Student Handbook

Welcome from the Faculty

Social work is a growing, dynamic profession that offers many challenges and many rewards for the new millennium. The School of Social Work at the University of Arkansas at Little Rock is committed to the development of students seeking new opportunities. Our aim is to deliver social work education in a style that challenges students to think differently about problems faced by our most vulnerable populations. Across this country, social work professionals serve public and private agencies as invaluable resources for the less fortunate.

Consistent with the mission of the social work profession, our students are prepared to apply the values of social justice and self-determination to their work with individuals, groups, and communities. Empowering students to recognize the implications of race, gender, and economic hardship prepares them to more effectively deal with the complexity of the human condition.
Through the application of these concepts, students develop the analytical and technical skills necessary for professional social work.

As we begin a new century, many of our graduates will have the opportunity to influence public policy in important ways. Recent legislation has created a new and unusual opportunity for the social work profession. This new legislation provides a rare chance to cultivate the profession in many ways that enable us to redefine our role in service. Never before in the history of social work has the role of advocacy played a more important part of what social workers seek to accomplish. The vision for this program is to provide social work education in the context of the current and changing political environment.

Welcome to the challenges of academic excellence, the social work profession, and the new century. The challenges you face at the School of Social Work will prepare you for a rewarding and fulfilling career in social work practice. It is an endeavor that will teach you about change, about joy, and about sorrow. It will give you a new and distinctive view of the human experience.

The MSW Program Faculty

A Message from a Student

Artists create art out of objects, which, in turn, enhances people’s lives and perceptions of reality. Social work is no different. Social work, as any form of art, aims to relate and empathize with human suffering, offering individuals greater perspectives and increasing their options. It allows one to deal more effectively with human beings and their struggle to become aware of their roles in society. Like artists who inspire people in so many ways, social workers are agents who can lead individuals to empower themselves, helping them achieve independence from oppressive situations. In order to achieve their full potential, individuals need to realize they are a part of a social unit and that their existence is affected by, and affects, the whole. It is only after learning how to use their own tools that people can get control over their lives. Inspiring or teaching people to do so can be as challenging and rewarding as creating a masterpiece.

The MSW program offers tools that can empower individuals in their potential to become experts in the art of practicing social work. It allows students to ally theory to practice, broadening the understanding of the profession through exposure to different realities. The program challenges student to constantly evaluate their motives and values. It is that self-awareness that is indeed an essential requirement for achieving a positive impact in the practice of working with individuals, families, agencies, or communities.

In an ever-changing world, flexibility is a crucial element for improving one’s quality of life. Social workers are agents who support flexible societal roles and promote change by recreating realities. Like a painter drawing on a canvas, the MSW Program encourages potential social workers to create their practice by paying close attention to details without losing sight of the greater picture. The art of social work requires vision and an ability to act on behalf of the client(s). What a great gift it is to belong to a profession that primarily functions as an active agent of change in society.

Adriana Alvarez
MSW Student, 1997

About the School of Social Work

The School of Social Work, established in 1965 as part of the University of Arkansas at Fayetteville, became part of the University of Arkansas at Little Rock in 1975. The School began as a graduate program, the only MSW program in the state. Our BSW program, now in candidacy for accreditation by the Council on Social Work Education, began in 1998.

The School’s mission is “to prepare practitioners who will empower people and communities to meet the challenges of poverty, social and economic injustice, urbanization, and rural isolation, and who will serve oppressed and vulnerable people.” The School pursues this mission through providing undergraduate, graduate, and continuing education, through the engagement of faculty and students in community service, and through adding to the practice knowledge of the profession.

In support of our mission, we see the School, its faculty, and its students as an important resource to the communities where we offer our program and to the state as a whole. Impelled by our profession’s commitment to make social institutions more humane, we seek opportunities to collaborate with public human and community service systems. Current examples include our participation in the statewide Partnership for Public Child Welfare, a major child welfare project in DCFS Areas III and VI, a joint project with DCO in getting good services to public assistance recipients, the work of MidSOUTH on preservice and inservice training for public child welfare workers and supervisors, and the formation of the Hispanic University-Community Partnership in Little Rock.

The School, part of the College of Professional Studies at UALR, has a Community Advisory Board comprised of a broad range of practicing social workers along with leaders in social service agencies and systems. The Advisory Board helps keep us in touch with the changing needs of the clients and deliverers of social services, and with what’s required of social workers in the workplace.

About the Graduate Program in Social Work

The mission of the MSW program is “to prepare social workers for advanced practice and leadership roles who have the skills and knowledge to enhance individual, family, group, organization, and community well-being, to work for social and economic justice, and to meet the human service needs of Arkansas and the surrounding region.”

The MSW program is offered in Little Rock and Fayetteville. After a generalist first year, students choose one of two concentrations for their second year of study: advanced direct practice (ADP) or management and community practice (MCP). The MSW curriculum consists of 60 hours of graduate work, including 32 core hours, 22 concentration hours, and six elective hours. Field instruction is an integral part of the curriculum design, totaling 18 hours of course work or 1200 practice hours by graduation (1056 hours for advanced standing students). Advanced standing students are given credit for 17 hours of graduate work and need 43 hours to graduate.

About the Bachelors Program in Social Work

The mission of the BSW Program is “to produce knowledgeable beginning-level professionals who are skilled generalist social work practitioners.” These graduates will:

Be able to further the well-being and functioning of people, especially those who live in poverty or have been otherwise marginalized in society, and to work to promote both social and economic justice.
Be able to meet the human service needs of diverse client populations within the metropolitan area as well as fulfill the responsibilities and professional requirement of human service agencies throughout Arkansas and across the nation.
Have attained a level of analytic, interpersonal, and technical competency necessary for self-critical, accountable, and professional practice.
Contribute to the continued development of the profession through participation in research and membership in professional organizations.

A student can declare a social work major or minor as early as his or her freshman year. The comprehensive program, set within a liberal arts perspective, includes lower-level general education and social science courses. Application for full admission into the BSW program is made in the sophomore year after prerequisite lower-level requirements have been met. In the junior year, upon admission to the BSW program, the student begins her or his professional social work training, which includes a two-semester field experience.

About MidSOUTH

MidSOUTH began nearly thirty years ago as a result of faculty initiatives in the area of alcohol and substance abuse. The MidSOUTH Summer School is one of the oldest schools of its kind in the country dedicated to the serious study of addiction and the prevention of substance abuse problems.

MidSOUTH also has a major commitment to improving and supporting public child welfare services. In 1992, the School of Social Work and the state’s Division of Children and Family Services entered into collaboration to improve the preservice and inservice preparation of the state’s family service workers. The Academy for Family-Centered Services was developed, with headquarters in Little Rock and satellite locations at Jonesboro, Arkadelphia, Fayetteville, and Monticello. MidSOUTH’s leadership was instrumental in the development of the Partnership for Public Child Welfare, which brings together nine Arkansas universities and the Division of Children and Family Services for the purpose of improving child welfare practice in the state, for infusing child welfare into social work curricula, and for better preparing child welfare workers.
About the Certificate Program in Marriage and Family Therapy.

As part of our commitment to continuing education, the School, working with the Arkansas Association for Marriage and Family Therapy, has developed a certificate program. The twenty-one hour program is available to qualified therapists and to students presently enrolled in the MSW program.

