BSW Handbook

Overview

Updated for the 2024-2025 academic year

Advancement & Student Standards

Scope of Student Standards

1. In alignment with KU’s student code, the School’s student standards apply to BSW students’ behavior: 
2. With members of the university community. The term “University Community” shall refer to Students, Faculty, Staff, as well as affiliates of the University of Kansas, who are defined per the University of Kansas Human Resources Affiliates policy
3. On University premises; at University sponsored activities (including student practicums); on premises owned or controlled by a student organization that is officially recognized by the University (as determined by the organization’s status as a registered student organization) 3. Off-campus when the behavior affects the on-campus safety of a member of the University community or University operations; or when the University is required by law to address the behavior. 
4. When the university is required by law to address the behavior

BSW Advancement Policies and Procedures, and Student Standards

Introduction

Advancement is a process intended to assure that each student meets competencies, which includes maintaining adequate progress in gaining the knowledge, values, skills, and cognitive and affective processes required for successful professional practice.  First, students should work with their academic advisor to enroll in courses which count toward the major and begin preparing them for BSW practice and practicum courses.  Refer to specifics outlined in the “Required Coursework & Degree Plans.”  Second, students must continually remain in good academic standing as they matriculate through the program. This requires them to remain in good standing in terms of grades, professional conduct, and ethics throughout their time in the school, and to meet our criteria for technical abilities to engage in practice and learning. Students are automatically advanced if they meet or exceed all our expectations and should consider themselves to be making adequate progress unless they are otherwise informed.

Because of the nature of professional social work practice, the School of Social Welfare has some expectations of students that are different from those typically found in other academic but non-professional programs. The standards are linked to students’ abilities to become effective social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic performance or behavioral concerns. The goal of the Standards is to help students to successfully graduate and provide effective social work services in a range of settings over the course of one’s career.

Upon admission to the school, all students will be provided with and are expected to read the BSW Student Advancement Policy (this chapter), the Code of Ethics of the National Association of Social Workers (NASW), and the KU Code of Student Rights and Responsibilities. Students will then be asked to electronically sign an acknowledgment that they: (1) have read these documents, (2) are aware of their contents, and (3) will abide by the standards elaborated in the documents. The form will be kept in the students’ records.

BSW Student Standards

Within the School of Social Welfare, we expect students to meet or exceed certain basic minimum standards to demonstrate their ability to advance to degree completion. These standards are categorized as (1) technical, (2) scholastic performance, (3) ethical behavior and (4) professional conduct. Below, each standard is described, then the Tiered Response to how the School will support a student to meet any standard that they are having difficulty meeting.

Technical Standards

First, students must attest that they possess the physical, cognitive, emotional and behavioral attributes necessary to fulfill the requirements of social work education. To adequately prepare for and engage in social work practice, students must be able to demonstrate the following abilities in order to fully participate in all aspects of coursework and practicum.

1. Communication- A student must be able to communicate effectively, sensitively, and professionally with other students, faculty, staff, clients, practicum instructor, and practicum agency staff in accordance with the NASW Code of Ethics. Communication includes not only speech but also reading and writing. The student must be able to communicate effectively and efficiently in oral and written form.
2. Motor and Sensory- A student must have sufficient motor and sensory function to be able to attend class and complete a practicum placement, with or without accommodation, by executing motor movements reasonably required to function in an academic environment and provide services to clients. Where indicated by a letter of accommodation from the Academic Achievement and Access Center, they shall make reasonable accommodation in order to allow the student to meet these standards.
3. Intellectual, Conceptual, Integrative and Quantitative Abilities- A student must possess reasoning, analysis, and synthesis abilities. Problem solving, a critical skill required of a social worker, requires all of these intellectual abilities. These skills are necessary in order for students to make proper assessments, prioritize interventions, and measure/report client and community outcomes.
4. Behavioral and Social Attributes- A student must possess the behavioral and social skills required for full utilization of their intellectual abilities, the exercise of sound judgment, the prompt completion of all responsibilities as specified in the BSW handbook, and the development of sensitive and effective professional relationships with clients and community members, in accordance with the NASW Code of Ethics. A student must be able to function effectively under stress. A student must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent to social work practice. Compassion, integrity, concern for others, interpersonal skill, interest, and motivation are all personal qualities that will be assessed during the admissions and education process. A student must be willing to effectively use help and support for medical or emotional issues that interfere with performance.
5. Self-awareness-A student must know how their values, beliefs, past experiences, and attitudes impact their own thought processes and behaviors. The student must be prepared to engage in self-reflection and change behaviors that obstruct their work with clients and community members, agency staff, practicum instructors, other students, faculty, and staff. A student must be able to tolerate ambiguity.
6. Appreciation of diversity- In accordance with the NASW Code of Ethics, a student must be able to work with a variety of diverse groups, and progress towards cultural competence regardless of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability.

