Academic Standards

The Department of Social Work at Nazareth University, including both the BSW and MSW Programs, evaluates academic and professional performance in four general areas: (1) basic abilities to acquire professional skills; (2) professional performance skills; (3) scholastic performance; and (4) health and well-being.  Both professional behavior and scholastic performance comprise the Department standards. 

1.0 Basic Abilities Necessary to Acquire Professional Skills

1.1 Communication: Demonstrates sufficient written and oral skills to comprehend information and adequately communicate ideas and feelings.

Written: Writes clearly, uses correct grammar and spelling, and applies appropriate writing style, including American Psychological Association (APA) formatting and referencing, appropriate source citation, and documentation.  Possesses sufficient skills in written English to demonstrate understanding of content presented in the program and to complete adequately all written assignments, as specified by faculty.

Oral:  Communicates effectively and sensitively with other students, faculty, staff, clients, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Possesses sufficient skills (with or without accommodations) in spoken English to demonstrate understanding of content presented, to complete adequately all oral assignments, and to meet the objectives of field placement experiences, as specified by faculty. 

1.2 Interpersonal Skills:  Demonstrates the interpersonal skills needed to relate effectively with other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These include compassion, empathy, altruism, integrity, and demonstration of respect for and consideration of others; takes appropriate responsibility for own actions and considers the impact of these actions on others.  

1.3 Cognitive Skills:  Exhibits sufficient knowledge of social work and clarity of thinking to process information and apply it appropriately to situations in classroom and field. Demonstrates grounding in relevant social, behavioral and biological science, knowledge, theory, practice, policy, and research and evaluation, including knowledge and skills in engagement, relationship-building, data-gathering, engagement, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional practice, and to engage in critical reflection as it relates to their own practice as a developing professional.  

1.4 Physical Skills: Exhibits sufficient motor and sensory abilities to attend and participate in class and practicum placement, with or without accommodations. 

2.0   Professional Performance Skills:  Necessary for Work with Clients and Professional Practice

2.1 Professional Commitment:  Students need to demonstrate a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW (2021) Code of Ethics, and a commitment to the essential values of social work that includes the respect for the dignity and worth of every individual and the right to a just share of society’s resources (social, racial, economic, environmental justice).

2.2 Professional Behavior:  Students will show their potential for professional behavior as a social worker through parallel processes and behaviors in the classroom, field, and program settings.  These include, but are not limited to: 

• Exhibits behaviors that are in compliance with institutional policies and Code of Conduct, department policies, professional ethical standards, and societal laws, in the classroom, field, and community. 

• Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work.

• Respects others, is punctual and dependable, prioritizes responsibilities, attends class regularly, observes deadlines, completes assignments on time, keeps appointments or makes appropriate arrangements. 

• Works effectively with others, regardless of level of authority.

• Advocates in an appropriate and responsible manner and uses proper channels and approaches for communication and conflict resolution.

• Shows a willingness to receive and accept feedback and supervision in a positive manner, as well as uses such feedback to enhance professional development.

• Appearance, dress, and general demeanor reflect professionalism.

2.3 Self-Awareness: Exhibits knowledge of how one’s values, attitudes, emotions and beliefs are demonstrated in the following ways:

• Incorporating professional knowledge, values, and skills in professional decision-making.

• Recognizing that in a helping process, emotions and past experiences affect thinking, behavior and relationships.

• Accurately assessing one’s own strengths, limitations, and suitability for professional practice.  

• Showing awareness of self and regard for how one is perceived by others.  

• Reflecting on one’s own limitations as they relate to professional capacities. 

• Willing to examine and change behavior when it impedes productive and effective work with client systems, colleagues, and other professionals.

2.4 Ethical Obligations:  Current behavior in the classroom, as well as field performance, demonstrate adherence to the ethical expectations and obligations of professional practice, noted in the National Association of Social Workers (NASW) Code of Ethics (2021). Ethical behaviors include (but are not limited to):

• Adherence to the NASW Code of Ethics.

