearing (with the exception of Summer). All involved parties are to receive timely written notice of the hearing and the matters to be considered.

4. The hearing board chair sets up the hearing meeting. All parties to the grievance should have copies of all documents under consideration. The purpose of the hearing is to allow the hearing board to assure itself that it fully understands the parties’ views. The conduct of the hearing is informal; it is not bound by rules of evidence or court procedures. A party may obtain the assistance of members of the University community in presenting information to the hearing board, or support for students, provided that the assistants are not attorneys; individuals from outside the University, including attorney, are not permitted to attend. The party must notify the chairperson of the hearing board of the names of the assistants at least one day prior to the hearing. Notification of the hearing will be made in writing and sent by certified mail to all grievance parties.

5. Each party involved in the grievance is invited to present information, both orally and in writing, to the hearing board. All parties can be present for the hearing. Each party may call witnesses at the hearing. The board may direct questions to any party or witness.

6. The Chair of the CSA will formally notify in writing the student, Academic Advisor Coordinator, and the Dean as to its decision on retention or dismissal within 30 days of a hearing.

7. The School retains copies of all documentation related to the management of grievances under its jurisdiction.

8. The hearing and material submitted to the hearing board are private, and all parties involved in the grievance consider their contents confidential; however, if the grieving party disseminates his or her contents, the party’s interest in confidentiality is deemed waived. Electronic recording of the hearing is prohibited.

9. The student has the right to appeal the Committee’s decision to the Dean. He or she must make the appeal within 30 days of the notification of the Committee’s decision. The Dean may affirm, modify, or reverse the hearing board’s decision. The Dean will notify the

parties of the disposition of the appeal within thirty days of receiving the appeal. The Dean’s decision is final in all cases.

Appeal from Dismissal

Students in the MSW program who have incurred dismissal for academic or non-academic reasons may within thirty days of notification of dismissal request a review by the Committee on Student Affairs. Students should adhere to the following protocol:

1. Contact the Academic Advisor Coordinator regarding the dismissal and the reasons for dismissal.

2. CSA will formally notify in writing the student, Academic Advisor Coordinator, and the Dean as to its decision on retention or dismissal within 30 days of a decision. In the case of retention, the Committee may, at its discretion, set further conditions which students must meet.

3. Students may appeal the Committee’s decision to the Dean within 30 days of notification. The Dean may affirm, modify, or reverse the hearing board’s decision. The Dean will notify the parties of the disposition of the appeal within thirty days of receiving the appeal. The Dean’s decision is final in all cases with no further appeals possible.

4. Students who are dismissed but re-admitted to the program must meet all conditions of their readmission within the outlined timeframes without exception. Students who do not fulfill their readmission requirements will be automatically dismissed with no further appeals possible (See Section XIV, Part B of this Handbook for information on the re-admission process).

Students in non-degree seeking programs who are not enrolled in the MSW program do not have the same rights to appeal dismissal as enrolled MSW students. The decision of whether or not a student may remain in the program is at the discretion of the Program Director for the certificate program.

XII. STUDENTS WITH DISABILITIES AND ASSISTANCE WITH WRITING

Services for Students with Disabilities

The University Office of Services for Students with Disabilities is located at the Lake Shore campus. Loyola offers a wide range of accommodation for students with documented disabilities. These services include alternative supervised testing, note takers, readers, researchers, sign language interpreters, print enlargement, assistive technology, and other accommodations. All accommodations are determined on a case-by-case basis in consultation with the Coordinator of Services for Students with Disabilities.

Students with learning/cognitive disabilities must provide appropriate documentation dated no earlier than 3 years prior to submission. Loyola does not provide testing for learning disabilities, but maintains a list of referrals to professionals who offer such services. Loyola does not cover the cost of testing. Accommodations are not retroactive. Students who need an accommodation must have the documentation and approval from the Disabilities Office prior to the start of class, otherwise, any accommodation is up to the discretion of the instructor.

Students attending the Carthage College Campus should direct questions concerning services for students with disabilities to the coordinator of the MSW at Carthage College at 262-551-5991.