Mission and Goals

University Mission

The University of Arkansas is a comprehensive, multicampus, publicly-aided institution dedicated to the improvement of the mind and spirit through the development and dissemination of knowledge.

The University embraces and expands the historic trust inherent in the land-grant philosophy by providing access to academic and professional education, by developing intellectual growth and cultural awareness in its students, and by applying knowledge and research skills to an ever-changing human condition. (Adopted by the University of Arkansas Board of Trustees, 1989).

School of Social Work Mission

To prepare practitioners who will empower people and communities to meet challenges of poverty, social and economic justice, urbanization, and who will serve oppressed and vulnerable people.

The School will pursue this mission through providing undergraduate, graduate education through the engagement of faculty and students in community service, and through adding to the practice knowledge of the profession.

Goals of the School of Social Work

To prepare generalist and advanced practitioners for careers in social work.
To add to the practice knowledge base of the social work profession, and related fields through faculty research and applied scholarship.
To collaborate with community health and social welfare organizations and community groups in promoting effective and efficient service delivery, and the development of resources to meet the needs of client populations.
To advocate for and encourage the empowerment of oppressed and vulnerable populations.

Graduate Social Work Program Mission

The mission of the Graduate Social Work Program is: to prepare social workers for advanced practice and leadership roles with the skills and knowledge to enhance individual, family, group, and organization, and community well-being; to work for social and economic justice; and, to meet the human service needs of Arkansas and the surrounding region.

Student Learning Goals and Objectives of the Graduate Program in Social Work

Goal 1. To prepare students for advanced practice with individuals, families, groups, organizations, and communities.

Objective 1: Students will demonstrate that they can do an ecological assessment of various client systems.
Objective 2: Students will demonstrate that they can implement an intervention plan.
Objective 3: Students will demonstrate that they can evaluate the implementation, impact and outcome of interventions, and use this information to reformulate a plan of intervention as needed.
Objective 4: Students will demonstrate that they can formulate and implement a plan for termination.

Goal 2. To promote students’ understanding of the consequences of discrimination and oppression, and societal conditions limiting the well being of populations-at-risk.

Objective 1: Students will demonstrate knowledge of their own privilege and the role privilege plays in perpetuating discrimination and oppression.
Objective 2: Students will demonstrate their ability to apply their knowledge of discrimination and oppression to their own practice.
Objective 3: Students will demonstrate their knowledge of the role social and economic injustice plays in perpetuating societal conditions that limit the well being of populations-at-risk.
Objective 4: Students will demonstrate their ability to apply their knowledge of societal conditions that limit the well being of populations to their own practice.

Goal 3. To develop students’ skills to advance social and economic justice, and eliminate societal conditions that limit people’s opportunities for full participation in society.

Objective 1: Students will demonstrate skills in client advocacy with individuals, families, communities, groups, and organizations.
Objective 2: Students will demonstrate an ability to analyze and influence social and organizational policy.
Objective 3: Students will demonstrate an ability to collaborate with clients in the identification, development, and/or mobilization of resources in their environments.
Objective 4: Students will demonstrate an ability to use small groups to effect organizational, community, and societal change.

Goal 4. To instill in students the values and ethics of the profession.

Objective 1: Students will demonstrate the ability to use critical thinking skills to resolve ethical dilemmas.
Objective 2: Students will demonstrate an awareness of their own personal values and their effect on their social work practice.
Objective 3: Students will demonstrate a knowledge of professional values, principles, legal duties, and the NASW Code of Ethics.

Goal 5. To develop students’ appreciation for diversity, and skills to work with diverse populations.

Objective 1: Students will demonstrate regard for the dignity and worth of diverse populations including race, ethnicity, culture, class, gender, sexual orientation, religion, physical and mental ability, age and national origin.
Objective 2: Students are able to adequately assess and effectively intervene at individual, family, group, organizational, or community levels with persons or populations who represent: race, ethnicity, culture, class, gender, sexual orientation, religion, physical and mental ability, age and national origin.

Goal 6. To develop students’ ability to think critically.

Objective 1: Students will demonstrate critical thinking in synthesizing and applying appropriate theories and knowledge to interventions with client systems.
Objective 2: Students will demonstrate critical thinking in the analysis of social and organizational policies that impact their client systems.
Objective 3: Students will demonstrate critical thinking in developing research designs and in evaluating articles and reports in the professional literature.
Objective 4: Students will demonstrate critical thinking in decision making related to ethical issues in practice.

Goal 7. To promote students’ understanding of research methods in evaluating information for application to practice and development of skills for practice self-evaluation.

Objective 1: Students will demonstrate that they can conceptualize issues to be studied and formulate research questions and hypothesis.
Objective 2: Students will demonstrate that they can operationalize concepts and select appropriate analytic procedures.
Objective 3: Students will demonstrate that they can interpret findings within the context of literature.
Objective 4: Students will demonstrate that they can critique articles and reports in the professional literature using the knowledge and skills presented in the first three objectives.
Objective 5: Students will demonstrate that they can assess research for bias and ethical issues (e.g., gender, ethnicity, age, and class).

Foundation-Year Learning Objectives

Foundation-Year Knowledge Objectives

Theories and concepts that address human behavior within the context of human ecology and from the perspectives of the individual, family, group, organization and community.
Theories and concepts that consider the influence of social organization and social change on human behavior.
Generalist practice processes for intervention with individuals, families, groups, organizations and communities
The historical antecedents of the profession of social work that have shaped its philosophy, values and practice.
Contemporary social welfare policies, how they are formed and changed, their purposes, their implications for social and economic justice, and effects on populations-at-risk.
Social Welfare institutions and their societal functions in responding to the needs of economically and socially vulnerable populations
Qualitative and quantitative research methods to assess empirical evidence and support social work practice.
Societal oppression as a condition limiting the actualization of individuals, families, groups, organizations and communities, and linked to social and economic injustice.
The effects of culturally different values and attitudes on problem assessment and generalist practice.
Approaches to culturally sensitive practice.

Foundation-Year Skills Objectives

Use critical thinking in assessing the dynamics of client systems and in identifying differential approaches to systems intervention
Assess diverse client systems from an ecosystems framework
Employ research designs and methods to understand the efficacy of one’s practice
Analyze the influence of social and social welfare policies on individuals, families and communities
Critically evaluate research literature as it applies to social work practice.
Engage client systems in a problem-solving process with emphasis on the use of a strengths perspective and empowering strategies.
Apply appropriate, culturally sensitive, problem-solving strategies in furthering the well-being of racial and ethnic minority individuals, families, organizations and communities.
Use social work values and ethics in guiding practice with client systems.

Foundation-Year Values Objectives

Respect for the worth, dignity and uniqueness of client systems.
Belief in the inherent capacity of individuals, families, groups, organizations and communities to change and achieve a level of well-being commensurate with their strengths and potential/
Commitment to promote societal change in the service of social an economic justice.
Acceptance of social work values and commitment to the ethical standards of the profession.
Awareness that social work education is a lifelong endeavor necessary to assure competent practice.