Scholastic Performance Standards

BSW students are expected to maintain a KU cumulative GPA of 2.0 in order to be awarded the BSW degree (per KU undergrad graduation requirements, only courses taken at KU, not transfer courses). BSW students must also earn a grade of S in practicum courses; a Grade of U assigned in practicum indicates unsatisfactory progress. Student’s attendance, participation, assignment submissions in their course work are markers to maintaining the required GPA. Therefore, when a student is at risk of failing or does fail a course, they are at risk for not meeting the scholastic performance standards. Note: No credit is awarded in any social work course in which a student earns below a C-. When a student’s KU cumulative GPA falls below 2.0 at the end of semester, a period of academic probation will be instated for the following semester.

Ethical Behavior Standards

The School has a professional values commitment that requires the highest standards of conduct in human interactions. Students must agree to abide by the ethical requirements of the NASW Code of Ethics. Student behavior in the classroom, practicum, university and the wider community should demonstrate adherence to the ethical expectations and obligations of professional practice, noted in the NASW Code of Ethics and the KU Student Code of Conduct. This includes, though may not be limited to:

• Adherence to the NASW Code of Ethics and the KU Student Code of Conduct.
• No involvement with the criminal justice system that is so recent, consistent and/or serious that it may prevent one’s ability to engage in effective professional practice and/or practicum placement.
• Systematic evaluation of clients, communities and larger environmental systems and their situations in an unbiased, factual way. Suspension of personal biases during interactions with others.
• Comprehension of a variety of ways of life and values. Empathic communication and support of the client and community systems as a basis for a productive professional relationship.
• Appreciation of the value of diversity. Effective and nonjudgmental relation to and work with others who are different from oneself. Appropriate service to all persons in need of assistance, regardless of the person’s race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability. No imposition of personal, religious, sexual, and/or cultural values on clients or communities.
• Demonstration of respect for the rights of others. Commitment to clients’ and communities’ rights to freedom of choice and self-determination.
• Maintenance of confidentiality as it relates to human services, classroom activities, and practicum placements.
• Demonstration of honesty and integrity by being truthful about background, experiences, and qualifications; doing one’s own work; giving credit for the ideas of others; and providing proper citation of source materials. Behavior should be consistent with the rules on Academic Misconduct found in the University Senate Rules and Regulations and the School of Social Welfare statements on avoiding Academic Misconduct found elsewhere in the BSW Student Handbook.
• Demonstration of clear, appropriate, and culturally sensitive boundaries. Does not sexually harass others; make verbal or physical threats; commit acts of violence; become involved in sexual relationships with clients, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways; or participate in dual relationships where conflicts of interest may exist.

Read the NASW Code of Ethics on the NASW website.

Professional Conduct Standards

The School of Social Work recognizes that preparation for professional practice requires more than scholastic achievement. The program expects students to exhibit behaviors that are consistent with the behaviors one would commonly encounter when engaging with professional social work practitioners. These are norms of decorum, presentation of self, respectful professional interaction, and qualities such as consistency, reliability, and self-reflection. Such behavior is expected not only in the classroom but throughout the University and the larger community. Thus, we expect that to remain in good standing with the School of Social Welfare BSW program, students must continuously demonstrate:

Professional Commitment. Exhibits a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics. Demonstrates commitment to the essential values of social work that include the respect for the dignity and worth of every individual and a commitment to social justice.

