Mindeo MP725 - Academic Status Review Committee

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3. Preoccupation with self and self-centered behavior to the extent that it is inappropriate for
a professional role.
4. Challenges in one’s ability to develop professional relationships so that effective
communication to engage others through effective relational and communication skills
cannot be accomplished.
5. Challenges in placing appropriate boundaries between personal and professional
relationships with clients, agency co-workers or others who are part of the professional
practice environment.
6. Practicing beyond the scope of one’s competence.
7. Repeatedly misrepresenting competence or credentials to clients, agencies, others, etc.
8. Repeatedly violating obligations concerning use of privileged information and violation
of confidentiality.
Academic Status Review Committee
A set of procedures are outlined here for students who are performing unsatisfactorily in the
Program. The student initially meets with his or her advisor and/or the instructor to examine
options for addressing the issue. The advisor/instructor notifies the MSW Program Coordinator
about the issues being addressed, and the Program Coordinator and student subsequently meet to
clarify the student’s proposed plan for addressing the issue. This plan, along with the MSW
Program Coordinator’s assessment, is then presented to the Academic Status Review Committee.
The Academic Status Review Committee was established to provide a consistent and reliable
faculty role in guiding struggling students through the Program. The Committee provides faculty
oversight of the Program Coordinator’s work with the student. The functions and roles of
participants in this process are outlined as follows:
Committee Mandate and Function
The Committee exists as an ad hoc committee of the Program to guide decision- making and
planning in those instances where student progress is insufficient to maintain his/her progress in
the Program. This occurs whenever a student fails to meet academic or nonacademic retention
standards.
When students face difficulties with regard to classroom and field performance that can
jeopardize their continuance in the Program, the following steps are taken:
1. The student meets with his/her advisor/instructor regarding these issues and to discuss a
plan for addressing them;
2. The advisor/instructor informs the Program and Field Coordinators of concerns regarding
students; when those concerns are serious and in situations where they cannot be