Concentration-Year Learning Objectives

Advanced Direct Practice Concentration

ADP Knowledge Objectives

Advanced direct practice theories in assessment, intervention and termination with client systems.
Social work values and ethics and their applicability to direct practice.
Multiple causes of behavior, including how ecological, inter- and intra- personal factors influence and shape human interactions.
The ability to engage in culturally competent practice.
Evaluation of one’s own practice.
Use of self and one’s own philosophic and value base as it influences practice.
Organizational context of social work practice, including management and supervision.
Strategies to engage in advocacy with oppressed populations to gain greater social and economic justice.
A strengths-based perspective in the application of theories.
The unique role of professional social work in the larger community.

ADP Skills Objectives

Engage client systems in a collaborative relationship.
Conduct a multidimensional assessment of a client system, including the ecological context of the systems as well as individual factors.
Consider client diversity in the selection and application of culturally appropriate intervention strategies.
Formulate goals, objectives and develop a plan of intervention with the client system.
Design and implement an evaluation of practice.
Protect and advocate for client rights to participation and self-determination.
Engage in intra- and inter- agency collaboration and advocate on behalf of client systems.
Assess and understand how organizational processes impact upon client systems.
Professional use of self with client systems.
Communicate professionally and competently, orally and in writing.
Analyze and think critically about case material.

ADP Value Objectives

1. Respect for the dignity, worth, and uniqueness of each individual, group, family and community;
2. Respect for differences created by culture, race, age, ethnicity, sexual orientation, gender, class and religion and affirmation of inherent value of these differences;
3. Willingness to advocate for justice, equality, and an end to discriminatory policies and practices that impact certain individuals, families, groups and communities;
4. An interest in continuing professional competence by a life-long pursuit of enhancing personal and professional knowledge and skills;
5. Acceptance of the values, ethics and norms of the profession of social work.

Management and Community Practice Concentration

MCP Knowledge Objectives

Theories and models of community practice, including Rothman, Taylor , Roberts and Weil.
Closed-system and open-system organizational theories and their implications for leadership and supervision in human and community services organizations.
Competing values as a framework for understanding the effectiveness of social welfare agencies and the effectiveness of leaders in those agencies.
The roles and tasks of managers in human and community service organizations.
Financing mechanisms and resource development methods commonly used in public and private human and community service organizations.
Empowerment practice with organizations and communities.
Theories and models of evaluation research.

MCP Skills Objectives

Design and implement a needs assessment or program evaluation with and for a social service agency, community-based organization, or neighborhood association.
Engage an organizational, interorganizational, or community client system in a change effort.
Map and critically assess a social service delivery system.
Lead and facilitate work groups.
Read and interpret budgets and financial statements, and develop program budgets.
Write proposals for funding.
Work with people and organizations of diverse backgrounds, capabilities, and orientations.
Evaluate their own practice.

MCP Values Objectives

Sensitivity to the ethical and political issues surrounding program evaluation and needs assessment.
Commitment to building organizational, interorganizational and community systems that respond to, value, and draw strength from diversity among their members and/or clients.
Sensitivity to the strengths of and challenges faced by oppressed and vulnerable populations.
Commitment to the pursuit of social and economic justice.

Curriculum

Overview

The MSW program requires 60 credit hours and is divided into two academic years, the foundation year and the concentration year. Internships are an integral component of the curriculum and each of the two years of the program requires a supervised internship, which provides opportunities to apply classroom learning.

Foundation Year

The first year is the foundation year which grounds students in the common body of knowledge, values, and skills of the social work profession transferable among settings, population groups, and problem areas. In the classroom students are given content on social work values and ethics, diversity, social and economic justice, populations-at-risk, human behavior and the social environment, social welfare policy and services, social work practice, and research. In the internship, the student is expected to apply foundation knowledge, skills, values, and ethics to practice.

Concentration Year

The second year of the program prepares students for advanced practice with a concentration in advanced direct practice or management and community practice. Students gain additional knowledge and skills in their chosen concentration through internships and electives.

Advanced Direct Practice: Advanced Direct Practice Students who graduate from the advanced direct practice concentration have advanced skills in working autonomously and ethically with individuals, families, and groups in agency settings.
Management and Community Practice: Students who graduate from the management and community practice concentration are prepared with the conceptual, analytical, technical, and interpersonal skills needed for planning, organizing, coordinating, evaluating, and leadership associated with management and community practice in community-based programs, hospital social services, and state health and human service bureaucracies.

Program Options

There are currently three program options available to students pursuing an MSW degree within the University of Arkansas system. All programs are offered in Little Rock.

The UALR MSW program requires that all students entering the program have earned a bachelor’s degree (no exceptions) with a liberal arts perspective from an accredited college or university. An overall GPA of 3.0 is required. On occasion, an applicant may be conditionally admitted if this requirement is not met. A conditional admission requires the student to demonstrate adequate academic ability by maintaining a 3.0 in core courses within the first twelve semester hours in order to continue in the program. A student may be admitted while they are completing the requirements of a bachelor’s degree, but may not take graduate courses until the degree is complete. We must receive official transcripts with degree posted prior to the student enrolling in a graduate level course. There are no exceptions to this policy.

Full-time program: This program is designed for individuals who have a bachelor’s degree in a field other than social work. It is designed to be completed in two years. The UALR MSW program requires students to have a baccalaureate degree (no exceptions), with a liberal arts perspective, from an accredited college or university.

Part-time program: The part-time program is designed to be completed in three years, although the student may take up to four calendar years from the initial date of enrollment to complete it. A minimum of two courses must be taken each semester, with appropriate sequencing of courses as outlined in the curriculum. Because of the importance of taking internships and methods courses concurrently, part-time students must attend full-time their final academic year.

Part-time program, weekend option: The MSW is now being offered in a way that gives students an alternative to traditional weekday or evening classes so that they may keep their current jobs as long as possible, or pursue the degree if they live outside central Arkansas without having to drive to Little Rock every week. Sections of required courses will be offered on weekends. These courses may also be web-enhanced, and a few may be entirely web-based. This is an experimental program, still in development, so faculty and students will work closely together to develop a program of studies that meets the students’ needs and the educational objectives of this program. In the fall of 2003, the following courses will be offered in the weekend format:

* SOWK 7330–Human Behavior and the Social Environment I–3 hours
* SOWK 7350–Social Welfare Policy and Services–3 hours

These classes will occur over five to seven Saturdays during the fall semester in a schedule determined by the instructors (Bevernitz and Faust, respectively). Typically two such courses will be offered each semester.

Field Work : One of the goals of this program is to develop opportunities for students to complete their degrees in work-site placements. Students in this part-time alternative would need to be employed in a human service agency and would need support from that agency for completing field work requirements. In an effort to make this equitable with other options for completing the program, some restrictions may apply to field work. We are working to carefully craft an option that meets both student needs and educational objectives. It is important to note that the experiences of the internship should differ significantly from the current roles and responsibilities assumed by the student. Details are still being developed to ensure a sound educational experience for students.

Summary : Course work in the weekend-option part-time program will continue over four academic years, with all courses except the internships in weekend or web-based format. Students will work closely with their advisors to develop a program of studies that clearly delineates the requirements of the degree.

Advanced standing program: This program allows qualified students who have earned a bachelor of social work degree from an institution accredited by the Council on Social Work Education (during the last five years) to complete the MSW degree in a shorter, concentrated program. This program may be completed on either a full-time (12 months) or part-time (24 months) basis.

