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Bachelor of Social Work Program Student Handbook

A leader in preparing social workers for strengths-based generalist social work practice with vulnerable populations.

Last revised by Indiana University School of Social Work September 2023.

Foreword #

The content in this handbook serves as a reference for students to understand the undergraduate social work degree program, its curriculum, policies, and procedures. Students should consult this handbook throughout their academic journey. It provides an overview of the School of Social Work, including its history and mission, the subscribed Code of Ethics, specifics about the BSW program, and available services and opportunities for BSW students. Additionally, this handbook complements existing University materials for students across campuses (Bloomington, Indianapolis, Gary, Fort Wayne, Richmond, and South Bend).

While we strive to offer accurate and up-to-date information, the Indiana University School of Social Work reserves the right to modify curricula, policies, courses, rules, or other matters. Changes are made only when necessary to enhance and improve the educational experience.

Please contact BSW Directors with questions:

Chapter 1 Introduction Social Work at Indiana University #

The Indiana University School of Social Work offers baccalaureate, master’s, and doctoral degree programs across various Indiana University campuses. As a system-wide school, its curricula and policies remain consistent across campuses. The Bachelor of Social Work program prepares students for generalist social work practice, while the Master of Social Work program focuses on advanced practice in specialized areas. The Doctoral program equips students for leadership roles in social work education, social welfare policy analysis and development, administration, social work practice, and advocacy.

The Indiana University School of Social Work, founded in 1911 as the Department of Social Services, has a rich history in educating providers to support Hoosiers. In 1977, it adopted the name “School of Social Work” to better align with its professional identity. Along with our accredited Bachelor of Social Work (BSW) Program, we have a Master of Social Work (MSW) program and a Ph.D. in Social Work program.

*Info partially taken from Rogers, H.C. (1980). Seventy years of social work education at Indiana University. Indianapolis, IN: IUPUI Press

Indiana University is a prominent multi-campus public research institution. The mission of Indiana University is “to provide broad access to undergraduate and graduate education for students throughout Indiana, the United States, and the world, as well as outstanding academic and cultural programs and student services.” IU is guided by IU2030- The Indiana University Strategic Plan.

The Indiana University School of Social Work (IUSSW) contributes to creating a fair, just, and equitable society by educating competent and ethical professionals to address complex social, environmental, and economic challenges on local, state, national, and global levels. Please read the Mission Statement and Vision in full.

Both the Bachelor of Social Work (BSW) and the Master of Social Work (MSW) programs at Indiana University are accredited by the Council on Social Work Education (CSWE). This accreditation ensures that students receive a high-quality professional educational experience. Graduates from these programs are eligible to take state licensing exams in Indiana and neighboring states. BSW graduates can also apply for advanced standing in graduate social work programs.

CSWE actively promotes quality social work education through program accreditation, conferences, professional development activities, and publications. For more information, visit the CSWE website.

We recognize the diversity and intersectionality of age, sex, gender, race, ethnicity, ability, neurodivergence, religion, sexual orientation, marginality, relationship status, family configuration, color, military service, class, political views, national origin, and migration. See website for full statement.

An extremely important policy infused in all aspects of the School is the Policy on Non-Discrimination. This policy states:

Based on tradition of the social work profession, and consistent with Indiana University’s Equal Opportunity Policy, the Indiana University School of Social Work affirms and conducts all aspects of its teaching, scholarship, and service activities without discrimination on the basis of race color gender, socio-economic status, marital status, national or ethnic origin, age, religion/creed, disability, political affiliation, sexual orientation or gender identity.

The School of Social Work has a strong commitment to diversity and nondiscrimination. Indeed, diversity is a celebrated strength. This perspective is demonstrated by the composition of its faculty and student body, curriculum content, recruitment and retention activities, participation in University committees dealing with oppressed populations, numerous service activities, including advocacy on behalf of the disadvantaged, selection of field practicum sites, and School policies related to promotion and tenure of its faculty.

Indiana University (IU) takes a strong stance against sexual misconduct, including harassment and violence. If you’ve experienced such misconduct or know someone who has, IU can help. Federal regulations and University policy require faculty to promptly report potential misconduct to their campus Deputy Title IX Coordinator(s). Privacy is protected, and resources are made available. For confidential help, consider contacting a Mental Health Counselor on campus. The full policy regarding discrimination, harassment, and sexual misconduct can be found here in the University Policies about Discrimination, Harassment, and Sexual Misconduct.

Chapter 2 Social Work as a Profession #

Social Work: A Profession of Leaders #

One definition of social work, as adopted by the National Association of Social Work Board of Directors, states, “Social work is the professional activity of helping individuals, groups, or communities to enhance or restore their capacity for social functioning and to create societal conditions favorable to their goals” (Colby & Dziegielewski, 2001, p. 91).  This definition emphasizes the profession’s commitment to both individual and environmental intervention.

Fields of Practice #

Bachelor of Social Work (BSW) graduates are well-prepared to work in diverse settings, effectively engaging with individuals, families, small groups, communities, and organizations. They contribute to both public and private agencies, offering direct and indirect services. BSW professionals often participate in organizational planning and management. Some common employment settings for BSW graduates include:

  • advocacy programs
  • aging services
  • businesses and industry
  • child and adult day care centers
  • children and youth services
  • churches
  • community action agencies
  • community crisis centers
  • correctional facilities
  • criminal justice agencies
  • disability service agencies
  • employee assistance programs
  • head start programs
  • home care agencies
  • homeless shelters
  • hospices
  • hospitals/clinics
  • income maintenance programs
  • interpersonal violence programs
  • legal services agencies
  • mental health services
  • public health agencies
  • residential treatment programs
  • schools
  • substance abuse programs
  • training/vocational centers
  • vocational rehabilitation agencies
  • voluntary association

Code of Ethics in Social Work #

The Bachelor of Social Work (BSW) Program at Indiana University follows the National Association of Social Work (NASW) Code of Ethics as its standard. Students admitted to the BSW Program are expected to adhere to the ethical standards outlined. You can find the NASW Code of Ethics in both English and Spanish on the NASW website.