• Systematic evaluation of practice, service, policies, and programs in a fair and factual fashion; demonstrating awareness of and attempts to suspend personal biases during interactions with others.

• Comprehension of another individual’s way of life and values. The use of empathic communication and support of the client as a basis for a productive professional relationship. 

• Appreciation of the value of anti-racism, diversity, equity, and inclusion and the practice of cultural humility. 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 any factor including, but not limited to, the person’s age, socioeconomic status, race, ethnicity, religious beliefs, spirituality, gender, sexuality, ability/disability, and/or value system. No imposition of personal, religious, sexual, and/or cultural values on clients and others.

• Demonstration of respect for the rights of others including the client’s rights to freedom, choice, and self-determination.  

• Respect for and demonstration of confidentiality in professional and personal practices as it relates to (but not limited to): instructors, classmates, classroom discussion and activities, and field placements (including service-learning settings and volunteer experiences).

• Demonstration of honesty and integrity by being truthful about background, experiences, and qualifications. 

• Demonstration of honesty and integrity by doing one’s own work, giving credit for the ideas of others, and providing proper citation of source materials.

• Demonstration of clear, appropriate, and culturally sensitive boundaries: does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with clients, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways; participate in dual relationships where conflicts of interest may exist particularly through the establishment of online or virtual relationships with clients and faculty on any social media platforms.

3.0   Health and Well-Being Necessary for Performance in the Programs and Professional Practice 

3.1 Stress Management:  Demonstrates ability to deal with current life stressors through the use of appropriate coping mechanisms. Handles stress effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and others. Accesses resources appropriately. 

3.2 Psychosocial, Affective Emotional, and Mental Health Capacities:  Uses sound judgment.  Seeks and effectively uses help for medical, emotional, social and other challenges that interfere with scholastic and professional performance.  Engages in counseling or seeks out support and help if personal challenges, psychosocial distress, substance use, or mental health difficulties do any of the following:

• Compromise scholastic and other performance.

• Interfere with professional judgment and behavior.

• Jeopardize the best interests of those with whom the social work student has a professional responsibility (as outlined in the current National Association of Social Workers Code of Ethics).  

4. Scholastic Performance

4.1 Cumulative Grade Point Average

Students in the undergraduate (BSW) program are expected to maintain a cumulative grade point average (GPA) of 2.5 or higher.  Students in the graduate (MSW) program are expected to maintain a cumulative GPA of 3.0 or higher.

4.2 Major Grade Point Average

Students in the undergraduate (BSW) program are expected to maintain a GPA within the major of 2.5 or higher. Students in the graduate (MSW) program are expected to maintain a GPA within the major of 3.0 or higher.

4.3 Course Requirements

In the Bachelor of Social Work (BSW) Program, students must earn a grade of C or higher in every required social work course. Additionally, the following courses must be completed with a satisfactory (S) field practicum rating to continue in the major:

• SWK 383: Social Work Practice I/Practicum Experience I

• SWK 384: Social Work Practice II/Practicum Experience II

• SWK 385: Social Work Field Practicum III

• SWK 484: Social Work Senior Practicum I

• SWK 492: Social Work Senior Practicum II

In the Master of Social Work (MSW) Program, students must earn a grade of C or higher in any required social work course.  Additionally, the following courses need to be completed with a B- or higher to continue in the Program:

• SWK 501: Social Work Practice I

• SWK 502: Social Work Practice II

• SWK 508: Diagnostic Process

• SWK 601: Social Work Practice with Individuals and Families

• SWK 602: Social Work Assessment and Brief Interventions

• SWK 604: Social Work Practice in Health Care

• SWK 605: Cultural Humility

• SWK 654: Evidence-Based Practice in Mental Health

• SWK 680: Clinical Practice with Groups

Further, the following courses need to be completed with a satisfactory (S) rating to continue in the MSW Program:

• SWK 504: Field Practicum and Seminar I

• SWK 505: Field Practicum and Seminar II

• SWK 608: Advanced Field Practicum and Seminar I

• SWK 609: Advanced Field Practicum and Seminar II

Consequences

The Nazareth University Department of Social Work is responsible to ensure all students and graduates of the BSW and MSW Programs are competent, ethically practicing professionals who demonstrate the knowledge, skills, and values of the social work profession as defined by the National Association of Social Workers (NASW) Code of Ethics (2021). Consistent with this responsibility, the Department of Social Work reserves the right to terminate a student in the BSW Program, MSW Program, and/or Department if the Department determines that a student’s behavior has violated the Department Standards as described herein.

This section of the Handbook sets forth standards for evaluating performance and policies and procedures for review of student performance and grievances. These standards, policies, and procedures apply to students enrolled in the BSW and/or MSW Program. These standards are linked to students’ abilities to become effective social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic and performance concerns.

Purpose

Students are regularly assessed for performance and progress which includes adherence to professional standards, behaviors and attitudes, professional performance skills, and scholastic performance. A student review may be initiated for the following reasons:

(a)   Adherence to professional standards - Refers to the degree to which a student adheres to the National Association of Social Workers (NASW) Code of Ethics;

(b)   Behaviors and attitudes - Refers to students behaving and approaching situations and scenarios in a professional, appropriate, competent, and safe manner;

(c)   Professional performance skills - Refers to students adhering to the Council on Social Work Education (CSWE) standards for professionalism and competence;

(d)   Scholastic performance - Refers to when a student is in academic jeopardy of receiving a grade below the acceptable standard. Note that some courses require a B- or higher, or grade of satisfactory, as reflected in this document.

Approach

The student review process strives to provide a systematic and unbiased approach in addressing student performance. Each review takes a strengths-based approach providing the student opportunities to be successful and accountable in their academic, field, and professional work. This policy aligns with the Council of Social Work Education’s (CSWE) Accreditation Standards (2022), National Association of Social Workers Code of Ethics (NASW), the Department of Social Work and its BSW and MSW Programs’ Standards.

Goals

The goals of the student review process include:

● Support students in being able to uphold their academic and professional performance in accordance with applicable policies (including, but not limited to, the Student Handbook, Nazareth Undergraduate and Graduate School Catalogs, and NASW Code of Ethics)

● Support students in classroom learning environments so they can achieve competence in professional standards and academic requirements

● Support students in field practicum/internship so that they can meet the requirements of their learning agreements

● Support students to have the opportunity to improve on their academic and/or professional performance if they are not meeting the requirements as reflected in the policies

● Ensure students who have undergone the review process uphold their performance in regards to relevant agreements

● Ensure that classmates, employees of Nazareth, and field practicum/internship agency staff and clients are not subject to physical, mental, or other harm caused or perpetuated by a student

      ● Ensure that due process includes program dismissal if deemed necessary.

Communication

Students whose performance or progress is cause for concern will be contacted by the BSW or MSW Program Director to initiate the student review process. Such communication will be received via e-mail communication. It is therefore essential that students regularly read and respond to their Nazareth e-mail. Such communication includes e-mail from Nazareth faculty and staff as well as e-mail notifications through Navigate360, the University's early alert system. In addition, students should check their midterm grades and academic progress in NazNet Self Service (Student Planning).

Process

(1)   Monitoring - The social work faculty responsibilities include monitoring student performance. The standards (as identified in this Handbook) are utilized as the criteria to assess performance. In the course of carrying out this responsibility, faculty will discuss concerns regarding the student’s performance to assess if a performance concern is identified in a specific area and to identify patterns of concern being assessed.

(2)   Pre-Review - If concerns are identified, several steps may be chosen to address the concerns with the student before a formal review is called. The program may engage in informal processes to discuss the identified concerns with the student and to develop an action plan to assist the student to address the concerns satisfactorily; this process is called a pre-review.