Admission to the MSW Program of Holders of the BSW Degree

In order to avoid redundancy, promote program integrity, and contribute to the relevant graduate education, students admitted to the MSW Program who hold BSW degrees (within the last five years) from accredited programs shall be deemed to have demonstrated mastery in social work courses on foundations of practice, human behavior and the social environment, and social welfare policy. In order to demonstrate mastery, the applicant would be required to have earned no less than an A in each of the above-mentioned courses in their bachelor’s program. For those students, the MSW degree requirements of Foundations of Practice I and II, Human Behavior and the Social Environment I and II, and Social Welfare Policies and Services shall be waived.

The Admissions Committee, having determined whether admission is to be granted, shall examine the transcript of each applicant holding the BSW, and decide which foundation-year degree requirements will be waived on the basis of demonstrated mastery of content and shall advise applicants of those waivers at the time the admission decision is communicated to the applicant. If there is a question of whether the undergraduate (BSW) course is comparable to the learning objectives of the MSW course, the curriculum committee will make a determination by reviewing the course outlines from the undergraduate work. Course objectives, content outline, learning activities, theoretical frames of reference, and bibliographies will be evaluated.

Students will receive a letter that identifies waivers of course requirements. A copy of the letter will be filed in students’ records for use in academic advising. If the student wishes to take courses for which the requirement has been waived, the student and her or his advisor will document in the student’s record that the student is doing so as a matter of personal choice.

Transfer of Credit

Only applicants from other CSWE accredited graduate social work programs will be considered for transfer admission. The applicant must have an overall GPA of at least 3.0 in graduate work. No grade lower than a B will be accepted for credit. We require an official statement from the former school indicating the student is in good standing. The concentration year (28 hours) of graduate study must be completed at UALR.

Only one graduate level course from the UALR MSW program, other departments at UALR, or other universities taken prior to the student’s beginning of core MSW courses at UALR may be considered for transfer of elective credits. Students must submit a request of transfer of credit at or before the time of their enrollment. The request should include a cover letter, which discusses the content of the course (other than UALR MSW courses), and its relevance to social work. A copy of the course outline shall be attached. This request should be addressed to the chair of the curriculum committee.

After the curriculum committee accepts requests for transfer of credit, the application for transfer of credit is forwarded to the Dean of the Graduate School who then approves and posts to transcript. Transfer grades are not computed as part of a student’s UALR cumulative GPA.

Academic Credit for Life/Professional Experience

Academic credit is not given for life experience and/or previous work experience, in whole or in part, in lieu of the field practicum or of courses in the professional foundation areas specified in the Curriculum Policy Statement.

UALR School of Social Work MSW Program: ADVANCED-STANDING CURRICULUM PLAN–43 HOURS

Admission to the advanced-standing program requires completion of a BSW within the last five years, an overall GPA of at least 3.0, and demonstrated mastery of core curriculum content. Applicants who have earned BSWs but who do not qualify for admission to the advanced-standing program may be admitted to the regular program, either full- or part-time, and may be granted credit for some of their undergraduate BSW course work in which they have demonstrated mastery of content (as evidenced by grades of “A” in those courses)

Summer [Foundation]	Fall [Concentration]	Spring [Concentration]
Advanced Standing Seminar	Statistics	Methods II (MCP or ADP)
Research	Methods I (MCP or ADP)	ADP Methods III or Evaluation Research II
Assessment and Differential Diagnosis	Evaluation Research I (MCP only)	Concentration Internship II (MCP or ADP)
Advanced Standing Internships I & II	Concentration Internship I (MCP or ADP)	Elective
	Elective	Elective

B. Part Time Program completed in 21 months, 43 credit hours

Fall [Foundation]	Spring [Foundation]	Summer [Foundation]
Elective (Optional)	Research	Advanced Standing Internships I & II
	Assessment and Differential Diagnosis	Advanced Standing Seminar
		Elective (Optional)

Fall [Concentration]•	Spring [Concentration]•
Statistics	Methods II (MCP or ADP)
Methods I (MCP or ADP)	ADP Methods III or Evaluation Research II
Evaluation Research I (MCP only)	Concentration Internship II (MCP or ADP)
Concentration Internship I (MCP or ADP)	Elective
Elective

• The concentration year may also be extended to part-time, and stretched across two academic years.

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UALR School of Social Work MSW Program

FULL-TIME REGULAR CURRICULUM PLAN–60 HOURS, TWO ACADEMIC YEARS

Foundation Year (32 hours)

Fall (16 hours)	Spring (16 hours)
7330 HBSE I	7302 Foundations II
7350 Social Welfare Policies & Services	7370 Research
7390 Diversity & Oppression	7391 Assessment and Differential Diagnosis
7301 Foundations I	7331 Foundations III
7403 Social Work Internship I	7404 Social Work Internship II

Concentration Year

Management and Community Practice Concentration (28 hours)

Fall (15 hours)	Spring (13 hours)
8305 MCP Methods I	8306 MCP Methods II
8259 Evaluation Research I	8159 Evaluation Research II
8371 Statistics	8508 MCP Internship II
8507 MCP Internship I	82xx Elective*
82xx Elective*	82xx Elective*

Advanced Direct Practice Concentration (28 hours)

Fall (13 hours)	Spring (15 hours)
8301 ADP Methods I	8302 ADP Methods II
8371 Statistics	8390 ADP Methods III
8503 ADP Internship I	8504 ADP Internship II
82xx Elective*	82xx Elective*
	82xx Elective*

*82xx Elective s are scheduled to tie in with the concentration. However, they may be taken earlier and several electives are generally offered during summer sessions. Many electives require second year standing. Please check the course descriptions. In addition, courses from the other concentration area may be taken as electives.

NOTE: All core courses are offered only once a year and are taught in day, evening, and weekend sections.

PART-TIME REGULAR CURRICULUM PLAN–60 HOURS, TWO ACADEMIC YEARS
NOTE: Only the first year can be completed on a part-time basis. The second/concentration year must be completed full-time (combined classes and internship).

Foundation Year (32 hours)

Year 1

Fall (6 hours)	Spring (6 hours)
7330 HBSE I	7331 Foundations III
7350 Social Welfare Policy	7370 Research

Year 2

Fall (6 hours)	Spring (6 hours)
7390 Diversity & Oppression	7391 Assessment and Differential Diagnosis
7301 Foundations I	7302 Foundations II

Summer I (4 hours)	Summer II (4 hours)
7403 Social Work Internship I*	7404 Social Work Internship II*

*Social Work Internship I & II may also be completed in the fall and spring semesters concurrent with courses; or in the fall and spring semesters following the course work (completion of the degree would take four calendar years).

Concentration Year
Management and Community Practice (MCP) or Advanced Direct Practice (ADP)

Year 3

Management and Community Practice Concentration (28 hours)

Fall (15 hours)	Spring (13 hours)
8305 MCP Methods I	8306 MCP Methods II
8258 Evaluation Research I	8158 Evaluation Research II
8371 Statistics	8508 MCP Internship II
8507 MCP Internship I	82xx Elective*
82xx Elective*	82xx Elective*

Advanced Direct Practice Concentration (28 hours)

Fall (13 hours)	Spring (15 hours)
8301 ADP Methods I	8302 ADP Methods II
8371 Statistics	8393 ADP Methods III
8503 ADP Internship I	8504 ADP Internship II
82xx Elective*	82xx Elective*
	82xx Elective*

Marriage and Family Certificate

Marriage and Family Therapy is one of the most rapidly expanding fields in mental health today. It evolved out of a common assumption among many therapists: if an individual is going to change, the context in which he or she lives also must change. These practitioners treat not only the client, but also the relationships the client shares with others such as their spouses, children, parents, and siblings.