Social work practitioners often develop and adopt additional ethical codes alongside the NASW Code of Ethics. Below are links to other Codes of Ethics for your information and exploration. Remember that students in the BSW Program will be held accountable to the standards outlined in the NASW Code of Ethics.

National Association of Black Social Workers’ (NABSW) Code of Ethics can be found at NABSW Code of Ethics.

International Federation of Social Workers’ (IFSW) Code of Ethics can be found at IFSW Code of Ethics.

Indiana Licensure #

Indiana University BSW graduates are eligible to apply for legal licensure in the State of Indiana. Upon completing a full application and achieving a passing score on a standardized examination, the Indiana State Professional Licensing Agency designates them as Licensed Social Workers (LBSWs). For more information, you can visit the Indiana Professional Licensing Agency’s website.

Chapter 3 Indiana University Bachelor of Social Work Program #

BSW Program Vision and Mission #

The BSW Program aims to lead in preparing social workers for strengths-based generalist practice with vulnerable populations. We uphold high standards for education and achievement, guided by core professional values including service, social justice, dignity, the importance of human relationships, integrity, and competence. Our commitment extends to fostering diversity among students, faculty, and staff, as well as developing, disseminating, and assessing effective practices.

Reaffirmed in 2021, the Bachelor of Social Work Program’s mission reads:

…to prepare students for generalist social work practice with vulnerable people in Indiana and beyond and prepare graduates as critical thinkers and lifelong learners, who reflect a global perspective, recognize strengths, enhance opportunities, create change, and contribute to the empowerment of the people they serve.

Definition of Generalist Practice #

The BSW program’s mission statement speaks to the commitment to preparing generalist social work practitioners. The BSW Program defines generalist practice as follows:

Generalist social work practice focuses on improving the well-being of individuals, families, groups, organizations, communities and society by creating social change both within and among these social systems in a global context.

Grounded in the liberal arts, generalist social work practice utilizes research informed knowledge, professional social work values and ethics, and a core set of competencies transferable across a variety of social service practice settings. Generalist practitioners are educated to think critically as they engage, assess, intervene, evaluate practice outcomes, and engage in practice informed research. Generalist social workers respond to a variety of context and strive to protect human rights, promote social and economic justice and provide culturally competent services.

Educational Goals #

In keeping with its mission, the BSW Program has set forth five educational goals:

    1. Prepare graduates for generalist social work practice within a global context.
    2. Equip graduates with a broad liberal arts foundation emphasizing critical thinking development.
    3. Empower graduates to serve vulnerable populations and advocate for social and economic justice.
    4. Provide graduates with a foundation for lifelong learning, including graduate education.
    5. Encourage graduates to integrate research-informed practice and technological advancements.

Educational Outcomes #

The BSW Program aligns with the Council on Social Work Education’s (CSWE) competencies outlined in the Educational Policy and Accreditation Standards (EPAS) document (CSWE, 2015).  At graduation, students are expected to demonstrate the following abilities:

Demonstrate Ethical and Professional Behavior

Engage Diversity and Difference in Practice

Advance Human Rights and Social, Economic, and Environmental Justice

Engage in Practice-informed Research and Research-informed Practice

Engage in Policy Practice

Engage with Individuals, Families, Groups, Organizations, and Communities

Assess Individuals, Families, Groups, Organizations, and Communities

Intervene with Individuals, Families, Groups, Organizations, and Communities

Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Chapter 4 BSW Curriculum #

Overall Degree Requirements #

BSW Program Locations: The Bachelor of Social Work (BSW) program is available at five Indiana University (IU) campuses: Bloomington, Fort Wayne, Gary, Indianapolis, and South Bend.  The final year of the BSW program at Indiana University East, Richmond, is 2024-2025 Academic Year.

  • Admission Process: Students apply to the School of Social Work for admission. Application deadlines vary by campus.
  • Academic Requirements: BSW students must maintain at least a “C” grade in core social work courses.
  • Course order: Students must be accepted into the BSW program before taking courses numbered 322, 332, 352, and 371. Students need to complete all required 100, 200, and 300-level social work courses before enrolling in 400-level coursework.

The Bachelor of Social Work (BSW) degree program requires a minimum of 120 credit hours. These credits are earned through a combination of required and elective courses. Specifically:

  • General/Supportive Liberal Arts Courses: Students complete 42-45 credit hours in general/supportive liberal arts subjects. This includes General Education courses and Program Support courses which may vary by campus.
  • Required Social Work Courses: A total of 52 credit hours are dedicated to social work courses
  • Elective Courses: The remaining credits are obtained through elective courses, giving students the flexibility to choose additional subjects, pursue a certificate, or select a minor.

To ensure compliance with both campus and BSW general education requirements, collaborate with your BSW Academic Advisor.

Credit for Life Experience #

Academic credit for life experience and previous work experience are not applied, either in whole or in part, toward the social work degree.

General Education Requirement #

Degree requirements are divided into four areas.  General education, support courses, required courses and electives. General education course requirements vary by campus. Students are expected to meet the general education requirements specific to their campus.

The BSW Program has basic educational requirements consistent across campuses. The BSW course requirements are listed below. Work with your BSW Academic Advisor to ensure you meet both the campus and BSW general education requirements.

Program Support Courses #

  • Professional Writing Skills (SWK S204) OR an intensive writing course approved by the IUSSW program on the student’s campus (e.g., ENG W231)
  • Public Speaking
  • Modern American History
  • Human Biological Science
  • American Government
  • Introductory Psychology
  • Introduction to Sociology
  • A 3 credit 300 or 400-level Social Work elective or social science course

Social Work Required Courses (15 courses) #

Social Work Course Sequencing #

Both full-time and part-time options are available for completing the 300 and 400-level required social work courses.  Keep in mind that the course sequence may vary depending on the campus you’re attending. To get specific details about the course sequence at your campus, refer to the BSW campus-specific Degree Map.