Writing Skills

Students are expected to demonstrate good writing skills both in school and fieldwork settings. They are also expected to demonstrate a working knowledge of APA format. The ability to express oneself clearly and concisely in written form is considered by Loyola to be an essential attribute, because social workers are continually called upon to prepare written case summaries, psychosocial assessments, and other documents that convey information about clients. The School of Social Work does not expect students to write for publication. However, a high level of proficiency is expected and will serve students well in future career endeavors. If students need assistance in improving their writing skills, they can refer to the University website for information about location and hours of the Writing Centers.

NOTE: Extensive use of direct quotations from outside sources, even if they are properly cited, does NOT constitute good writing at the graduate level.

Information on services for improving writing skills for the Carthage College Campus students only should be directed to the Coordinator of the MSW program at Carthage College at 262-551- 5991.

XIII. TRANSFER CREDIT AND ADVANCED STANDING

Who Can Get Credit?* • Traditional students who are admitted UNCONDITIONALLY can apply for transfer credit for SOCIAL WORK courses from a CSWE accredited program.

• Advanced Standing students can also apply, but because they obtain credits for their first year of course work when they are admitted to Advanced Standing, the number of credits we will consider is more limited and is generally not greater than two SOCIAL WORK courses from a CSWE accredited program.

• Students transferring from CSWE accredited MSW graduate programs can apply for credit for SOCIAL WORK courses completed. *If you are admitted on academic probation, you are not eligible for transfer credit regardless of earned grades.

What Courses Count? • You CAN obtain credit for SOCIAL WORK courses from a CSWE accredited program at the Master’s level if this was your degree program.

• You CAN obtain credit for NON-SOCIAL WORK courses in another discipline IF those courses did not count toward your degree (they were electives) and they related to social work. The courses will count as electives in our social work program.

• You CANNOT obtain credit for NON-SOCIAL WORK courses in another discipline IF those courses were required for your degree.

Other Restrictions • You must have obtained a B or higher in the course to get credit.

• Courses at community colleges do not count as those are NOT CSWE accredited programs.

• Credits awarded for NON-SOCIAL WORK courses in another discipline (electives) are limited to 6 credit hours.

• You must have completed the course for which you are seeking credit no more than FIVE years prior to admission.

How and When to Seek Credit • Newly admitted MSW students have three days from their acceptance into Loyola University Chicago School of Social Work (SSW) to request transfer credit for work completed at a previous accredited college or university.

• Students must submit a transcript (official or unofficial) and course description or syllabus for each course that they are requesting transfer credit consideration for.

• Students can submit their transfer credit requests electronically to [email protected] or send a fax to 312-915-7090, Attn: Academic Advisor Coordinator.

• The review process can take up to 30-45 days. An email will be sent to student's Loyola email address informing them of the outcome.

In total, students cannot receive more than half of all their credit hours (i.e. more than 29) in transfer credit.

Credit for Work Experience

The School of Social Work does not give academic credit for work or life experience.

Advanced Standing for BSW Degree Students

Beginning in January 2004, The Loyola University School of Social Work faculty approved an Advanced Standing Program for candidates who have been awarded a BSW degree from an accredited BSW program and meet the Advanced Standing program admissions requirements established by Loyola’s School of Social Work.

Students accepted in the Advanced Standing program are awarded 26 credit hours toward the MSW degree. The Advanced Standing students take the SOWK 501 (Human Behavior and the

Social Environment II) and the SOWK 504 (Individuals and Families) foundation courses. In addition, SOWK 505 (Small Groups) or SOWK 604 (Group Therapy) is required.

Field Placement Planning and Concentrations for Advanced Standing Students

The Advanced Standing candidate enters the MSW program at the concentration year of study in which the fieldwork and elective courses support the students’ areas of interest and desired expertise. The areas of specialization include: children and families, health, mental health, school social work and leadership and development in the social services. The field placement is planned in coordination with the specialization and therefore becomes a priority concern for candidates in the Advanced Standing program who intend to enter the program full-time and to complete the program within 10 months. Early application to the field is recommended to insure that there is a placement setting that supports the students’ desired area of specialization. Advanced Standing Program students meet with advisors to plan their concentration and field placement planning that supports their specialization. Students in the Advanced Standing program who are also in dual degree programs contact the Academic Advisor Coordinator designee to review the program plan and requirements for the dual program. For additional information on second level field placements, please refer to the School of Social Work’s website.