In Arkansas, Marriage and Family Therapy is recognized by the state legislature as a separate and distinct profession, one that must be fully regulated and involve rigorous certification requirements. The School of Social Work offers the necessary course work leading to a post-master’s certificate, and its flexible options are geared to both full-time and part-time students.
Admission Requirements

The program requires 21 hours. Current MSW students may take up to 9 hours of these electives and apply those toward the certificate.

Graduates of accredited programs of social work, psychology, or counseling may enroll in the program. The student must have a desire for specialized training in marriage and family therapy.
Courses

Theories of Marriage and Family Therapy
Human Sexuality
Sociology of the Family
Ethics in Marriage and Family Therapy
Intergenerational Family Therapy
Ethnicity and Family Therapy
Family Life Cycle

Course work is not necessarily sequential, so students may enroll at any point. The goal is to complete the 21 hours.

Scholarship and Professional Standards

Standards of conduct for students in the Graduate Program in Social Work are expected to be consistent with university policies as well as the ethical standards and values of the social work profession. See the UALR Student Handbook for a listing of behaviors specifically discussed.

Scholarship Standards

Students must attain a minimum grade point average of 3.0 to meet the requirements for graduation.
Students must complete the foundation year with both a cumulative and a core course GPA of 3.0 to continue in the second year. Electives or courses other than core social work courses may not be taken to increase the GPA.
If a student’s GPA falls below a 3.0, the student is placed on probationary status (see Graduate Bulletin, Academic Probation section) and has the next 12 hours of core social work courses to bring up the GPA to a 3.0 before being dismissed from the program.
If a student is admitted to the graduate social work program on a “conditional” basis, the student must achieve and maintain a 3.0 during the first 12 hours of core social work courses in order to stay in the program (see Graduate Bulletin, Admission Status section).
If an F is received in a core course, the student must retake that course with a passing grade before enrolling in the next course in the sequence. The original grade is not removed from the transcript.
Grades of incomplete received in prerequisite courses must be removed before the student enrolls in the next course in the sequence.
Students must receive a grade of C or higher in core courses to continue in the related field work components of the program.
A student who receives a grade of No Credit in any fieldwork course is subject to dismissal from the program.
Students who withdraw voluntarily or who are dismissed from the program at any point during their course of study must reapply and be readmitted to continue their matriculation in the program.
Learning in a graduate professional program is based in large part on the interaction that occurs between instructors and students in the classroom. Regular attendance at class is an expected professional responsibility of students. Absences of greater than 20% of the total classroom time can constitute grounds for course failure.
Students may be subject to dismissal from the program if they violate the NASW Code of Ethics or the University rules and regulations on academic integrity and discipline.
Once enrolled, a student has four calendar years to complete their degree.
Only one elective taken prior to fall enrollment into the graduate social work program may be counted toward meeting the MSW degree requirements.

Updated 05/04

Student Rights and Responsibilities

Graduate students neither lose the rights nor escape the responsibilities of citizenship through enrollment at UALR. The University and the School of Social Work assume that students have a serious educational purpose; are honest, responsible adults and value their constitutional rights and freedom of others. Therefore, students are expected not only to obey all local, state, and federal laws, but also to abide by the UALR Code of Student Rights, Responsibilities, and Behavior (See page 45-71 in New Student Guide, Vol. III). It is the students’ responsibility to be familiar with the UALR Student Handbook, which details students rights, responsibilities, and expected conduct; rules and regulations of the University on academic integrity and discipline; and procedures for grievance, appeals, due process, etc. A copy of the UALR Student Handbook is located in the student lounge and the administrative office and individually distributed to each new student at New Student Orientation.

In addition, students are expected to exemplify and adhere to the NASW Code of Ethics. Students who fail to adhere to these standards are subject to dismissal from the program and the Graduate School. Each student receives a copy of the NASW Code of Ethics at New Student Orientation. New students are also given the web page address of NASW, which details the Code of Ethics.

Honor Code

All students registered for all courses in the School of Social Work are expected to adhere to the rights, responsibilities, and behavior as articulated in the UALR Student Handbook and the NASW Code of Ethics. An essential feature of these codes is a commitment to maintaining intellectual integrity and academic honesty. This commitment ensures that a student of the School of Social Work will neither knowingly give nor receive any inappropriate assistance in academic work, thereby affirming personal honor and integrity.

Plagiarism

A lengthier rendition of the following text was adapted into the UALR Graduate Catalog, with permission, from Appendix IIIA of the 1993-95 Graduate Policies and Procedures and Course Catalog of Virginia Polytechnic Institute and State University. Appendix IIIA, in turn, was reproduced, with permission, from Appendix II of the Constitution of the Virginia Tech Honor System.
Definition:

The Virginia Tech honor system constitution states that “plagiarism includes the copying of the language, structure, ideas, and/or thoughts of another and passing off same as one’s own, original work.” The violation, then, consists of both copying and misrepresenting the material in question.

Generally, when a student places his/her name on any kind of work, he/she claims responsibility for the originality of the contents except for those parts that are specifically attributed to another or that are considered common knowledge. Thus, if a student has consulted any outside source, whether published or not, and has incorporated any of its “language, structure, ideas, and/or thoughts” into his/her work without acknowledging that source, he/she may be guilty of misrepresenting the work’s originality.

The most flagrant kind of plagiarism is copying, which includes a whole range of offenses. Buying or “borrowing” a term paper in order to use it as one’s own is akin to lifting an entire assignment in its entirety from a book or journal article. The student who uses the writing of another, in whole or in part, and submits under his or her own name is clearly guilty of plagiarism.

Equally serious involves the translation of a part of a book, article, or other source into different words–otherwise known as paraphrasing. Although the language is not the same because the exact words of the source have been changed, the structure, ideas, and thoughts of the original author have been copied. Thus, the student who submits an assignment which simply paraphrases a source without identifying it may also be guilty of plagiarism.

Similarly, any combination of simple copying and paraphrasing, whether from one source or from many, is also a type of plagiarism, and the offender may be equally guilty as the previous example. Students should be aware that the copying of drawings, designs, photographs, maps, graphs, illustrations, tables, primary data, derived equations, computer programs, verbal communications or information and ideas, and other sources may also constitute plagiarism, unless the source is acknowledged and properly documented.

Therefore, plagiarism can be broadly defined as the act of appropriating the literary composition, language, structure, ideas, and/or thoughts, drawings, laboratory reports, or computer programs of another or parts or passages thereof, and of passing them off as the original product of one’s own mind. To be liable for plagiarism, it is not necessary to duplicate another’s literary work exactly; it is sufficient if unfair use of such work is made by lifting of substantial portions of it. Plagiarism is not confined to literal copying, but also includes any of the evasive variations and colorable alterations by which the plagiarist may disguise the source from which the material was copied. On the other hand, even an exact counterpart of another’s work does not constitute plagiarism if such counterpart was arrived at independently.