Pass-Fail Courses #

Students can take up to four elective courses on a Pass-Fail basis. However, all required support and social work courses must be taken for a letter grade. Please note that IU Policies developed during Covid-19 in Spring 2020 take precedence over this policy.

Field Practicum Courses #

Field practicum courses allow students to apply and integrate content from all areas of the curriculum, developing competencies in generalist practice.

In the BSW Program, seniors enroll in two practicum courses. These courses are exclusively available to students admitted into the BSW Program who have completed all 300-level social work courses and have completed or are concurrently enrolled in 400-level courses. Practicum experiences cover various system sizes (individuals, families, groups, organizations, and communities) and occur in diverse fields of practice (e.g., child welfare, mental health, medical, addictions, homelessness). Practica sites include community centers, child welfare agencies, group homes, nursing homes, and other specialized services. The BSW Field Manual can be accessed here .

  1. S481 Social Work Practicum I (Fall Semester):
    • Students enroll in this six-credit-hour course during their final year.
    • Minimum of 240 hours of supervised practice in a community agency (approximately 15 hours per week).
    • Participate in seminar classes taught by faculty.
    • Seminar assignments focus on field experience journals, process recordings, and initial development of the second program outcome measure.
    • Faculty and agency field instructors provide support and guidance throughout the practicum experience.
  2. S482 Social Work Practicum II (Spring Semester):
    • Students typically continue at the same agency as S481.
    • Enroll in this seven-credit-hour course.
    • Complete a minimum of 320 hours of supervised practice in a community agency (approximately 20 hours per week).
    • Participate in seminar classes that integrate theoretical material from social work practice and theory courses.
    • Address real-world practice issues experienced in the practicum agency.
    • Demonstrate effective social work practice in the second program outcome measure.

Most practicum sites in human service organizations expect students to practice during daytime hours. Availability for late afternoons, evenings, and weekends is limited. Applicants are encouraged to assess their daytime availability for field practicum courses before applying to the program.

Responsibilities of the School of Social Work for Successful Practica Placements #

Please review the field manual for more information.

Professional Liability Insurance #

Review field manual for more information.

Chapter 5 BSW Program Admissions #

Students pursuing a Bachelor of Social Work (BSW) degree must apply for and gain admission to the BSW Program. Failure to do so may result in ineligibility to enroll in mandatory 300 and 400-level social work courses.

Admission to the BSW Program #

Enrollment in the BSW program requires formal admission to the IU School of Social Work. The following are the minimum requirements for consideration for admission to the program:

  1. Regular admission to the university.
  2. Completion of a minimum of 12 credit hours. Although we encourage early application, advanced students may also apply.
  3. Satisfactory completion (grade of C or higher) of the required course SWK-S 141 Introduction to Social Work.
  4. A minimum cumulative grade point average (GPA) of 2.5 on a 4.0 scale.
  5. Evidence of characteristics or potential required of competent social work practitioners as defined in the mission statement of the School. Such evidence may be derived from application materials, letters of reference, pertinent work or volunteer experience, and performance in SWK-S 141 Introduction to Social Work.

Conditional Admission Policy #

Applicants may receive conditional admission to the program if they haven’t fulfilled all admission requirements. For instance, if a student hasn’t completed Introduction to Social Work (SWK-S141), they can still be conditionally admitted. It’s the applicant’s responsibility to fulfill these outstanding conditions. Once all outstanding items are completed, the conditional admission will be converted to full admission.

Sex Offenders Screening Policy Applicable to Students #

Applicants and Transfer Students

  • Applicants must self-report any history of sexual offenses against children.
  • Any applicant or transfer student on the Sex Offender Registry is ineligible for admission or transfer and will be notified.

Continuing Students

  • Students whose names appear on the Registry during matriculation or who have been convicted of offenses listed on the Registry are ineligible for program continuation.

Notice

  • The electronic BSW Program application includes a notice that criminal convictions may affect eligibility for admission.

Non-exclusive Policy

  • The School reserves the right to take other appropriate actions in cases not covered by this policy.

Right to Appeal

  • Students already admitted to IUSSW programs can appeal if deemed ineligible due to criminal convictions, citing extenuating circumstances.

Policies #

A student with a criminal history other than those deriving from sexual offenses may be eligible for admission into IU BSW program. Eligibility in these circumstances is determined on a case- by-case assessment. While having a criminal background may not preclude students from participating in the BSW program, students should be aware of educational and professional implications. Agency policies and state laws may impose limitations for students and professionals with criminal histories attempting to obtain field placements, employment in certain practice settings, and/or professional licensure. Laws vary by state and are subject to change over time. Students should consult individual state licensing agencies for further information. While a student with a criminal background may view their own history as only a minor offence, field agencies may not. Some crimes, such as crimes of violence or dishonesty, are particularly disfavored. Applicants are advised that the School relies on third parties, such as social service agencies and other facilities, to provide field education and that a criminal history, or a serious driving infraction, can affect the School’s ability to find a placement; IUSSW has no control over these third parties and the School makes no guarantee that it can place any student, with a criminal history, or a serious driving infraction, even when charges may have been plea bargained down or resulted in probation or diversion. IU BSW program is not responsible for disruptions in a student’s educational plan resulting from a criminal background.

Students are required to disclose any convictions, charges, probation/diversion in writing unless the conviction has been expunged (even if a charge has been dismissed), or a serious driving infraction, as part of the formal admission process and again prior to beginning the field placement process. Students must report to the best of their ability anything that may come up on a national criminal background check on self-disclosure form.  If in doubt, students should disclose the charge. This means that self-disclosures must be truthful, accurate, and complete. If a student knows of certain information yet is unsure whether to disclose it, the student must disclose the information. It is incumbent upon students to inform their social work advisor as soon as possible, of any criminal charges of any kind are levied against them at any point during the program, unless it has been expunged. Failure to disclose this information can result in dismissal.