Professional Conduct. Students are preparing for professional practice while they are students in the School of Social Welfare. Thus, we expect them to exhibit behaviors that:

• Comply with program policies, institutional policies, and professional ethical standards.
• Are consistent with societal laws that are relevant to social work ethics and values and to the ability to practice professional social work effectively.
• Communicate and engage in ways that contribute to the program learning environment (classroom and practicum), including in interactions with clients, faculty, administration, staff, and other students.
• Show potential for responsible and accountable behavior by knowing and practicing within the scope of social work, respecting others, being punctual and dependable, prioritizing responsibilities, attending class regularly, observing deadlines, completing assignments on time, keeping appointments or making appropriate arrangements, and accepting supervision and constructive criticism in a positive manner.
• Demonstrate a prioritization of educational goals and the ability to balance competing life priorities.
• Demonstrate the ability to effectively make and implement a plan of study in cooperation with the faculty and staff.
• Work effectively with others, regardless of level of authority.
• Advocate for themselves in an appropriate and responsible manner and use the informal and formal channels available to them for conflict resolution.
• Show a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional development.

Tiered Response: Supporting Students to Meet the BSW Student Standards and the Process of Student Review

When students encounter challenges in meeting performance standards in any of the four areas (as described above) necessary for student advancement, the BSW program responds in ways that seek to promote student success while simultaneously maintaining standards that promote the well-being of the clients and communities we serve and our students, staff and faculty, the values and principles of the profession, and the reputation of the School.  

Building upon a time-honored tradition within the School of Social Welfare and our stated commitment to the central importance of human relationships, we always hope to begin by resolving concerns through the least intrusive and most empowering ways that we can. The relationships with instructors (practicum and classroom) are often the most important to students due to their frequency of contact and relevance for future career goals. Thus, students can expect that those most proximate will identify concerns early and address them through less formal means, such as a meeting during office hours or an email.  

Our three-tiered response approach, as described below, begins with the assumption that, working together in good faith, instructors and students can resolve issues proactively and preserve those relationships in accordance with our School of Social Welfare Mission and Principles. The three-tiered response approach is presented in the table below, and in more detail in the section that follows. In addition, the Director of Practicum Education or BSW Program Director may be involved at any point in the process, including a Tier 1 or 2 response. It is important to note that there are times when student performance issues are so pervasive, severe, or egregious that they immediately necessitate a Tier 3 response. For example, a student who is simultaneously demonstrating scholastic, ethical, and professional difficulties may move directly to a Tier 3 review, which includes the convening of a meeting with a Student Review Committee (SRC).

Overview of Three-Tiered Response to Student Standards Performance Difficulties in BSW Program

Tiered Response for Scholastic Performance

Tier 1 A. Review: The signs of academic difficulty often begin quite early in the semester, and most lapses in scholastic performance are dealt with at the level of the classroom instructor. Typically, the instructor will attempt to make arrangements and provide supports for students to succeed.   

• Practicum Specific: Typically, student practice behavior modifications are dealt with through weekly Student-Practicum Instructor Supervision Meetings and other naturally occurring mentoring points during the practicum day.  In some cases, a Practicum Instructor or student requests a KUSSW site visit, facilitate by a Practicum Liaison.

Tier 1 B. Review: When informal and direct communication with students is not successful, instructors will submit an Academic Concern Report that identifies specific standard that is subject of the concern, in which they will indicate if they suggest that students require a Tier 2 intervention.

Tier 2 Review: At the Tier 2 level, when students earn below a 2.0 KU cumulative GPA, they are placed on academic probation. For a KU cumulative GPA between 1.75 and 1.99, the Assistant Dean notifies the student in writing, indicating grades needed to bring up the GPA to the required level by the end of the next sequential semester (summer is not considered sequential). The student and appropriate professional staff person (based on program/team decision making including practicum) develop a Student Success Plan to meet grade requirements, which is then placed in the student’s academic record for reference. Additionally, if there are signs of academic difficulty in a course, such as failing or not turning in assignments that could lead to course failure, a Student Success Plan could be used as a mechanism to provide targeted support and student next steps. The Student Success Plan is sent to the BSW Program Director and when the review was initiated by and relevant to a specific course, the instructor as well.