THE PROBLEM OF COMMON KNOWLEDGE

The concept of common knowledge is one of the more difficult points to explain in any consideration of plagiarism. How can a student, often a novice in the subject, determine whether an idea or fact included in a paper is so widely known that it is considered common knowledge and requires no documentation? A few general guidelines for solving this dilemma can be suggested, but none is inviolate. Given the seriousness of plagiarism, the prudent writer cites a reference whenever he or she is uncertain.

1. Concepts and facts widely known outside of the specific area of study are generally considered common knowledge. These include undisputed dates (e.g., the adoption of the Declaration of Independence on July 4, 1776), scientific principles (e.g., Newton’s Laws of Motion), and commonly accepted ideas (e.g., Hamlet’s role as a tragic hero). Such data require no specific reference. Students should be aware, however, that the addition of minor informational embellishments might require documentation (e.g., that the Declaration of Independence was unanimously adopted by the American colonies on July 4, 1776, despite the abstention of New York).
2. The fact that material appears in a dictionary, encyclopedia, handbook, or other reference work or textbook does not guarantee that it is common knowledge. Such books are written by experts, and most of the information they contain is not widely known.
3. There is no simple test to determine whether information is common knowledge. In cases of doubt, the student should consult his/her instructor.

For further information on plagiarism, your professor will be able to explain and cite examples to clarify the issue for any student requesting it. Also, examples may be perused in Appendix A of the Dissertation and Thesis Guide, UALR Graduate Catalog, 1997/98.

Attendance Policy

Learning in a graduate professional program is based in large part on the interaction that occurs between the instructor and the students in the classroom. Regular attendance at class is an expected professional responsibility of the student. Absences of greater than 20% of the total class time can constitute grounds for course failure.

Student Field Performance and Grade Appeal

Formal Review Processes: Performance Reviews and Grade Appeals

The School has established two formal review processes to encourage assessment and problem solving to help students having problems with the academic or professional expectations of the School. In addition to this common purpose, the two processes share these characteristics:

When a problem arises for a student in connection with academic or professional expectations or a course grade, the student must first attempt to resolve the matter with the professor or professors involved, such as a classroom teacher, internship instructor, or faculty liaison. Likewise, a faculty member who has concerns about a student’s performance must first share those concerns with the student and seek solutions there before calling for a performance review.
Failing resolution at that level, a performance review or a grade appeal may be initiated by either students or faculty members, as appropriate.
The student’s academic advisor can be an important supportive resource, helping the student think through options and prepare for his or her attempt to resolve the problem. If the problem is with an internship, the internship coordinator may also be a helpful resource.
Both processes convene a group consisting of the student and several faculty members with experience relevant to the situation. Such a group is intended to increase the likelihood of a satisfactory outcome by adding additional perspectives to assessment and problem solving.
Should the outcome of either process, performance review or grade appeal, detailed below, be unsatisfactory to the student, the student has the right to pursue appeal at the University level.

Performance Review Process

The purpose of the performance review is to help students who are having problems with the academic or professional expectations of the school. Performance review may be initiated by the student or by any faculty member through a request in writing to the student’s academic advisor to convene a performance review. The advisor will assemble the performance review committee, schedule and facilitate the meeting, and write up and distribute the results of the meeting to the appropriate people. If for any reason the student prefers not to have the performance review convened and facilitated by the advisor, the student may recruit another faculty member to serve in that role.

The performance review committee will typically comprise the student, the advisor, and each professor teaching the student during the semester in which the review is called. As appropriate, the internship coordinator, field instructor, and field liaison may be included. Exceptions to the normal composition of the performance review committee will be determined by the advisor in consultation with the student.

Once the process has been initiated, the following procedures will apply:

The advisor will provide written notification to the student, the members of the committee, the degree-program coordinator, and the director of the School of Social Work. Timely action is often of great importance, and in no ordinary instance should the meeting of the committee occur more than two weeks after the initiation of the performance review.
The committee reviews the student’s progress and discusses the issues that prompted the review. The committee’s task is to assess the situation, using a problem-solving approach, and come to some recommendations for what should happen to resolve the problem or problems. The committee will seek consensus, and if it is unreachable, may decide by majority vote.
The advisor will make a written record of the committee’s assessment and recommendations. This document, to be completed within a week of the meeting, will go to the student, the degree-program coordinator, and the director of the School of Social Work. The student, with the support of the academic advisor, unless otherwise noted by the committee in their report, is responsible for the implementation of the recommendations.
A student who disagrees with the recommendations of the performance review committee may petition the director of the School of Social Work to reverse or otherwise modify the recommendations. The student’s petition must be in writing and initiated within one week of receipt of the committee’s recommendations.
The director of the School of Social Work will render in writing a decision in response to the student’s petition within two weeks of its receipt.
If the student wishes to appeal the director’s decision, the student may do so, following the policy set out in Section XI of the ualr Student Handbook.

Grade Appeal Process

A student who wishes to appeal a course grade must first try to resolve the matter with the professor who assigned the grade. Failing resolution at that level, the student may pursue a formal grade appeal by notifying his or her advisor within ten days of the posting of the final course grade. Once the advisor has been notified, the following procedures will apply:

The advisor notifies the program coordinator in writing that a student is appealing a grade. The memo states briefly the reasons for the appeal and lists the student’s current instructors for the development of an appeal committee. The student may also suggest past instructors for possible inclusion in the appeal committee at the program coordinator’s discretion.
The coordinator appoints a grade-appeal review committee which shall comprise the student’s current instructors for the semester in which the grade under appeal was assigned, except the instructor whose grade is being appealed, and an instructor who teaches in the same sequence, and preferably teaches the same course. The committee will be made up of no fewer than three faculty members.
The coordinator schedules a meeting and communicates the time, day, and place of the meeting to the student, the instructor whose grade is being appealed, the student’s advisor, and the members of the committee. The meeting shall occur no later than two weeks from the initiation of the grade appeal process.
The student is responsible for distributing ahead of time or bringing to the meeting any material relevant to the appeal that the student wishes the committee to review.
The student’s advisor will act as advocate and support for the student in the grade appeal process. The student is also free to choose a person other than the advisor to act in this role.
The coordinator will moderate the meeting, make a written record of the committee’s assessment, and write a memorandum to the director of the School of Social Work, with a copy to the student, setting out the grade-appeal review committee’s recommendation. The memo is to be completed within a week of the meeting.
A student who disagrees with the recommendation of the grade-appeal review committee may petition the director of the School of Social Work to reverse or otherwise modify the recommendation. The student’s petition must be in writing and initiated within one week of receipt of the committee’s recommendation.
If a student so petitions, the director will render in writing a decision in response to the student’s petition within two weeks of its receipt. The director shall also have the student and the faculty member complete and sign the University’s grade-appeal complaint form, and give a copy to the student. The director maintains the original.
If the student is not satisfied with the director’s decision, or if the student is satisfied and the professor is unwilling to comply with the director’s decision, the student may appeal at the University level, following the policy set out in the Code of Student Rights, Responsibilities, and Behavior in the UALR Student Handbook, beginning at step 3 under “Grade Appeals: Steps toward Redress for Grade Appeals.”