Students transferring from other accredited four-year institutions or community colleges to Indiana University undergo transcript evaluation by the University Admissions office. This evaluation assesses their progress toward meeting general education and supportive area degree requirements. In most cases, the University Admissions Office assessment is accepted for general and supportive area course requirements. However, students transferring from non-accredited institutions must apply to the BSW Program, even if they have been accepted elsewhere.

Beyond the 100 and 200-level courses, all social work students must enroll in an accredited social work program. Transfer courses taken at another accredited BSW program must meet Indiana University’s academic standards (earning a letter grade of ‘C’ or better). Additionally, these transfer courses should be deemed equivalent to the School of Social Work’s required social work courses by the Program Director at the campus where students are applying for admission.

The process for evaluating whether a social work course taken at another CSWE-accredited BSW program is accepted in place of an Indiana University required social work course involves the following steps:

  1. The student submits the syllabus from the proposed transfer course, along with any relevant information, to the campus BSW Program Director.
  2. If appropriate, the Program Director consults with the social work faculty member who teaches a similar course. Together, they determine whether the transfer course is acceptable as a substitute for the IUSSW course.
  3. The Director communicates the acceptance or rejection of the transfer course in writing to the student.

Note that field practicum courses may not be transferred from another program.

*Campus specific policies may alter this process. Contact your program director with questions.

Students accepted into the Bachelor of Social Work program may request a transfer from their initial IU campus to another IU campus. These transfer requests often arise due to changes in family, medical, or financial circumstances, necessitating proximity to home and community supports. To transfer to another IUSSW BSW Program campus, students must be in good standing, which includes acceptance in the BSW Program, a cumulative GPA of 2.0 or better, and earning a grade of ‘C’ or better in each required social work course. Additionally, students must maintain a 2.5 GPA to graduate from the BSW Program.

Students communicate with their advisor and use the BSW Program Transfer request form to initiate the process (available in the Student Services tab in the  IU School of Social Work Portal available in one.iu.edu).The BSW Program strives to accommodate transfer requests, considering student needs, campus resources, practicum availability, general education requirements, and course sequencing. However, there may be cases where student needs and campus resources do not align. In such instances, the transfer campus program director, in consultation with the initiating campus program director, may approve or deny the request.

If a transfer request is accepted, the student is responsible for initiating the appropriate inter-campus transfer process at the university level. Additionally, the student should be aware of any additional general education requirements specific to the transfer campus.

For students who have interrupted their education for an extended period, our program assesses the relevance and alignment of their past social work coursework with the current curriculum. If necessary, students may be required to retake specific courses.

Returning students who have been absent from the University for at least three consecutive years and have previously completed Social Work courses must undergo course revalidation. Our BSW program considers all social work courses older than five years as candidates for revalidation or retaking to meet BSW requirements. When evaluating completed courses, we consider the current state of knowledge in the subject matter, changes since the course completion, and current BSW competencies.

Chapter 6 BSW Program Advising #

Student Academic Advising #

The advising program supports students throughout their educational journey as they prepare to become competent social workers. Advisors monitor student progress, provide consultation for course planning, and assist with problem-solving related to both classroom and fieldwork. They also facilitate communication between students and their instructors. The advising relationship emphasizes collaboration among administrators, faculty, and students. Upon admission, each student is assigned an advisor who holds at least a master’s degree in social work.

Role of the Advisor #

  1. Strengths and Career Goals: Advisors help students identify their emerging strengths and clarify personal career goals within the context of realistic professional opportunities.
  2. Course Selection: Advisors assist students in selecting required and elective courses that align with program requirements, course sequencing, and their individual interests and abilities. They utilize tools such as the Degree Map and the Interactive Graduation Planning System (iGPS).
  3. Academic Assessment:
    • Advisors assess students’ academic progress by considering the number of credits earned each semester in relation to their academic plans and anticipated graduation dates.
    • They evaluate grades, including individual course grades and cumulative social work GPA, ensuring alignment with the BSW program’s grading policies.
  4. Identifying Challenges:
    • Advisors help students recognize conduct or academic deficiencies that may impact future academic performance. They guide students in addressing these challenges.
    • When necessary, advisors connect students with campus or community services for financial needs, personal counseling, skill development, or other difficulties affecting academic performance.
  5. Student Performance Review: Advisors participate in the Student Performance Review process for students identified with academic or conduct deficiencies, as outlined in the policy.
  6. Support around Dismissals and Reinstatements: Advisors assist students who fail to meet academic requirements for continuation in the BSW program. This support may involve facilitating program transitions or providing information during appeal processes.
  7. Ongoing Collaboration:
    • The advising process is an ongoing, collaborative effort. Students are encouraged to consult with their advisors to anticipate and prevent serious difficulties.
    • Many advisors use email and Advising Records (ADRx) to enhance communication promptness.
    • Ultimately, students are responsible for the accuracy of their academic enrollment.

Checklist for BSW Students #

  • Attend BSW student orientation.
  • Review and discuss degree requirements and your educational plan with your assigned academic advisor or the Program Director.
  • Develop an education plan based on the BSW Degree Map (iGPS) and adjust your class schedule accordingly.
  • Check your IU email account at least every 48 hours.
  • Read and consult the BSW Student Handbook.
  • Familiarize yourself with IU and campus resources available to students.
  • Learn APA manual guidelines for all assignments submitted in BSW courses.
  • Confirm with your advisor that you have 120 hours to graduate and check your Academic Advising Report in the Student Center.
  • Meet with your assigned academic advisor.
  • Share your educational progress, struggles, and needs with your advisor.
  • Register for classes as advised (pay attention to sequenced courses).
  • If changes are needed in your education plan (iGPS), contact your advisor or Program Director. Do not change your schedule until approved by your advisor.
  • Utilize available educational resources to enhance your scholastic performance.
  • Attend program meetings hosted by program administrators.
  • Support and participate in social work activities on campus.
  • Fill out the Commencement Application forms.
  • Meet with your assigned advisor to verify that all requirements will be completed by the December, May, June, or August deadlines.
  • Order your cap and gown.
  • Thoroughly read all graduation-related information.
  • Confirm with your advisor once again that all requirements have been met.
  • Attend the graduation ceremonies!Note: Students are responsible for enrolling in and completing BSW courses according to the program’s guidelines.