• Practicum Specific: At the Tier 2 level, a Practicum Instructor or a student reports to the Practicum Office staff that 1) a Tier 1 consultation did not correct the practice behavior challenge, and or 2) the practice behavior challenge verges significantly from the norm but may still be remediated. 
• The student, Practicum Instructor, and appropriate practicum staff develop a Student Success Plan that includes practice behavior goals tied to social work competencies, ethics, and technical/professional standards. The Student Success Plan includes targeted support, a timeline for meeting goals, and student next steps. The plan is assessable to the student, Practicum Instructor, and practicum staff in Sonia Online. A Student Success Plan is reviewed by the Director of Practicum Education, who informs the BSW Program Director that a plan is in place.  
• In cases where the practicum site or Practicum Instructor declines to engage in a Student Success Plan, and the practicum ends, student re-placement determinations are made by the Director of Practicum Education. A student will most likely enter a second practicum with a Student Success Plan developed by the student and appropriate practicum staff, centered on the context of the new practicum site. The Director of Practicum may add additional hours to the student’s practicum hour requirement. The aim of adding hours is to provide the student and practicum site a reasonable period of time for the student’s orientation, learning contract development, and practice behavior evaluation/improvement.

Tier 3 Review: At the Tier 3 level, when a student earns below a 2.0 KU cumulative GPA (not including transfer GPA) they are placed on academic probation. With a GPA of 2.0 and below, the BSW Program Director promptly notifies the student and the student’s academic advisor in writing and convenes an SRC. The SRC meeting is scheduled to determine the student’s continued status in the program.  A description of the SRC and its processes are below.

In both Tier 2 and Tier 3 Reviews, a student has until the end of the next sequential semester to raise the GPA to the minimum academic standard of a 2.0. At that time if the student GPA does not raise the GPA to the 2.0 KU cumulative requirement, the Program Director will recommend the student’s dismissal to the Dean and copy the Assistant Dean and the Associate Dean for Academic Programs

• Practicum Specific: At a Tier 3 level, a student demonstrates ethical, technical,  professional, and or competency challenges that the Practicum Instructor, Practicum Liaison, and or Associate/Director of Practicum evaluate at an Unsatisfactory Grade level, indicating insufficient progress and or behavior described as “Grounds for Dismissal” by School or University policy.
• The Practicum Director assigns the practicum grade in Enroll and Pay for the Practicum course. When a U grade is assigned, the Practicum Director alerts the BSW Program Director, who convenes a Student Review Committee (SRC). A U grade at the end of the first semester means no academic credit is awarded for practicum for the year. A S grade at the end of the first semester and a U grade at the end of the second semester means no academic credit is awarded for the year. In both cases, the student may have one of two SRC outcomes 1) an opportunity to repeat a full year of practicum or 2) a recommendation to the Dean of the School for immediate dismissal from the program. Students retain the right to appeal an unsatisfactory grade, per the School Grade Appeal Policy.

Dismissal Due to Scholastic Performance Standard  

If a student is dismissed because of not meeting the scholastic performance standards, the student may re-apply to the program after one semester of non-enrollment in SSW courses. The student must submit a written plan stating steps they will take to avoid a comparable situation if granted approval to re-enter. The student will be on probation for one semester.

Tiered Response for Ethical Behaviors

Violations of the Ethical Behavior Standards may occur in any setting -- including practicum, on campus, or elsewhere in the community, including social media. Ethical violations may be reported by instructors (such as in the case of academic misconduct) or by clients, peers, administrators, staff or practicum agency employees.

Tier 1 A. Review: A Tier 1 A. Review for ethical behaviors is when unethical behavior occurs in the classroom or practicum and is addressed by the classroom instructor through corrective and supportive interactions.  These are common occurrences that are part and parcel of the social work educational and socialization processes.   

• Practicum Specific: Typically, student practice behavior modifications are dealt with through weekly Student-Practicum Instructor Supervision Meetings and other naturally occurring mentoring points during the practicum day. In some cases, a Practicum Instructor or student requests a KUSSW site visit, facilitate by a Practicum Liaison.

Tier 1 B. Review: A Tier 1 B. Review for ethical behaviors is when informal direct communication with students is not successful in addressing unethical behavior, instructors submit an Academic Concern Report that identifies specific standard that is subject of the concern and in which they indicate if they suggest that students require a Tier 2 intervention at the point of submission.  

Tier 2 Review:In response to an Academic Concern Report for unethical behavior, a program director or practicum staff develops a Student Success Plan designed promote the ethical conduct.