The following are examples of pre-review activities:

●  An individual meeting between the faculty member and student to discuss the performance concern.

●  An informal group meeting with the student, student’s academic advisor, and/or faculty identifying the academic concern.

In such situations, should there be no resolution of the concerns, the Program Director will be notified and the formal review process will be followed. There are, however, extenuating situations in which concerns require immediate referral for Student Review. In these cases, the policies and procedures will be followed without pre-review activities.

(3)   Review - If, after informal process steps have been taken and the issue is not resolved, or it is determined that the issue is improving but a Student Review is still necessary or helpful, the following process shall be utilized.

Initial Steps

●  An electronic (e-mail) referral may be initiated by: (1) the instructor of the course where the student concern was identified; (2) the field seminar instructor if a field related concern is identified; (3) a program director if the director has been alerted to concerns; (4) one of the current instructors of the student if concerns are identified across courses and/or field and coursework.

●  The respective Program Director or Chair receives electronic (e-mail) referral and based on referral information, identifies and invites appropriate participants

●  The respective Program Director or Chair -schedules the review and notifies the student via e-mail (delivery reply requested) of the date, time, location, and purpose of the review with a copy of the e-mail placed in the student's file.

●  If the scheduled day and time of the review is not possible for the student, the student may request once to reschedule the review by contacting the Program Director within 48 hours of the initial e-mail being sent. If the correspondence is sent after 48 hours, the request will not be honored.

●  A Student Review will only be rescheduled once and must be held within five business days of the initial request for the review. The Review will take place no later than five business days from the Program Director’s or Chair’s contact with the student to ensure timely resolution. Note that failure of the student to reply to the e-mail notification does not delay scheduling of or holding the review.

●  If the review is related to termination from field placement/practicum, the review must occur and have an action plan before the student seeks a new placement.

●  The student may submit their own documents to be reviewed during the process. The document(s) must be submitted to the Program Director or Chair at least 24 hours prior to the review.

Roles

The Review process involves the following roles:

●  The student - The person enrolled in the social work program. The student is responsible for presenting the student’s own information and perspective.

●  Academic advisor - The student’s assigned academic advisor is present and acts as a support person for the student. In the case when an academic advisor is a referrer, an alternative faculty support person who is a faculty member of the Department can be appointed.

● Referrer(s) - The person or people who expressed concern regarding the student. The person or people may include advisor, instructor(s), field liaison, and/or field supervisor.

●  Field Director - If the concerns include a field related issue, the Field Director of the program the student is enrolled in will participate in the review.

● The Program Director or Chair - The person who is the Program Director or Chair of the program the student is enrolled in. This person will listen to and hear the perspectives of all roles and determine a final decision and action plan.

Privacy and Confidentiality

In order to promote privacy and confidentiality of students, the review is conducted in private. People not directly involved in the review shall not be involved in the proceedings. Recording (audio, video, or other means) is prohibited. As reflected above, support and advocacy for the student is supported by the student’s Advisor or alternative faculty member.

Review Proceedings

● It is expected that all involved parties arrive at the review on time and ready to participate. If the student fails to arrive on time or attend the review, the review will be held without the student and the student relinquishes their right to participate in the review as scheduled.

          ●  The Student Review is structured as follows:

(1)   Opening of Meeting - Initiated by the Program Director or Chair, the opening of the meeting summarizes the purpose of the Review.

(2)   Presenting Concern(s) - The referrer(s) and, if applicable, Field Director share concerns and reasons for the student review.

(3)   Student Response - The student and, if applicable, Advisor or Alternative Faculty Member provides a response to the presenting concerns.

     (4)   Dialogue - All roles discuss and ask clarifying questions.

     (5)   Closing Statements - Program Director or Chair summarize content of the review.

(6)   Deliberation - The student is excused from the room and remaining parties deliberate and discuss information and next steps.