Chapter 7 BSW Academic and Performance Standards #

Educational Requirements #

To continue in and graduate from the program, students must:

  • Earn at least a “C” in each required Social Work course.
  • Maintain a minimum cumulative GPA of 2.5 in required Social Work courses and an overall GPA of 2.5 (where a “C” corresponds to 2.0 and a “B” to 3.0).
  • Engage in professional activities consistent with the values and ethics of the profession.
  • Adhere to any contracts entered into during Conditional Admission or Student Performance Review.

Grade Appeal Policy #

Petition for Change of Grade

If a student believes a semester grade was improper and capricious, they should follow these steps for resolution:

Step 1: The student should meet with the course instructor to resolve the matter.

Step 2: If the student is not satisfied with the resolution, they should follow these steps:

  1. Within 15 working days after receiving the grade, meet with the respective campus BSW Program Director.
  2. The director may request written documentation.
  3. The director will consult with the instructor to attempt a resolution.
  4. The program director will communicate the decision in writing to both the student and the instructor.
  5. If the program director is the instructor of the course, the student will be referred to the Senior Program Director.*
  6. If the Senior BSW Program Director is the instructor, the student will be referred to the Associate Dean.

Step 3: If the consultation with the BSW Program Director does not lead to a mutually agreeable solution, the student can submit a formal appeal to the Office of the Dean. Here’s how it works:

  • The Associate Dean usually handles all student issues on behalf of the Office of the Dean.
  • However, if the Associate Dean has already been involved in the grade issue due to the instructor being the Senior BSW Program Director, the appeal will be handled by the Dean or their designee.

Step 4: If the appeal is denied by the Office of the Dean, the student should refer to the University’s grade appeal policies and procedures for further guidance.

*On the IUN campus the student is referred to the Associate Dean of the College of Health of Human Services.

Student Review Process #

All students are admitted with the assumption that they possess the academic ability and personal suitability to complete their professional program. BSW Program students are expected to uphold the standards set by the School of Social Work and those of the social work profession. To support student success, participation in a Student Success Meeting (SSM) and/or a more serious Student Performance Review (SPR) may be requested in response to specific situations.

Grounds for SSM or SPR: #

While this list is not exhaustive, the following behaviors may lead to a Student Standards Meeting (SSM) or a Student Progress Review (SPR):

  1. Incongruent Conduct:
    • Behavior inconsistent with the values and ethics of the social work profession (e.g., NASW, NABSW, CSWE) and the academic code of conduct at Indiana University.
    • Includes actions in fieldwork, social media interactions, and classroom conduct that deviate from professional standards.
  2. Disruptive Behavior:
    • Actions that hinder the student’s functioning or jeopardize the well-being of others.
    • Examples include threatening behavior or disruptions in academic settings.
  3. Communication Issues:
    • Ineffective verbal and written communication skills, including poor interviewing and interpersonal abilities.
  4. Non-Adherence to Agency Policies:
    • Failure to comply with practicum agency policies and professional standards.
  5. Lack of Judgment:
    • Poor decision-making, both in client work and personal matters.
    • Failure to seek professional help for personal issues affecting professional functioning.
  6. Incomplete Grades:
    • Having more than one Incomplete simultaneously or receiving multiple Incomplete grades after program admission.
  7. Academic Dishonesty:
    • Cheating on exams or plagiarism (as outlined in Chapter 7, Indiana University and IUSSW Policy on Plagiarism).
  8. Marginal Academic Performance:
    • Subpar academic achievement.
  9. Faculty Review Request:
    • Faculty member requests a review due to poor coursework performance.
  10. Failure to Disclose Criminal History:
    • Not disclosing criminal history or serious driving infractions during the formal admission process or before field placement.

Student Success Meeting (SSM) #

Effective communication between students, advisors, and faculty members is crucial. When an advisor or faculty member identifies specific criteria or at the student’s request, a Student Success Meeting (SSM) can be arranged. The SSM typically involves the student, the program director, and may include the advisor and other relevant faculty.

The purpose of the SSM is to collaboratively create a measurable plan to address identified issues or needs. This early intervention aims to provide clarity and timely solutions, ultimately supporting student retention and professional development. However, if a student fails to attend the SSM or does not follow through with the agreed-upon plan, this intervention may not be available.

In exceptional cases, the program director may schedule a Student Performance Review (SPR) without a prior SSM. All involved parties will have access to appropriate documentation in alignment with the IUSSW process.

Student Performance Review (SPR) #

The Student Progress Review (SPR) serves as an intervention or response to address serious needs or problematic situations. When it is determined that a performance review is necessary based on the specified criteria or at the student’s request, the program director will schedule a meeting within a 14-day period and notify the student in writing. The SPR will involve, at a minimum, the student, their advisor (who acts as the student advocate), and the program director. Other faculty members may be invited as appropriate. While the student can invite an external support person to attend the review, this individual will not be allowed to contribute.

When a student’s performance is evaluated as deficient, the program director will determine an appropriate course of action to bring the student’s performance into compliance with School and professional standards. The outcomes of the review will be communicated in writing to the student. If feasible and desirable, the student may be placed on probationary status, and a probation contract will be established. This contract will outline specific problems to be addressed, actions required to resolve those issues, and a time frame for completion. Consequences for violating the probation terms will also be included in the contract.