PLEASE NOTE: Some Advanced Standing students who wish to go into the school specialization may not be eligible depending on when they apply. See the specialization summary in this handbook for key dates.

XIV. WITHDRAWAL FROM AND READMISSION TO THE SCHOOL OF SOCIAL WORK

A. PROCEDURE FOR WITHDRAWAL FROM THE SCHOOL OF SOCIAL WORK

There are circumstances which may make it necessary for students to interrupt attendance in the School of Social Work prior to the completion of the MSW degree requirements. Not attending the School of Social Work in a fall or spring semester (or longer) prior to completion of degree requirements is considered a withdrawal from the School of Social Work. A withdrawal may be planned, an emergency, or on the recommendation of the students’ advisors or the Committee on Student Affairs. Withdrawal from the School of Social Work is considered a major program change and students are required to consult with their advisor.

Students are advised that even when a withdrawal is approved, policies of the School of Social Work and the University remain in effect. Consequences concerning tuition charges, course credit, availability of required courses, required completion of the program within four years, approved Student Program Plan, and readmission to the School of Social Work are some of the potential problems that may be related to withdrawal from the MSW program.

The following guidelines are recommended to minimize the potential complications that may arise from students’ withdrawal from the School of Social Work:

1. Students must consult with the Academic Advisor in completing the form for withdrawal from the School of Social Work. The form is available on the School of Social Work website. This form must be submitted to the MSW Program Director in the School of Social Work.

2. When students withdraw from the school, either temporarily or permanently, a written statement must be prepared by students in consultation with their academic advisor indicating the reason(s) for the withdrawal and, if indicated, the plan to return. Copies of this letter will be sent to the MSW Program Director and placed in the student’s folder.

3. Students must drop registered courses on LOCUS even if the course has not yet begun, or consult with the MSW Program Director. This is an important step since tuition charges are related to the date a course is dropped.

4. Students must advise the Director of Internships and Student Services of a withdrawal from a field placement. Credit is not given for a field placement that is not completed in the required time.

B. PROCEDURE FOR READMISSION TO THE SCHOOL OF SOCIAL WORK

Requests for readmission to the School of Social Work are processed through the Admissions Coordinator of the School of Social Work. The following guidelines have been established for candidates requesting readmission:

1. Candidates who have been absent from the School of Social Work for less than two years and who are able to complete the program within four years of their initial date of admission to the school are reviewed for readmission on the following criteria:

a. Candidates left the program in good standing and/or have met the requirements outlined by the Committee on Student Affairs;

b. Candidates’ grades meet the current program admission requirements;

c. Candidates discuss their absence with the Admissions Coordinator and the Admissions Coordinator approves the plan of completion of the program within four years of the initial date of admission

2. Candidates who have been absent from the program for less than two years but who are not able to complete the degree requirements within four years of the date of admission are an exception to the established policy of the School of Social Work. An individualized review of candidates’ circumstances and of the course work that will be accepted toward the MSW degree is required. Courses need to be current because of licensure requirements. Courses which were completed more than 4 years ago may need to be repeated. Admission will be considered on the following criteria:

a. Candidates left the program in good standing and/or have met the requirements outlined by the Committee on Student Affairs;

b. Candidates’ grades meet the current program admission requirements;

c. Candidates provide the Admissions Coordinator with: • A revised personal statement (please see current application for guidelines); • Two current letters of reference; and • A letter to the Dean of the School of Social Work requesting a waiver of the four-year rule for completion of the program.

If the Admissions Coordinator reaches a favorable decision for readmission, the Associate Dean of Curriculum will evaluate applicants’ prior graduate social work and courses to determine if credit can be accepted toward the degree requirements.

3. Candidates who have been absent from the program for more than two years who request readmission to the School of Social Work are required to re-apply to the School. They must meet the current standards for admission and are subject to any changes in the program since their last attendance. Readmission will be considered on the following criteria:

a. Candidates left the program in good standing and/or have met the requirements outlined by the Committee on Student Affairs.

b. Candidates’ grades meet the current program admission requirements.

c. Candidates provide a full application, including: • Full transcript documentation; • Three letters of reference; • A personal statement (see current application for guidelines); and • Demonstrated continued commitment to the social work profession

d. All students must meet all of the requirements for graduation within four years of readmissions to program.