Revised May 7, 2007

Student Advisement System

All students who have been admitted to the Graduate Social Work Program are assigned, by the program director, to a member of the faculty who will serve as the student’s advisor. All full-time faculty share the responsibility for advising students currently enrolled. Each faculty member is assigned students for advisement as a part of their regular workload. Faculty are responsible for being accessible on a continuing basis. All faculty are to leave their office hours posted on their office door, promptly return phone calls and respond to email messages. Faculty advisors are fully oriented in curriculum, policies, program objectives and University procedures.

The major objectives of the student advisory system are:

To provide opportunities for continuous, meaningful, and professional interaction between students and members of the full-time faculty.
To provide students with information regarding the program, the School, the University, and the community.
To provide ongoing assessment of students’ aptitude and motivation for the social work profession.
To guide students in the selection of curriculum offerings in line with their educational goals.
To clarify educational policies and the expectations of the program as students progress toward becoming professional social workers.
To assist students in clarifying questions or in relation to problems arising from their educational experience.
To assume intermediary responsibility in regard to conflict issues in students’ educational experience.
To serve as employment reference sources for students.

Faculty advisors and advisees meet, at a minimum, prior to registration to determine courses for the next semester. Sign-up times will be posted on faculty doors two weeks before official registration. Faculty advisors also meet with advisees when students receive less than a B in any given course and periodically evaluate student’s performance. Advisors help students determine a concentration area that best suits the student’s educational needs and career goals.

UALR Policy Statements

UALR Policy Statement on Nondiscrimination

The University of Arkansas at Little Rock is committed to the policy of equal opportunity for all persons and will not discriminate in admissions, programs, or any other educational functions and services on the basis of sex, disability, age, race, national origin, color, or religion. In the area of employment, including hiring, upgrading, salaries, fringe benefits, training, and all other conditions of employment, UALR will not discriminate on the basis of sex, disability, age, race, national origin, color, or religion. In carrying out this commitment, UALR follows the principle of affirmative action and operates within the regulations of the federal laws and executive orders prohibiting discrimination.

The School of Social Work fully supports and adheres to the University’s policy regarding nondiscrimination. Additionally, the School of Social Work is committed to a policy of nondiscrimination on the basis of sexual and political orientation in the areas of admissions, programs, and other educational functions as well as in the area of employment, including hiring, upgrading, salaries, fringe benefits, training, and all other conditions of employment.

Further, UALR , as a recipient of federal financial assistance, is required by Title IX of the Education Amendments of 1972, as amended, not to discriminate on the basis of sex in its admissions policies, treatment of students, employment practices, or educational programs. It is taking remedial steps and affirmative actions to eliminate any discrimination in policies and their implementation.

UALR has an Affirmative Action Plan which has been approved by the Office for Civil Rights in the Department of Education. Copies of the Affirmative Action Plan are available in the offices of central administrators, deans, and department chairpersons. Inquiries concerning the application of any of the federal laws or regulations may be referred to the human relations officer, University of Arkansas at Little Rock, telephone 569-3180.

Sexual Harassment Policy

The University of Arkansas at Little Rock explicitly condemns sexual harassment as a violation of an individuals human rights and dignity and as a form of discrimination based upon sex. Sexual harassment is defined as unwanted, unwelcome, inappropriate or irrelevant sexual or gender-based activities and comments. Employees and students who engage in sexual harassment will be subject to applicable disciplinary processes. Sexual harassment is unlawful and may also subject those who engage in it to civil and criminal penalties. Therefore, the School urges all UALR community members to report incidents of sexual harassment. To that end, reporting and investigating procedures are supportive of and sensitive to the alleged victim. At the same time, they adequately safeguard the rights of the alleged offender.

The complaint procedure for UALR personnel is internal to the University and individuals with complaints are encouraged to follow it first. However, an aggrieved party also has the right to file a complaint of sexual harassment with the appropriate state of federal agency or file a suit in a court with jurisdiction. Complaints involving agency personnel will need to follow agency guidelines. In either case, the student should follow the usual chain of command for lodging a complaint: instructor, faculty liaison, director, faculty advisor, and the Director of the School of Social Work.

The Office of Human Resources Development (HRD) has overall responsibility for assuring University compliance with nondiscriminatory laws and regulations. Formal complaints against faculty, staff, and administration should usually be submitted to HRD within thirty calendar days of the most recent alleged discriminatory act. Four faculty and/or administrative personnel, one from each Vice Chancellor’s area, are designated as ombudspersons for sexual harassment. These persons report directly to the Chancellor.

The Office of the Dean of Students has responsibility for student-to-student allegations. The Dean of Students or her/his designee is responsible for investigating claims and for initiating disciplinary proceedings.

The complete policy statement regarding sexual harassment is on file in the School of Social Work. Information is also available from the HRD.

Disability Support Services

It is the policy of UALR and the School of Social Work to accommodate students with disabilities, pursuant to federal law and state law. Any student with a disability, who needs accommodation, for example in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. The Director of the School of Social Work is also available to assist with accommodations. Students with disabilities are encouraged to contact the Office of Disability Support Services, which is located in the Donaghey Student Center, Room 103, telephone 569-3143

Student Government

The graduate program of Social Work encourages students to organize. The students elect a five-member executive committee each academic year, and this committee coordinates and guides the activities of the student body. The student association takes primary responsibility for course evaluations each semester, oversees selection of students to program and university committees, attends monthly faculty meetings (students have voice but no vote) and helps the director of the School of Social Work organize and plan the annual convocation ceremony for the graduation class. The student executive committee meets with the director on a regular basis to discuss matters of concern to students.

The student executive committee also reports minutes from faculty meetings to the students. The student executive committee organizes monthly meetings with all graduate students to discuss important matters of student interest. A designated faculty member serves as a liaison on the social work graduate student government committee.

UALR has more than one hundred registered student organizations, ranging from professional associations to special interest groups, from traditional Greek societies to clubs for single parents. Involvement in a campus organization enhances the university experience through interaction with other students outside the classroom, as well as providing professional and social networking, leadership, and support opportunities.

The Graduate Student Association (GSA) provides assistance and support for new and continuing graduate students, offers leadership and organizing experiences and opportunities for creative interaction between students in different programs, and aids the Graduate School in addressing the needs and issues of its students. Each spring, GSA holds a Graduate Student Forum at which interested students can present scholarly papers to the University community. GSA elects and appoints students to committees that perform various services for the student body, such as advising the library on student needs. The association is an affiliate of the National Association of Graduate and Professional Students.

Student Participation in Department Governance

Student representatives serve with faculty on committees and task forces that make policy, hire faculty, and develop curriculum. The curriculum committee and the practice curriculum sub-committee are standing committees in which students participate. A student representative also is a member of any search committee.

Student representatives also organize yearly focus groups to provide feedback regarding curriculum to the curriculum committee. Student representatives regularly attend monthly faculty meetings. Minutes of each faculty meeting are posted in the student lounge.