The contract will be sent to the student via IU email and/or a certified letter, requiring the student’s signature as an agreement. Additionally, AdRx documentation will be maintained. If the student fails to fulfill the contract or if serious impropriety or academic performance issues arise during the contract period, discontinuation from the BSW program may be considered. This determination can occur at any point during enrollment, including the final semester. All relevant parties will have access to appropriate documentation in alignment with the IUSSW process.

Automatic Dismissal and Probation/ Review* #

Automatic Dismissal and Academic Probation/ Review Policy :

Students who earned less than a “C” in a required Social Work course or dropped below an overall or Social Work GPA of 2.5 will be placed by the program director (or designee) on academic probation/ review or dismissed from the program.  To remain in the BSW Program, these students are required to meet with the director (or designee) upon request and sign a contract that addresses a plan for their success. They must raise both Social Work and overall GPA to 2.5 within an academic year to avoid automatic dismissal.

Any student receiving below a “C” in a required core social work course must repeat the course and earn a “C” or above.

Criteria for Automatic Dismissal from BSW Program

  • Failure to carry out professional activity in conformity with the values and ethics of the profession
  • Failure to sign and/or comply with any contract including those related to conditional admission, academic probation/ review, or performance review process in the program.

Policy implementation – August 1, 2019

Notification Procedures

The following procedures are used in the event a student falls under any of the criteria for Automatic Dismissal:

If a student is dismissed for any of the above, the instructor for the course or the program administrator will notify the advisor. Also, the student should notify the advisor immediately.

Within 15 working days of receiving the above notification, the Program Director will send by IU email and certified mail a written statement to the student indicating that they have been discontinued from the program and explain the due process procedures. Copies of the letter should be forwarded to the student’s advisor.

The advisor will meet with the student, should they wish to discuss options and the reinstatement procedures.

*IU Indianapolis refers to Academic Review rather than Academic Probation. Campus policies may override these IUSSW policies. See IU Indianapolis information.

Reinstatement Procedures for Dismissals #

A student who wishes to continue in the program may request reinstatement from the respective BSW program director. The request for reinstatement must be submitted in writing and address two major points:

  1. Identification of Extenuating Factors: The student should identify any extenuating factors that contributed to their poor performance in the course.
  2. Steps for Improvement: The student should discuss the actions they plan to take to alleviate the impact of those factors and improve their academic performance if allowed to continue in the program.

The written request for reinstatement must be submitted no later than twelve months after receiving notification of dismissal.

Upon reviewing the student’s request, the Program Director will consult with appropriate faculty, including the student’s advisor, and make a decision. The Program Director will communicate the decision in writing, including via email, to both the student and the advisor. Additionally, the student will be informed of their right to appeal a negative decision regarding reinstatement.

Social work courses may be repeated after a student is reinstated in the program or with permission from the Program Director.

During the reinstatement process, students must disclose any criminal charges that have not been expunged. Failure to provide this information can result in dismissal.

Procedures to Appeal a Negative Reinstatement Decision #

If a student has not been reinstated by the BSW Program Director, they may choose to appeal by presenting a substantive written statement within 15 days*. This appeal should be submitted to the Dean’s Office of the School of Social Work for review. The appeal is typically reviewed by the Dean or their designee, often the Senior BSW Program Director. The Dean’s Office serves as the final option for appeal within the School of Social Work.

During the review process, the Dean or designee may decide to convene an Appeal Committee if additional information is needed. This step is entirely at the discretion of the reviewer. The Appeal Committee will consist of at least three full-time faculty members (excluding the advisor) who were not primary actors in the student’s dismissal.

If an Appeal Committee is convened, the Chair of the Committee will inform all parties involved. The student will receive a notice at least 15 working days in advance, both by certified mail and IU email, regarding the meeting date. During the appeal, the student has the right to:

  1. Present Information: The student can present information on their behalf.
  2. Guests: The student may have up to two additional guests. If these guests are students or external to the IU system, FERPA rights must be respected, and the student will be asked to sign a release of information. Generally, only guests with relevant information related to the dismissal issue are invited to speak. The student and their guests may be present only for the information-giving portion of the meeting and must leave before the Committee’s deliberation.
  3. Advisor’s Role: The student’s advisor will meet with them before the hearing. During the hearing, the advisor will present comprehensive information about the student’s overall academic and professional performance. The advisor may ask questions during the proceedings and recommend actions to address the performance problem. However, the advisor does not have a vote.
  4. Committee Decision: The Appeal Committee’s recommended actions will be communicated in writing to the Dean’s Office of the School of Social Work*. Copies will be sent to the student, student’s advisor, and placed in the student’s official electronic file. The decision by the Dean or designee is final.

* Students on the Gary campus follow the IU Northwest appeal process, which involves the Dean of the College of Health and Human Services. Information regarding the appeal process on the IUN Campus can be found in the IU Northwest Supplement of this Handbook.

Confidentiality #

All procedures related to a performance review must be conducted in a manner that ensures protection of the student’s right to privacy regarding information about their academic records, performance, and conduct. All written documents prepared for dismissal or review will be placed in the student’s permanent file. The student has the right to review all written information presented to either the Performance Review or the Appeals committee.

Members of the committee and other individuals who participate in the hearing are expected to maintain confidentiality regarding all aspects of the proceedings. The committee’s actions are to remain confidential and should only be shared with those individuals involved with the student in an educational capacity.

Bereavement Policy #

As part of the mission of the Indiana University School of Social Work (IUSSW) to promote health and well-being for all, we acknowledge the impact that significant loss can have on students and their academic performance.

If a student experiences the death of a family member, relative, or other significant loss, the student will be excused from class for bereavement for up to seven (7) calendar days. Requests for bereavement leave and/or additional days, e.g. for travel, cultural, or faith traditions, must be made to the program director or the designee for the campus in which the student is enrolled. The student must provide the request in writing via email. The program director or designee will notify the student’s instructors of the request. Upon return, the student must contact each faculty member to arrange to make up any missed assignments.