If the Admissions Coordinator reaches a favorable decision for readmission, the Associate Dean will evaluate the applicants’ prior graduate social work courses to determine what credit, if any, can be accepted toward the current degree requirements.

XV. GRADUATION

Students apply for graduation in LOCUS. They are responsible for adhering to the time frames that are listed on the Registration and Records website for application. Students that miss the deadline for the time they are assigned will be eligible to apply for the following term.8

8 Students that are applying to be summer graduates in the School of Social Work should apply by December 1st if they want a graduation audit.

XVI. SOCIAL WORK LICENSURE

Students who have questions about licensure procedures and requirements should check the School of Social Work website. It is recommended that students review the NASW website for out of state licensure. Requirements vary by state.

Some states may require detailed course descriptions and field evaluation to verify clinical content for licensure. Students are strongly urged to keep copies of syllabi and field evaluations as documentation.

XVII. AWARDS

There are a number of honorary awards granted by the University, community organizations and/or the School of Social Work. These include:

Alpha Sigma Nu National Jesuit Honor Society Criteria: • Scholarship- Upper 15% of class • Service in the School of Social Work or the community • Commitment to the ideals of Jesuit higher education • Completed application and two letters of reference

President’s Medallion—Founders Day Award Criteria: • Nominated by the faculty of the SSW • Service to the school and the community within three years immediately prior to enrollment in the School of Social Work • At least 27 and no more than 45 semester hours completed, including two semesters of fieldwork • GPA of 3.7 or better • Upon nomination, a student is requested to submit a resume and brief statement of their accomplishments • Final selection is made by Dean

The Writing Awards in the School of Social Work

1. School of Social Work students are eligible to apply for the Loyola University Chicago School of Social Work General Writing Award. This award with two honorable mention awards, recognizes excellence in preparation of a paper. The competition is announced early in the spring semester. Papers are read and a winner selected by a committee of faculty and professionals in the social work community. The recipient is recognized at the Annual School of Social Work Awards Program in the spring.

2. The Jimmy and Dorothy Fuerst Award is an annual writing award presented in honor of a former faculty member of the school’s Social Welfare Policy sequence. The award is based on a competitive review of papers submitted by students. The papers must discuss a

complex policy issue. The recipient is recognized at the annual School of Social Work award’s program in the spring.

Student Commencement Speaker Graduating seniors and MSW graduates are invited to compete for the honor of speaking at the SSW commencement ceremony held in May. Invitations to compete with application procedures are distributed in the beginning of the spring semester. Applications are anonymously reviewed by a panel of faculty, professional staff, and students. The selected speaker is recognized at the annual awards program.

Schweitzer Foundation Scholarship The Health and Medicine Policy Research Group (HMPRC), a non-profit community organization administers the scholarship. The SSW assists the application process by hosting on-campus informational sessions. Applicant review and recipient selection is done by the HMPRC. Recipients receive a $2,500 stipend as part of their project proposal within the Chicago community.

Kott Foundation Scholarship Students selecting a 2nd level health specialization with a Gero-Ed sub-specialization may apply for the Kott Foundation Scholarship, a competitive scholarship open to all social work students from the Chicago schools of social work. Recipients receive a $10,000 stipend and perform their 2nd level internship in one of several eligible Gero-Ed social service settings. Recipients are recognized at the annual School of Social Work awards program in the spring.

Gabe W. Miller Memorial Foundation Scholarship The Gabe W. Miller Memorial Foundation, along with faculty and administration, identifies high potential MSW students in the Chicago area who personally deliver service to those who need it most. The amount of the scholarship varies every year. It is presented at the annual School of Social Work awards program in the spring.

The Judith Berg Graduate Research Scholarship The Judith Berg Graduate Research Scholarship is a financial award to Loyola MSW students with a demonstrated interest in Gerontology. Applications and questions may be directed to Dr. Marcia Spira at [email protected].

XVIII. SCHOOL OF SOCIAL WORK STUDENT ORGANIZATION

All students in the Loyola University Chicago School of Social Work are encouraged to participate in activities that will enhance their professional and personal development outside of the classroom, to give leadership to fellow students and to organize activities and programs that represent their interests. The School of Social Work Student Organization (SSWSO) provides the structure to encourage students to organize in their own interests. Within this structure, sub- committees of a variety of sorts will address the unique needs of students.