(7)   Decision and Outcome(s) Identification - The Program Director or Chair communicates decision, outcome(s), and next steps.

Following the Review

The Student and relevant individuals will be notified by e-mail (receipt reply requested) of the decision, outcome(s), and next steps within five business days of the date of the review. In some instances, a decision may be pending additional information delaying the decision. In these cases, the Program Director or Chair will be transparent and update the student accordingly via e-mail until a decision has been made.

Once a decision has been made at the conclusion of the review, if unsolicited information is brought to a committee member, it will not be accepted, nor will it change the decision that was made. However, this additional information may prompt the initiation of a new Review. Appropriate contacts who need to be notified of the decision and outcome(s) may include the referrer(s), field director, instructor(s) of record, and advisor.

Potential Outcomes

After or as a result of the Review, there are several potential outcomes that, when appropriate, will be identified in a Student Action Plan.

Actions to address concerns may include the following:

●      Issue dismissed with no further action.

●    The student may choose to take a leave of absence from the program and, if necessary, reapply at a later date. If this option is chosen, the leave of absence should include specific tasks that must be accomplished in order to be considered for return to the program.

● The student may choose to withdraw from the program.

●    The student may be dismissed or terminated from the program. If dismissal occurs, appropriate University staff are notified by the respective program director and/or Chair.

●      An action plan is created to address the concern(s). These actions are summarized in a Student Action Plan.

• If the Review relates to concerns specific to the Department’s Standards, the student may be required to take specific actions to address concerns related to the Standards. The actions identified should specify implementation steps to be taken, demonstrated outcomes, and timeframe. Students may also be referred to the Dean or Provost or other University staff if the student’s behaviors violate the University’s Student Code of Conduct.

• If the Review relates to concerns specific to the Department’s Standards within the context of field placement/practicum, the student may be required to take steps including but not limited to completion of additional field hours and/or a change of placement may be made.

• The Action Plan may focus upon scholastic performance. Note that students who have a cumulative GPA below 2.5 (BSW Program) or 3.0 (MSW Program) may be dismissed from the program. Consistent with the Graduate School policy, MSW students who are on academic probation or academic warning are limited to six credits (two courses) per semester.

Student Action Plan

Student Action Plans are individually tailored. They serve to document decisions and can provide clarity, accountability, and opportunities for personal and professional growth.

If the Action Plan indicates a follow-up meeting, and at that time it is determined that the student is presenting with the same issues or is not following the action steps and recommendations outlined in agreement, an additional Review may be scheduled. The follow-up Review will determine further action, which may include developing another agreement or dismissal from the program. 

Appeal

A student who believes that the student review has not been handled appropriately or resolved to the student’s satisfaction may appeal in writing to the Social Work Department Chair, and subsequently to the Dean of the School of Health and Human Services, following established grievance procedures as identified in University and Department policies. A written appeal and supporting documentation shall be submitted in writing to the Department Chair or Dean within five business days of receipt of the student notification following the review.

Student Failure to Participate, Communicate, and/or Attend

The failure of a student to respond to e-mail or other communication and/or the student’s failure to attend a review after proper notice has been given will not prevent the review hearing from taking place or invalidate the outcome. Students may not request repeated rescheduling of a review nor delay the review timeline indicated in this Handbook.

Considerations

The review process may be utilized year-round. However, when a referral takes place during the summer, winter or spring break, or near the beginning of each semester, timeframes will be flexible according to the availability of faculty members and students. All efforts will be made to expedite reviews and students will be communicated with in a timely manner. In the event that involved parties are working remotely due to unforeseen circumstances, this process will continue with communication taking place via e-mail, phone, and video conferencing (such as Zoom).

Note

These standards were adapted in part from policies developed by the University of Texas at Austin, School of Social Work and Monmouth University. The Department of Social Work at Nazareth University acknowledges with gratitude the generosity of these colleagues.

Student Resources

Announcements of interest are periodically emailed to students, included in the Department newsletter and course LMS sites, and placed on the department website and social media sites.