Students who are in a practicum placement must also notify their Field and/or Task Instructor to negotiate absences from their agency. Students must make up any hours missed to accumulate the required number of hours for each practicum.

In exceptional situations, absences more than what is covered by this policy may significantly impede a student’s ability to successfully complete a course. In such cases, the student should first discuss options for course completion or withdrawal with their instructors. If the student determines they are not able to return after 7 days, they should contact their program director or designee about possible options.

If a student will be absent due to a significant loss, they are responsible for promptly notifying the program director or designee. The program director or designee will then communicate with the student’s course instructors regarding the bereavement leave of absence. If needed, additional documentation may be requested.

Students dealing with grief and loss benefit from supportive, empathetic environments where they can process their experiences. Reach out to your advisor or program director for information on available supportive services at your campus.

This policy applies to all classes offered by the Indiana University School of Social Work (IUSSW). The program director or designee will request that students’ other professors also honor and respect the terms of this policy. While it is the right of professors outside of the IUSSW to choose whether to follow this policy, the School of Social Work cannot enforce it beyond our system school. If necessary, a student could petition the Office of Academic Affairs on their respective campuses regarding other classes.

Academic and Scholarly Guidelines #

  • In the BSW program, attendance in both class and field practicum is mandatory.
  • Students are expected to arrive a few minutes before classes start and remain for the entire class period.
  • Failure to attend and fully participate will violate program expectations, and students may be subject to penalties as specified in course syllabi and field practicum documents. Regular class and practicum attendance is considered the personal and professional responsibility of each BSW student.
  • BSW students are expected to actively participate in BSW orientation, course peer reviews, field meetings, and other educational functions.
  • Students are expected to demonstrate interest in and respect for their colleagues in a manner consistent with the values, ethics, and professional skills of the field.
  • Students are encouraged to always create a respectful and civil environment.

Indiana University Codes of Conduct #

BSW students are expected to review and adhere to the Code of Student Rights, Responsibilities, and Conduct at Indiana University. This code ensures that your rights as an IU student are protected and outlines your responsibilities to the campus community. You can find more information on the Indiana University Student Code website.

Scholarly Writing Guidelines #

In written assignments, students are expected to adhere to the following guidelines:

  1. Scholarly and Professional Manner: Prepare documents in a scholarly and professional manner.
  2. Formatting: Submissions should be typewritten in double-space format.
  3. Editing: Carefully edit for spelling and grammar.
  4. Citations: Properly annotate all direct quotations, paraphrases, empirical research findings, and other restatements of others’ work using the standard bibliographic citation methods outlined by the American Psychological Association (APA).
  5. APA Style: The most current edition of the Publication Manual of the American Psychological Association serves as the guide for style and format of all papers submitted in the BSW program.

For more information on APA style, you can visit the Purdue Online Writing Lab APA Website.

Effective social work practice relies on well-developed communication skills, including written expression. Clear writing enables social workers to convey information accurately and concisely to various stakeholders involved in supporting diverse client systems. In social work courses, formal writing assignments are assessed based on both scholarly content and presentation quality. Additionally, professional writing is essential when using email.

For further guidance, students experiencing writing challenges are encouraged to seek assistance from available campus resources.

Indiana University and IUSSW Policy on Plagiarism #

The School of Social Work follows the Indiana University policy on plagiarism which states: Plagiarism is a form of cheating and is grounds for failing the course and possible dismissal from the program and/or university. Plagiarism is defined as presenting someone else’s work, including the work of other students, as one’s own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge.

A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment.

A student must give credit to the originality of others and acknowledge indebtedness whenever:

  • Directly quoting another person’s actual words, whether oral or written;
  • Using another person’s ideas, opinions, or theories;
  • Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;
  • Borrowing facts, statistics, or illustrative material; or
  • Offering materials assembled or collected by others in the form of projects or collections without acknowledgment.

A student must not submit substantial portions of the same academic work for credit or honors more than once without permission of the instructor or program to whom the work is being submitted.

IU School of Social Work Addendum to Indiana University Policy on Plagiarism #

In addition to the university’s statement on plagiarism, which is published in the IU Student Code of Student Rights, Responsibilities, and Conduct, the IU School of Social Work defines plagiarism as follows:

  • Intentional or Unintentional Use of Information: Plagiarism occurs when a student uses information from another person without proper acknowledgment. Even if this use is unintentional, it still makes the work appear to be the student’s own, benefiting them at the expense of the original author.
  • Copying from Websites: Plagiarism also includes copying or using information from websites without appropriately documenting the internet source.
  • Buying or Using Pre-Written Documents: Submitting work purchased or written by someone else is considered plagiarism.
  • Self-Plagiarism: Submitting any part of one’s own previously submitted work without proper acknowledgment and citation is also considered plagiarism.
  • AI Use: Lastly, using artificial intelligence that has not been approved by the instructor may also constitute plagiarism.

Academic Honors #

    • The BSW program recognizes student excellence through the Dean’s List.
    • BSW students with a semester GPA of 3.5 or better will be named to the Dean’s List.
    • Eligibility: Students taking a full course load (12 credit hours or more) in either the Fall or Spring semesters.
    • The Dean’s List is compiled twice a year.
    • Notification: Students will be informed either by the Dean of IUSSW or by their campus Division of Undergraduate Education. The list may also be published online.
    • Graduating students in the upper 10 percent of their class receive special recognition.
    • These students graduate with Distinction (Highest, High, or With Distinction).
    • They are awarded colored “cords” to wear on their graduation gowns during the commencement ceremony.
    • Individual campus-specific honors are listed in the relevant supplements.

Chapter 8 BSW Policies and Procedures #

These additional policies outline the operational framework for the BSW Program.