Mission of the Loyola School of Social Work Student Organization The School of Social Work Student Organization leadership moves as one organization to represent all interests in the school including BSW, MSW, and Ph.D. students. The three ways in which to get involved are: to hold a leadership position, join a committee, or participate in an event. Mission Statement:

The Loyola School of Social Work Student Organization exists to provide opportunities to foster relationships between all students in the school of social work, raise awareness of community needs, and to act as a liaison between students and faculty.

Goals and Objectives

1. To serve as a vehicle for the active participation of a diverse student body in social and professional development. • Focus on a collaborative leadership model that will allow for diverse agendas and representatives of different interests.

2. To provide a means of student communication to the school administration. • Facilitate opportunities for interaction among the Loyola Social Work community to foster relationships outside the classroom. • Seek and utilize effective means of communication that will reach the social work student community • Develop a means of identifying student needs and communicate this to the administration.

3. To provide a channel for social action for the student body • Support opportunities for learning about issues within the school and the larger community that effect students and/or those that they hope to serve.

4. To facilitate relationships and exchanges among students in the school of social work, between the student body and the faculty, between programs and organizations in the school, and with programs and organizations within the University and larger community. • Develop a network of relationships that will be mutually supportive

5. To provide input and work collaboratively with the SSWSO liaison in planning annual activities that affect students, orientation, graduation, professional development, and career planning events • Create programs that are relevant to student needs. • Encourage participation in school events that are supportive to students.

6. To provide for student needs and support student interests

Membership

Each student in the School of Social Work is considered a member of the student organization.

Structure Student Organization Leadership

Responsibilities of officers include: 1. Decision making and coordinating related to student activities 2. Identifying information and/or resources supportive to students 3. Recruiting student representatives on the School of Social Work faculty committees including field work, curriculum, and international committees 4. Providing feedback and communication for students in the SSW on resources and activities available 5. Providing information to administration on student concerns. 6. Acting as student representatives to the School of Social Work administration 7. Reviewing the allocation of resources for student activities and specific events such as: special speakers, programs, social events, meetings, and needed programs. 8. Representing the social work students within the University by participation in the Loyola Student Organization Structure. 9. Representing the Loyola Social Work Student Community in the external community (NASW, other schools of social work, etc.). 10. Recruiting and assigning student representatives to the faculty committees 11. Reviewing new student committees to address duplication of efforts of current committees and assist in recruitment of members and accessing resources as needed 12. Providing an end of the year report with recommendations 13. Consulting with the organization’s appointed liaisons in implementing plans

Student Organization Representatives to the Faculty Committees

Committee representatives are recruited and assigned by leadership of the SSWSO. Responsibilities of representatives include: 1. Attending the faculty committee meetings 2. Providing needed information to the SSWSO and students on the work of the committee, as appropriate. 3. Giving the faculty committee student feedback

SSWSO Committees

Students interested in specific agendas or areas are encouraged to present a plan of objectives to the committee representatives who will then help them to access resources as available and needed.

Activities of committees 1. Represent specific interests that may affect a specific number of students or all students in the School of Social Work 2. Hold discussion meetings or host student organization meetings to present topics, activities, and programs relevant to the goals of the committee 3. The committee chair or their representatives may work with the organization leadership to share information, plan events, and/or seek support

Committee Chairperson Committees change from year to year, depending upon student interest. Examples of past successful committees that have represented student interests and mutually supported student programs include:

BSW/MSW Committee The Gay, Lesbian, Transgender Committee The Graduation Committee The International Students Committee The Men’s Group Committee The Part-Time Student Committee The Professional Development Committee The Social Events Committee The Social Workers for Social Justice Committee The Spirituality and Social Work Committee The Student Mentorship Committee The Student Newsletter Committee The Woman’s Study/MSW Committee The International relations Committee The Advocacy Committee

Responsibilities of Committee Chair Person include: 1. Writes a statement of the purpose and goals of the committee. 2. Informs the Student Organization Leaders of their activities 3. Writes an end of the year report of the committee activities. 4. Recruits individuals who will provide leadership for the next year, if needed.