• Practicum Specific: At the Tier 2 level, a Practicum Instructor or a student reports to the Practicum Office staff that 1) a Tier 1 consultation did not correct the practice behavior challenge, and or 2) the practice behavior challenge verges significantly from the norm but may still be remediated.  
• The student, Practicum Instructor, and appropriate practicum staff develop a Student Success Plan that includes practice behavior goals tied to social work competencies, ethics, and technical/professional standards. The Student Success Plan includes targeted support, a timeline for meeting goals, and student next steps. The plan is assessable to the student, Practicum Instructor, and practicum staff in Sonia Online. A Student Success Plan is reviewed by the Director of Practicum Education, who informs the BSW Program Director that a plan is in place.  
• In cases where the practicum site or Practicum Instructor declines to engage in a Student Success Plan, and the practicum ends, student re-placement determinations are made by the Director of Practicum Education. A student will most likely enter a second practicum with a Student Success Plan developed by the student and appropriate practicum staff, centered on the context of the new practicum site. The Director of Practicum may add additional hours to the student’s practicum hour requirement. The aim of adding hours is to provide the student and practicum site a reasonable period of time for the student’s orientation, learning contract development, and practice behavior evaluation/improvement.

Tier 3 Review: When Tier 1 and 2 responses fail or when an unethical behavior is so egregious, a SRC meeting must be convened by the Program Director or Director of Practicum Education.  

• Practicum Specific: At a Tier 3 level, a student demonstrates ethical, technical, professional, and or competency challenges that the Practicum Instructor, Practicum Liaison, and or Associate/Director of Practicum evaluate at an Unsatisfactory Grade level, indicating insufficient progress and or behavior described as “Grounds for Dismissal” by School or University policy.
• The Practicum Director assigns the practicum grade in Enroll and Pay for the Practicum course. When a U grade is assigned, the Practicum Director alerts the BSW Program Director, who convenes a Student Review Committee (SRC). A U grade at the end of the first semester means no academic credit is awarded for practicum for the year. A S grade at the end of the first semester and a U grade at the end of the second semester means no academic credit is awarded for the year.  In both cases, the student may have one of two SRC outcomes 1) an opportunity to repeat a full year of practicum or 2) a recommendation to the Dean of the School for immediate dismissal from the program. Students retain the right to appeal an unsatisfactory grade, per the School Grade Appeal Policy.

Tiered Response for Professional Conduct

Tier 1 A. Review: A Tier 1 A. Review for professional conduct is when professional misconduct occurs in the classroom or practicum and is addressed by the classroom or practicum instructor during supervision or through other corrective interactions. These are typically common occurrences that are part and parcel of the social work educational and socialization processes.  

• Practicum Specific: Typically, student practice behavior modifications are dealt with through weekly Student-Practicum Instructor Supervision Meetings and other naturally occurring mentoring points during the practicum day. In some cases, a Practicum Instructor or student requests a KUSSW site visit, facilitate by a Practicum Liaison.

Tier 1 B. Review: A Tier 1 B. Review for professional conduct is when informal direct communication with students is not successful in addressing professional misconduct, instructors submit an Academic Concern Report that identifies specific standard that is subject of the concern and in which they indicate if they suggest that students require a Tier 2 intervention at the point of submission.  

Tier 2 Review: When professional misconduct continues to occur, and a classroom or practicum instructor feels compelled to report the behavior to administration. In consultation with administration, academic advisors, the Student Retention Coordinator or practicum liaisons develop a Student Success Plan designed to correct the professional misconduct.

• Practicum Specific: At the Tier 2 level, a Practicum Instructor or a student reports to the Practicum Office staff that 1) a Tier 1 consultation did not correct the practice behavior challenge, and or 2) the practice behavior challenge verges significantly from the norm but may still be remediated.  
• The student, Practicum Instructor, and appropriate practicum staff develop a Student Success Plan that includes practice behavior goals tied to social work competencies, ethics, and technical/professional standards. The Student Success Plan includes targeted support, a timeline for meeting goals, and student next steps. The plan is assessable to the student, Practicum Instructor, and practicum staff in Sonia Online. A Student Success Plan is reviewed by the Director of Practicum Education, who informs the BSW Program Director that a plan is in place.  
• In cases where the practicum site or Practicum Instructor declines to engage in a Student Success Plan, and the practicum ends, student re-placement determinations are made by the Director of Practicum Education. A student will most likely enter a second practicum with a Student Success Plan developed by the student and appropriate practicum staff, centered on the context of the new practicum site. The Director of Practicum may add additional hours to the student’s practicum hour requirement. The aim of adding hours is to provide the student and practicum site a reasonable period of time for the student’s orientation, learning contract development, and practice behavior evaluation/improvement.