Scholarships

BSW Students

There are a few social work scholarship funds established to offer additional financial aid to undergraduate students in need..  The Social Work Department established the Mary F. Hannick Social Work Fund to provide small grant assistance to eligible Nazareth University undergraduate social work majors. Additionally, the Gonano Fund provides small grant assistance to undergraduate social work students with academic needs such as tuition, textbook costs, transportation to placement site, parking fees at placement site, graduation costs, essentials for professional attire at placement site, and attendance at or participation in certain workshops, seminars, or conferences.  BSW students interested in applying for funding through the Mary F. Hannick Social Work Fund and/or the Gonano Fund are encouraged to contact the BSW Program Director for more information. Eligible students are typically fourth-year Nazareth University social work majors who have successfully completed the majority of their social work program at Nazareth University, earning a GPA of 3.0 or higher.  The process for applying for the social work scholarship funds is as follows:

1. The BSW Program Director  shall receive requests and:

• In the case of a student already receiving financial aid, the faculty member must, by 

University regulations, present their recommendation to the Financial Aid Office for final

approval.

• In the case of a student not receiving financial aid, the student will first be directed to

the Financial Aid Office to review alternate sources of aid. 

2. Students must present a written statement of their financial need.

MSW Students

MSW students are encouraged to review the affordability options for graduate education webpage for more information on loans, grants, external scholarships, tuition reimbursement or remission programs, and student loan forgiveness. Graduate social work students are encouraged to apply for funding and support through the Graduate Student Experience Fund.  For funding specific to research and scholarship opportunities, MSW students are encouraged to contact the Office of Research, Scholarship, and Innovation and specifically apply for Graduate Student Professional Development Reimbursement Awards. 

Phi Alpha National Honor Society

The Phi Alpha National Honor Society is the national honor society of the field of social work.  Phi Alpha fosters high standards of education for social workers and invites into membership those who have attained excellence in scholarship and achievement in social work. In the Department of Social Work at Nazareth University, Phi Alpha inductees must achieve higher than a 3.75 cumulative grade point average in their graduate program. Students are typically inducted in the final spring semester of each program.  

BSW Program Student Recognition

Sister Paulette Ulton Social Work Student of the Year Award

The Sister Paulette Ulton Social Work Student of the Year Award honors a graduating senior selected by the faculty on the basis of the following criteria:

• Consistent professional excellence in the integration of theory and practice in social work.

• Compassion and caring.

• Demonstrated commitment to the values and ethics of the profession.

• Creativity and joy in service.

Helen W. Guthrie Memorial Award for Excellence in Fieldwork

The Helen W. Guthrie Memorial Award for Excellence in Fieldwork honors a graduating senior for excellence in fieldwork during the senior field practicum, and a junior for  excellence in fieldwork during the junior field experience.  The student is nominated by their field instructor and/or peer(s) and is selected by an ad hoc committee on the basis of the following criteria:

• Applies the knowledge, values, and principles of the social work profession in daily field of practice in an exemplary fashion.

• Implements the professional ethics of social work as defined in the NASW Code of Ethics.

• Demonstrates significant growth in learning - knowledge, values, skills - during the field placement.

• Embraces diversity and demonstrates the ability to relate to client systems from various backgrounds.

• Is open to learning, and seeks out knowledge to increase self-awareness and effective use of self.

• Is consistently and appropriately able to advocate on behalf of client systems.

Professional and Personal Growth Award

The Professional and Personal Growth Award honors a graduating senior selected by the faculty who, while a student in the BSW Program, has demonstrated consistent and significant personal and professional growth in the areas of academics, practice skills, and self-awareness. 