XIX. UNIVERSITY SUPPORT SERVICES FOR STUDENTS

The University Libraries

The libraries at Loyola provide materials to assist students with studies and research, as well as a space for quiet study. Loyola has six libraries on the four Chicago and area campuses: Cudahy Library and the Science Library at the Lake Shore Campus; Lewis Library and the Law School Library at the Water Tower Campus; the Medical Center Library at the Medical Center; and the Education Library at the Mallinckrodt Campus. Cudahy Library specializes in the humanities and the social sciences; the Science Library in the Sullivan Center covers science disciplines plus psychology and nursing; Lewis Library has a general undergraduate collection and materials to support the program in criminal justice, business, and social work. The Education Library supports the School of Education with a comprehensive education collection. Resources from all six libraries are available to students. Students may request materials from libraries on other campuses be delivered to a library on their home campus.

Students will be required to present their Loyola University Chicago ID card when entering the libraries. The student ID is also required to check out books. Students will need their Universal ID logon name and password to access online library resources.

Online Catalog: Pegasus

The Loyola library system has a World Wide Web-based online catalog which provides more flexible access to books and periodical titles, and to other materials held by the library. The catalog also includes links to other electronic resources such as online journals and databases. Students can also use the catalog from the computing labs, dormitory rooms, or from home. Ask at a reference desk for more information on accessing the catalog off campus. Reference librarians are available to help students use all library resources.

Electronic Resources

The libraries’ website provides access to hundreds of databases, thousands of electronic journals and many other online resources for research. Many of these resources contain the full text of articles, which can be read or printed in the libraries, the labs or at home. The libraries conduct ongoing evaluation of online products in order to provide the Loyola community with the widest possible access to the most appropriate research materials available electronically. Librarians are available at every reference desk to advise on research strategies and to provide quick training on electronic resources. The libraries and Information Technologies also collaborate in offering a service of short courses covering the options for learning about the internet and its research potential. The Reference Desk is staffed most of the hours that the library is open, and reference librarians are available to help you get the most out of your academic experience.

Instruction and Reference Services

Library staff is readily available to assist students with finding information and answering questions at the reference desk in each library or by phone. For lengthy research questions, students are encouraged to use the Reference-By-Appointment service. The University Libraries offer instructional services and programs that will prepare you for the high-speed world of online research. Librarians will discuss the research process, illustrate how to use the library resources to explore subjects and define a topic, demonstrate the use of online database for locating books and journal articles, and teach students how to evaluate and cite electronic information.

Loans

At the Cudahy, Science, Lewis, and Education libraries’ books are loaned to undergraduate students for four weeks during the academic year and for two weeks during the summer sessions. Graduate students may charge out materials for the semester, subject to recall by other users. Books may be renewed at any library; however, books may not be renewed by phone. Fines are 25 cents per day for overdue books. There is a four-day grace period; five days after the due date the fine is retroactive ($1.25) and each day thereafter is 25 cents. The charge for a lost book is the current list price plus a $15.00 processing fee.

Loyola MSW at Carthage

In addition to the to the Loyola University Library, students in the Loyola MSW program at Carthage can utilize the Hedberg Library, located on the north side of the chapel. The library houses three units of academic information services – academic computing, library, and media services. The library telephone number is (262) 551-5900.

Hedberg Library provides a variety of services to support academic inquiry and research. The circulation desk checks library materials and simple media equipment in and out of the library. Reference librarians also offer research assistance and classroom instruction in library and computer resources by appointment.

Library cards: Your Carthage ID card is your library card. You must have it to charge out materials.

Carthage Computer Services for Loyola MSW at Carthage

All Loyola MSW students will be issued computer login information for use at the Carthage campus. Students must be logged into the network in order to print in any of the computer labs or to access folders placed on the campus servers by professors. Logging in also gives students access to a Carthage e-mail account.

Questions about the campus network or the computer labs should be directed to the Computer Center Help Desk at Carthage College (262) 551-5950.

Mail, Student Mailboxes and Bulletin Boards

The primary means of communication to students in the School of Social Work is by e-mail, utilizing the Loyola Computer ID address. Announcements, events, changes in procedure, or schedule are broadcast by the administration in this manner. It is the students’ responsibility to check these messages on a regular basis and to be responsible for managing forwarding email to another account should this be preferred.