Tier 3 Review: When Tier 1 and 2 responses fail or when professional misconduct is so egregious that a SRC meeting is convened by the Program Director or Director of Practicum Education.

• Practicum Specific: At a Tier 3 level, a student demonstrates ethical, technical,  professional, and or competency challenges that the Practicum Instructor, Practicum Liaison, and or Associate/Director of Practicum evaluate at an Unsatisfactory Grade level, indicating insufficient progress and or behavior described as “Grounds for Dismissal” by School or University policy.
• The Practicum Director assigns the practicum grade in Enroll and Pay for the Practicum course. When a U grade is assigned, the Practicum Director alerts the BSW Program Director, who convenes a Student Review Committee (SRC). A U grade at the end of the first semester means no academic credit is awarded for practicum for the year. A S grade at the end of the first semester and a U grade at the end of the second semester means no academic credit is awarded for the year. In both cases, the student may have one of two SRC outcomes 1) an opportunity to repeat a full year of practicum or 2) a recommendation to the Dean of the School for immediate dismissal from the program. Students retain the right to appeal an unsatisfactory grade, per the School Grade Appeal Policy.

Tiered Response for Technical Standards

Students lacking these foundational capabilities will not be allowed to continue in the program. In cases where students are admitted but demonstrate through performance in the classroom or in practicum that they are unable to perform the tasks (outlined in the Technical Standards section) necessary to engage in the social work educational process, a Tier 3 SRC is promptly held.

Student Review Committee Meetings

General Information

When a Tier 1 or 2 effort at problem resolution is unsuccessful or a problem is so egregious or concerning that a lower level response is not indicated, a SRC meeting can be requested by a classroom instructor, faculty advisor, or the Program or Practicum Director. The initiating party should indicate the student standard/s identified. The BSW Program Director then determines whether an SRC is indicated, based on the standards. The SRC meeting is used for difficulty in performance with any of the standards.  

Composition of SRC and Meeting Expectations   

The composition of the committee may vary depending on the focus of the concern. The BSW Director facilitates scheduling a SRC meeting inviting the student, the Director of Practicum Education, the Student Retention Coordinator, and the academic advisor. The SRC meeting scheduling will seek to accommodate participants’ schedules within reasonable timeline. In addition and at the BSW Director’s discretion, classroom instructors may be invited, although generally their written report regarding the classroom concerns is used as their input for the meeting, a copy of which is provided to all attendees. Students may not invite additional participants to an SRC Meeting. If a student does not attend a scheduled SRC meeting, the SRC meeting will proceed in the student's absence and the student will be provided with a written report of the meeting and its outcome. At a minimum, the SRC requires the attendance of the BSW Program Director, and the Director of Practicum Education or their designated proxy representatives. Any faculty or staff person who identifies they have a conflict of interest with a particular student for whom an SRC is convened should notify the BSW Program Director that they are recusing themselves from service or if the BSW Program Director has a conflict of interest, they should notify the Associate Dean for Academic Programs. If the BSW Program Director has a conflict of interest, the Associate Dean for Academic Programs will chair the SRC.  

Process of SRC Meeting

During the SRC meeting, relevant information (e.g., Academic Concern Reports, emails) provided, in advance when feasible, by all participants will be reviewed. SRC recommendations generally should be based on clear documentation of the problem areas as well as evidence that these concerns have been discussed with the student and attempted to be ameliorated, where appropriate. In a case where resolution of the problem performance or behavior does not seem to be possible, the SRC may recommend to the Dean that the student be dismissed from the BSW program. Students must be notified of the decision in writing within five business days of the review.