NASW and Licensing

NASW (National Association of Social Workers)

All students are encouraged to become a member of the National Association of Social Workers (NASW). This is one step in your commitment to lifelong learning. Membership packets are distributed at general student orientation. They are also available in the School of Social Work office. Membership rates are substantially discounted for students. This professional organization allows you to network, attend state conferences, develop your commitment to lifelong learning, and help you achieve your full potential as a student and a future social work professional. For more information contact:

NASW, Arkansas Chapter
1123 S. University, #1010
Little Rock, AR 72204
Phone: 501-663-0658 or 1-800-797-NASW
Fax: 501-663-6406
http://www.naswar.org
Email: naswar@cei.net

NASW
750 First Street, NE, Suite 700
Washington, DC 20002-4241
Phone: 1-800-742-4089
Fax: 202-336-8331
http://www.socialworkers.org
Arkansas Social Work Licensing Board

In order to identify yourself as a social worker in the state of Arkansas, you must be licensed. In order to be licensed, you must hold a degree from a CSWE-accredited institution and pass an exam. At your request, approximately one month following graduation the UALR Office of Admissions and Records will issue to the licensing board an official transcript. Requests for the transcript can be submitted by visiting the Office of Admissions and Records or accessing this office through the UALR Web Site (www.ualr.edu). Application forms and other information regarding licensing can be accessed from the Licensing Board:

Social Work Licensing Board
202 West Third Street, Suite 503
P.O. Box 250381
Little Rock, AR 72225-0381
Phone: 501-372-5071
Fax: 501-372-6301
Email: swlb@mail.state.ar.us
http://www.state.ar.us/swlb/

Important Miscellaneous Information for Students

Mandatory Use of E-Mail

The School of Social Work and the University require that all students use e-mail. You are responsible for checking your e-mail in order to receive information distributed by the School and by the University. The policy is that messages will be sent to your student e-mail account at UALR. The University’s policy says the following:

Student e-mail accounts are created withing 24 hours of class registration and are an official means of communication with students. Important university-related information will be sent to individual e-mail accounts. Students are responsible for regularly reading e-mail messages. Types of communication include but are not limited to finanacial aid information, inclement weather closings, e-bills and payment deadlines, registration information, and library notices. The UALR e-mail system can be accessed at http://mail.ualr.edu .

Student E-Mail Accounts at UALR

The University routinely sets up e-mail accounts for enrolled students. The account-naming convention is , followed by <@ualr.edu>. Thus, Pat Smith Jones’s account will be psjones@ualr.edu. Your password the first time you log onto the account will be your social security number.

To access your UALR e-mail account, use a web browser to go to http://mail.ualr.edu , and log on with your account name ( psjones, for example) and your password (your social security number if it’s the first time you’ve accessed the account, or whatever password you’ve designated).
Mailboxes

Mailboxes for MSW students are located at the bottom of the stairs in Larson Hall near room 114. Boxes are labeled with the alphabet. These aren’t individual boxes; you share with students whose last name begins with the same letter as yours. Please remember to check your mailbox regularly. University, School, and class announcements will often be placed in the boxes, as will graded papers and tests at the instructor’s discretion.
Change of Address

If your address changes, you must make the change with the UALR Graduate School and with the School of Social Work. The Graduate School office has a computer that allows you to change this yourself. This is important in that grades, financial aid information, and other vital information will be sent to the address that is currently in the graduate school’s computer. The School of Social Work also sends information that may require a response, so please notify Loma Speck, the School of Social Work’s administrative program coordinator, whenever your address changes.
Bulletin Boards

There are several bulletin boards in Larson Hall, both upstairs and downstairs. These boards are kept current with job postings, class announcements, room changes, and other information for Social Work students. Please remember to check the bulletin boards for updated information that may concern you.
Student Lounge

The student lounge is located upstairs in Larson Hall. The lounge contains a microwave, a snack machine, conference tables, television, couches, chairs, desks, books, computers, and tiny study carrels. The lounge is for your use, so that you can have a place to relax between classes, eat lunch, hold meetings, or do homework. Don’t expect it to be as quiet as a library, though, because it’s intended as a place where students can hang out, visit with each other, talk. Use it. Feel free to donate stuff, decorate, and organize it. It’s yours.
Parking

UALR students must register their vehicles at the Department of Public Safety and display a parking permit as instructed. You can register one vehicle free. Additional permits are $20 annually, $10 for spring semester only, and $7 for one or both summer terms. Reserved parking lots are also available to students. Fees for these lots are $120 per year, $60 for evenings only. Only persons holding a key-card are able to enter the lots. You may also park in the parking garage, located across the street from the Donaghey Student Center. There is no requirement for a parking decal, but there is a fifty-cent charge upon exiting the garage. If you choose to park there, you must have exact change to get out. The parking garage attendant cannot provide this for you.

Despite what people may say, parking across University Avenue at the shopping centers and restaurants will result in your car being towed at your own expense.

Student ID Cards

The student ID card is a photo ID issued at the time of registration. The card is required to drop or add courses, check books out of the library, use facilities at the Donaghey Student Fitness and Aquatic Center, attend some special activities and athletic events, receive student discounts where offered, and conduct other University business. Student ID cards may be obtained at the Donaghey Student Center in the office beside the swimming pool. The first card is free, but if you lose it, a fee of $10 will be charged for a new one.

Student Health Center/Health Insurance

If you are interested in the student group health plan, the information is available through UALR Health Services (501-569-3188). Plans are offered as an option for UALR students, spouses, and dependent children. The Student Health Center is located downstairs in the Donaghey Student Center.
Cash on Campus

ATMs are available in the Donaghey Student Center. You may also cash a small check at the Cashier’s window in Administration North. Checks have a $5 maximum allowance for students and $40 maximum allowance for employees.
TEAMS/TAMS

TEAMS is a scholarship program that serves the needs of minority students. This program sponsors TAMS (Tuition Assistance for Minority Students). To find out more, please contact Shannon Clowney at 501-569-8781 or at smclowney@ualr.edu . You can read more about TEAMS/TAMS at http://www.ualr.edu/teams/ . (This is an incredible opportunity for those considering pursuing a Ph.D. at some point.)
Course Outlines

Many master’s-program course outlines are on the School of Social Work’s web site, at Course Outlines . The textbooks and readings required are listed on the course outlines. If the syllabus of the course you’re looking for is not online, then your professor will provide it for you at your first class meeting. You can obtain your books from the UALR bookstore, which is located in the Donaghey Student Center. You can also purchase your books from many online suppliers.
University Writing Center

The writing center offers one-on-one assistance. If you know that you struggle in this area, you should consider using this resource. Visit http://www.ualr.edu/~owl , or call 501-569-8311. The writing center is located in SUB 116.
Ottenheimer Library

Get to know your library. Visit http://library.ualr.edu/ , or call 501-569-8806. Ask Karen Russ for a special tour.
PIN Numbers

Your personal identification number (PIN) will enable you to register for classes and to access your student records in the University’s computer system BOSS. The graduate school will send you this number. You will need this number to register for classes. Your PIN is different from your Student ID number. Your PIN should be kept private so that no one else can change your registration. If you have questions about your PIN, contact the Graduate School (501-569-8664/8663). The School of Social Work does not have access to it and cannot replace it.
General Information for Graduate Students

You can get good, useful information (including things like the campus map, the academic calendar, TEAMS/TAMS information, the graduate school catalog, and financial aid information) from the graduate school’s web site . You can also contact the graduate school at 501-569-8664/8663 or at gradinfo@ualr.edu .

Updated 5.8.2008

University of Arkansas at Little Rock

Master of Social Work

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