Student mailboxes: All students have a folder, which is located in a file cabinet: at Water Tower it is in the lobby of the 12th floor of Lewis Towers. Letters and other messages are placed in these folders and constitute a major medium for communication with students. Students therefore should check their folders frequently.

The School maintains several bulletin boards on the 12th floor of Lewis Towers at WTC. One bulletin board (labeled School of Social Work) is reserved for important and/or official information. Students should consult this board to remain informed of developments within the school.

Student Mailboxes and Bulletin Boards at the Loyola MSW at Carthage

All students have a folder located in a file cabinet outside the School of Professional Studies Office, Lentz Hall 415. Letters and other messages are placed in these folders and constitute a major medium for communication with students. Students are therefore advised to check their folders frequently.

The Loyola MSW at Carthage maintains a bulletin board, located outside of the MSW classroom, Lentz Hall 231. Students should also consult this board to remain informed of developments within the program.

Health Insurance and Student Wellness Center

Loyola University Chicago's Board of Trustees requires that all undergraduate students enrolled for 12 or more credit hours and all graduate and professional students enrolled for 8 or more credit hours (or registered for thesis or dissertation supervision) at the start of fall semester have individual health care insurance. Students in the MSW at Carthage program and students who are part-time are not automatically enrolled in the program.

Students that meet the enrollment criteria above, will be enrolled automatically in Loyola's healthcare plan for students and will be billed accordingly. Students covered under another equivalent plan or who have an individual policy in place must complete a waiver to opt out the plan to avoid unwanted charges on their tuition bill. For more information about the Loyola’s Student Health Insurance Plan (SHIP) and to obtain the wavier, please refer to the Office of the Bursar’s website.

XX. SHUTTLE BUS/ VENTRA U-PASS

The University provides shuttle bus services between the three lakeside campuses. For schedule information, stop by the front desk of the 25 E. Pearson Building.

CTA Ventra U-Pass offers all full-time undergraduate and graduate students enrolled in the School of Social Work unlimited use of CTA buses and trains during the fall and spring semesters.

Summer participation: Loyola University Chicago School of Social Work does not participate in the Summer Ventra U-Pass Program. Please check with CTA for weekly and/or monthly passes.

Distribution: The Ventra U-Pass is distributed during the first week of classes. Students should check the University’s Ventra U-Pass website for specific dates and times.

Student eligibility: All full-time (12 hours or more) undergraduate students at the Water Tower and Lake Shore Campuses and Graduate students enrolled for 8 or more credit hours at the Water Tower and Lake Shore Campuses are eligible for the Ventra U-Pass. The amount is included in student fees and is valid from the first day of classes until the last day of final exams. This fee is non-refundable.

The Ventra U-Pass Program is not available to students enrolled at the Graduate Social Work program at Carthage, doctoral studies or doctoral supervision.

APPENDIX A

School Specialization- Professional Educator License-School Social Worker Endorsement [Type 73 Certificate prior to 7/1/13]

School social work is defined as a specialty by a number of national and local organizations. Illinois, along with several other states, requires individuals to be licensed to practice as a school social worker. In order to qualify for licensure, individuals must receive their training through accredited institutions of higher learning. Loyola University Chicago and its School of Social Work in collaboration with the School of Education provide the required training.

State of Illinois Professional Educator License (PEL) –School Social Worker Endorsement- Requirements

Students interested in pursuing the PEL, which enables them to be a social worker in a public school in Illinois, must meet the requirements of the Illinois State Board of Education (ISBE) and Loyola School of Social Work.

ISBE Requirements

ISBE requires that students pass all four sections of the Test of Academic Proficiency (TAP- 400)* exam before being officially accepted into the PEL program within the respective university program. The scores for the Test of Academic Proficiency (TAP-400) or the previous Basic Skills test (300 or 096**) will be honored for up to ten years.

A candidate for the PEL must also pass the content-area test specific to school social work. The test (ISBE #184) must be passed prior to beginning the last semester of the student’s school- based, second level internship. The SSW requires verification of test passage by January 1 (approximately 2 weeks prior to the start of the spring-final semester). Please see Loyola requirements for alternatives in the event of a no-pass of the content–area test.

ISBE rules require a grade of “C” or better in all program classes. The internship grade of “P” (pass) meets the ISBE requirement.