Portfolio with Distinction Award

The Social Work Department will review senior e-portfolios for a with distinction award.  Students who display excellence in all dimensions of the e-portfolio assignment will be considered for the designation with distinction.  Individual faculty reviewers have the option to recommend the entire faculty consider an e-portfolio for the award.  The faculty as a whole will review all recommended e-portfolios for with distinction based on the following criteria:

• The faculty agrees the e-portfolio exceeds expectations across most or all of the criteria as outlined in the e-portfolio grading rubric.

• The faculty agrees the e-portfolio presents a coherent and compelling practice philosophy that guides the student in his or her professional practice, professional growth, and professional conduct.

• The faculty agrees the e-portfolio is representative of an exceptionally high standard of work that is markedly distinguishable from other e-portfolios.

• While scores from an individual reviewer may reflect an e-portfolio of an exceptional nature, collective scores from faculty will determine those e-portfolios that are worthy of with distinction designation.

Mary F. Hannick Award for Excellence in Field Instruction

The Social Work Department honors a field instructor of a senior social work student and a field instructor of a junior social work student with the Mary F. Hannick Award for Excellence in Field Instruction.

Jessica Shackelton Maclay Distinguished Alumni Award

The Jessica Shackelton Maclay Distinguished Alumni Award is named in honor of Jessica Shackelton, a 2003 graduate of the undergraduate program in social work. Jessica was killed in a car accident in 2011, leaving behind her husband and infant daughter.  In her short life, she made an impression on fellow students and professional colleagues.  An alumni considered for this award should demonstrate exceptional professional qualities, especially a commitment to service, that make the individual stand out among professionals.  

MSW Program Student Recognition 

Excellence in Social Work Award

The Excellence in Social Work award is earned by a student who has exceeded expectations in the graduate social work program and is determined based on faculty vote.  

Social Work Leadership and Community Engagement Award
The Excellence in Social Work award is earned by a student who has excelled academically in the Master of Social Work (MSW) program while simultaneously serving as a changemaker in social work practice demonstrating skills of community engagement, advocacy, and leadership based on faculty observation and vote.

Excellence in Field Instruction Award

The Social Work Department honors a field instructor of an MSW student for Excellence in Field Instruction. Each year, MSW students are asked to nominate an outstanding field instructor. Once the student nominations are collected, the MSW Director of Field convenes a small group of faculty members to analyze and rate the nomination data and to identify the outstanding MSW field instructor of the year.

Evidence-Based Practice in Mental Health Project Award 

The Evidence-Based Practice in Mental Health Project is a partnership between the New York State Office of Mental Health and the Nazareth University Department of Social Work.  Award students receive training and education in recovery oriented, evidence-based practices for adults diagnosed with Serious Mental Illness (SMI).  Award students complete a course and supplemental trainings in mental health, fulfill internship requirements at an approved field placement site applying evidence-based practice models, and participate in colloquia.

Trauma-Informed Care Specialization 

The trauma-informed care specialization requires students to complete three courses focused specifically on trauma-informed care practices and principles.  

Early Intervention Specialization

The early intervention specialization requires students to complete six one credit courses focused specifically on early intervention as a part of Project RISE and one three credit course focused on family systems and parenting.

Play Therapy Specialization

The play therapy specialization requires students to complete three courses focused specifically on play therapy practices and principles through an interdisciplinary collaboration with Creative Arts Therapy.  

School Social Work Specialization

The school social work specialization requires students to complete three courses and educational workshops focused specifically on education, social work, and school social work.

Gerontology Specialization

The gerontology specialization requires students to complete three courses focused on aging through an interdisciplinary collaboration with Psychology.

Evidence-Based Practice in Mental Health Specialization

The evidence-based practice in mental health specialization requires students to complete three courses focused specifically on evidence-based practices and principles as well as models of clinical practice.

Substance Abuse Specialization
The substance abuse specialization requires students to complete three courses focused specifically on substance abuse assessment and treatment and co-occurring disorders.

I-SPAN Specialization

The Interdisciplinary Specialty Program in Autism, I-SPAN, prepares students at the graduate level to work with individuals on the autism spectrum across the lifespan.