SRC Meeting Findings and Outcomes

The SRC may make the following types of decisions and recommendations after review of the student’s particular facts and circumstances:

1. Continue the student in the program with no conditions. In these situations, the student concern has been addressed and a formal warning from the SRC is issued. However, no further action by the student or program is required.
2. Recommend the issuance of a formal censure or admonition from the Dean of the School of Social Welfare. The committee may decide that the student can continue, but the behavior in question should be admonished, censured, or permanently noted on the student’s formal transcript by the Dean. Academic misconduct is reported to the Provost’s Office.  
3. Establish formal conditions for the student’s continuance in the program. In these situations, specific conditions must be met in order for the student to remain in the program. Actions may include, but are not limited to, establishing academic or behavioral goals, a plan, a timeline, and appropriate monitoring; requiring the completion of a particular assignment or additional coursework; providing mentoring and support; placing the student on probation and monitoring the student during the probationary period; referring the student to counseling and/or advising services; suspending a student’s participation in practicum until the academic issue, ethical behavior or professional conduct issue is resolved; allowing the student to follow a reduced course load or delay entry to the practicum; repeating part or all of a practicum; or recommending to the student that they withdraw from the program and reapply at a later date.
4. Recommend dismissal of the student from the program. The committee may recommend that the student be formally dismissed from the BSW program. This recommendation may accompany a suggested period of time after which the student is allowed to reapply to the program. The student is notified of the recommendation and the recommendation is made to the Dean of the School of Social Welfare.

In all cases in which an SRC is convened, the Program Director completes documentation of the meeting by completing an SRC Meeting Form (See Appendix A) and sends the document to all who attended.  

The SRC form includes a section in which the student may respond to the meeting and to the director’s documentation of it, and that is included in the permanent record of the incident or issue. Once notified, the student has five business days to respond.  

Upon receiving the student response, the documentation is forwarded to the Dean and Assistant Dean, Program Director, Practicum Director, and academic advisor who require a permanent record of the committee proceedings.

Unless it is an action (such as a dismissal or formal censure) that must be carried out by the Dean of the School of Social Welfare, it is the responsibility of the Program Director to communicate the outcome with the student. If the action is carried out by the Dean, then the Dean’s office is responsible to communicate the outcome with the student.

Dean’s Role in SRC Review

Once the Dean has received the SRC Meeting Form, the Dean has five (5) business days to determine whether they concur with the SRC decision to issue a censure, suspend, or dismiss the student from the program. Decision is made by the Dean and shared with Program Director and Assistant Dean. Assistant Dean creates necessary communication to the student. Dismissal letter has been sent to the student by Dean's Executive Assistant certified mail with cc to: ADAP, Program Director and academic advisor. Decision is noted in the student's electronic file and letter is scanned and added to the student’s records.

After receiving the SRC Meeting Form with the student’s response, if any, the Dean will review the matter and determine whether to accept the recommendations. The Dean may accept, reject or modify the recommendations of the SRC or send the matter back to the SRC for further consideration.  The decision of the Dean is effective immediately unless otherwise specified in the notification. The Dean’s decisions on these matters may not be appealed within the School of Social Welfare. If a decision is made by the Dean, then the Dean’s office will communicate the outcome with the student, and in a separate communication will communicate the outcome with the SRC. Lastly, the outcome will be included in the student’s record by Assistant Dean.

SRC Summary Form

Online SRC Summary Form

Academic Misconduct and Plagiarism

Academic misconduct and plagiarism. The University Senate Rules and Regulations define academic misconduct in Article II, Section 6, stating:

Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another’s work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.

One form of academic misconduct is plagiarism or taking credit for work produced by someone else. This is a serious ethical violation. You should review the section on Academic Misconduct in the KU Student Code of Conduct to familiarize yourself with what constitutes plagiarism. You must also review this section to help you to understand the efforts you can make to avoid engaging in plagiarism. Remember that faithfully using the citation and reference guidelines outlined in the APA style guide will serve as an excellent way to avoid plagiarism. Additionally, KU subscribes to a digital plagiarism detection program called “Safe Assign” which may be used to check papers submitted in this course. You may be asked to submit your papers in a digital format so that your paper can be checked against web pages and databases of existing papers.

If a student commits plagiarism, with or without intention, the instructor for a course can, after consultation with the academic program director, assign a failing grade for the academic activity in question. If the plagiarism is severe or repeated, the instructor can, after consultation with the academic program director, assign a failing grade for the course in which the behavior occurred. The program director also may convene a Student Review Committee meeting, which could result in a recommendation to the Dean of the School of Social Welfare for formal admonition, censure, suspension, or expulsion of the student.