Please review the following link for additional information: http://www.isbe.state.il.us/certification/default.htm. Please follow the directions on the Illinois Certification Testing System (ICTS) website for information on test registration, dates and locations.

A study guide is available for the content area tests for social work at the following link. http://www.icts.nesinc.com/PDFs/IL_field184_SG.pdf

*Students may substitute a composite ACT plus writing score of at least 22; or a composite (mathematics and critical reading) SAT score of 1030 for the TAP test.

The official score report from either an ACT or SAT cannot be more than 10 years old (month/year) at the time of the application to be a PEL candidate/schools specialization. Please also note that the ACT with the required plus writing component was initiated in March 2005. ACT scores prior to that year and month even if within the 10 year window are not acceptable.

Please review the substitution rules from ISBE at: http://www.isbe.net/licensure/pdf/act-sat- scores-admin-ssp100114.pdf

Please note that students have the option of re-taking the ACT or SAT test in lieu of the TAP and may seek a substitution per the above ISBE rules.

** The ITLS Basic Skills Test (#096) (administered prior to September 11, 2010) cannot be applied to fulfill passing requirements for the test of Test of Academic Proficiency.

Loyola School of Social Work Requirements

Loyola’s School of Social Work (SSW) has five specializations from which students may choose for their second or advanced level of study. Specializations are declared by December 1st when the application for the second internship is due. Students who wish to specialize in school social work will meet with program faculty and the internship coordinator in September to plan strategies for meeting ISBE requirements and program deadlines.

In addition to passing the TAP exam or providing an eligible substitution prior to acceptance into the SSW schools program, students will also interview for an internship in an Illinois Public school. Students must complete an internship (which lasts the entire academic year of the school they are placed in). They will also take 5 required courses and 4 electives. Specific course requirements are listed under academic advising. http://www.luc.edu/socialwork/graduate/msw/curriculum/schools/

Students who do not meet the January 1st content-area test deadline will be unable to proceed in a schools specialization per ISBE rule. They will change to a “Child & Family” specialization with various internship options. Specialization change may result in extension of the student program and a delay in graduation.

Eligibility for PEL Program by Term of Admission

MSW Full-Time Fall Applicants

Students who enter the MSW program full-time in the fall term submit their application for a schools specialization by December 1. In addition, they must pass all sections of TAP or its eligible substitution by March 15 of the following spring semester. Students will be formally accepted into the Schools specialization before they begin interviewing for a school internship. The referral process for the schools internship begins in the spring prior to the fall academic year.

MSW Spring Applicants

Due to the schools specialization internship requirements, spring applicants will be enrolled for an extra semester to complete the program. See the Field Education Manual for more information on the schools specialization internship process.

Advanced Standing Applicants

Advanced Standing students must pass all sections of TAP or its eligible substitution by the SSW MSW admission application deadline of May 1. Students will submit their application for the schools specialization within 5 days of notification of admission to the SSW and will receive a formal acceptance into the schools specialization-PEL preparation program before they begin interviewing for a school internship. A school internship is dependent upon internship site availability. Because of the Chicago Public School internship processing calendar, internships are not available to Advanced Standing applicants in Chicago Public Schools.

Post-MSW Applicants

Applicants to the post-MSW PEL Program must pass the TAP or its eligible substitution by March 15 of the year in which they plan to begin a school social work internship as a condition of admission to the Licensure Program. Details can be found at: http://www.luc.edu/socialwork/certificate/postmsw-pel-school-social-work/

BSW-Five Year Students

Students will complete the application for schools specialization by December 1 of their senior year. They will follow the deadlines applicable to the MSW fall applicants above, passing all sections of TAP or its eligible substitution by March 15 of the following spring semester. Students will be formally accepted into the schools specialization before they are eligible for a school internship.

Part-Time Students

Part-time students wishing to select a schools specialization are limited to entering the MSW program only in the fall semester and must remain a part-time student for the duration of their program. This will result in a 4-year program. All fall applicant deadlines apply.

Applying For Licensure

Once students have completed the required ISBE tests, course work, internship, and the degree conferral has been completed, candidates may proceed to the following link for next steps to receive the Professional Educator License- School Social Worker Endorsement, which includes filling out the School Entitlement Form.