Student Academic Files #

Each social work student has an academic file that supports the advising process. The 481 and 482 LET (Learning Evaluation Tool) become part of these files. All student records are confidential. Students can request to review their files from the BSW program director or designee on each campus. File perusal occurs in the presence of the program director or designee. If a student transfers from one campus to another, their academic file follows them. For specific information on federal guidelines regarding student record confidentiality (FERPA), refer to Appendix G.

Incomplete Policy #

An instructor may assign a grade of Incomplete (I) only under exceptional circumstances, such as illness, injury, or a family emergency preventing a student from completing all required course work. The Incomplete grade is considered when a substantial portion of the coursework has already been done, the quality is satisfactory, and no more than one major exam or assignment remains outstanding. If a student does not meet these requirements, they should consult their advisor to withdraw from the relevant course(s). Students should refer to the Registrar’s Office on their respective campus for policies and deadlines related to automatic withdrawal for the semester.

The student initiates the request for an Incomplete grade. If the instructor agrees, both the instructor and student complete the Incomplete form in the Social Work Student Services Portal. This ensures a well-defined educational plan and timeframe for completing course requirements. Failure to meet the terms of this contract within the specified timeframe may result in a failing grade. To remove an Incomplete grade, students must adhere to the IUSSW policy, which takes precedence over the University policy. In the School of Social Work, students are expected to promptly complete outstanding coursework, as many courses serve as prerequisites for others. Generally, students may carry no more than one Incomplete grade at a time. However, in severe crises, a student may work with their advisor to request Incomplete grades in multiple courses.

Grievance Procedures #

If a student believes they have been treated unfairly or unprofessionally by a faculty or staff member, or if they find a policy or procedure unjust or unwise, they can submit a formal grievance petition in writing to the Dean of the School*. Grievance petitions are reserved for issues or incidents that require thorough investigation. It’s important to submit these petitions in a professional manner, consistent with social work values and ethics.

* Students on the Gary campus follow the IU Northwest appeal process which involves the Dean of the College of Health and Human Services. Information regarding the appeal process on the IUN campus can be found in the IU Northwest supplement of this handbook.

If a student believes they have experienced discrimination, sexual harassment, racial harassment, or harassment based on sexual orientation, they can follow established complaint procedures outlined in the Indiana University Code of Student Rights, Responsibilities, and Conduct. This Code ensures that students’ rights are protected and respected. You can access the Code online here.

Civility #

In 1999, the Bloomington Faculty Council approved a Statement of Civility that defines the importance of civility within Indiana University. The IUSSW has adopted this policy and expects students to adhere to its tenets.

As members of an institution of higher education, we have dedicated ourselves to creating an environment where each individual is important and can succeed. Our institutional ethic compels us to foster the best possible environment for doing our work as educators, learners, and supporters of the educational process. When any one of our members is prevented from doing her or his best, the entire community is diminished. As members of an institution of higher learning, we must periodically reaffirm the fundamental ethics and values that form the framework for our university.

Among those values is fostering a climate of civility and mutual respect. Because the university is so complex and diverse, we will not always agree with one another. Nevertheless, we expect everyone to speak and act with respect for one another. This civility and respect should be extended to all persons regardless of their role at Indiana University, and regardless of race, ethnicity, gender, sexual orientation, and age.

If we are to be true to our commitment to diversity and welcoming all, everyone must do his or her part. While no set of rules or policies can wholly govern human conduct, it is important to state that civility is a fragile construct that each of us must cherish and preserve (Bloomington Academic Guide, Policy 1-3, 1999).

Student Technology Use #

Computers play a valuable role in supporting classroom learning activities. These activities include note-taking and accessing course readings during discussions. However, it’s essential to recognize that non-academic use of laptops and other devices can be distracting and significantly disrupt the learning process for everyone. Therefore, in the classroom, computers and electronic devices should be used exclusively for academic purposes. This policy prohibits activities such as emailing, texting, social networking, and general internet browsing during class time.

Cell Phone Policy #

The use of cell phones during class time is at the discretion of the instructor. If allowed, students should ensure their phones are set to silent before class begins. In case of an emergency, students are expected to step out of the room to take the call. Failure to meet these expectations may result in a loss of participation points or a request from the instructor to leave class.

Additionally, students should refrain from texting or engaging in social media interactions on their cell phones during class lectures. However, there may be instances when cell phones are used for in-class activities, following the direction of the instructor.

Electronic Communication #

As students, it’s essential to maintain proper email etiquette when communicating with faculty, staff, and peers. Always strive for correct grammar and spelling in your emails. Inappropriate use of email may result in student review.

For detailed guidelines on acceptable technology and information resource usage, please refer to the IU online safety website.

Additionally, to ensure confidentiality and compliance with FERPA regulations, the BSW program requires students to use their official IU email accounts when corresponding with the program. Faculty may not respond to student emails sent from NON-university accounts.

Social Media Policy #

As a student, it’s essential to adhere to professional standards and guidelines when using social media or networking sites. Whether interacting with classmates, field instructors, or colleagues, consider the following points:

Professional Boundaries:

  • Avoid establishing informal relationships with faculty and clients through social media. Maintaining professional boundaries is crucial.
  • Remember that social media interactions can blur these boundaries, so exercise caution.

Public Exposure:

  • Understand that all social networking posts can potentially be accessible to the public, including prospective clients, employers, and colleagues.
  • Privacy settings are not foolproof, so avoid sharing confidential or personal information about peers, clients, or faculty online.

Confidentiality Standards:

  • Uphold confidentiality standards both in face-to-face interactions and online.
  • Be mindful of what you share, ensuring it aligns with ethical guidelines.

Professionalism and Respect:

  • Before posting, think critically about how your content reflects on yourself, your field agency, and the social work profession.
  • Maintain a professional and respectful tone in all online communications, even in private posts.

Online Portfolios:

  • Be aware that employers may review your online presence during hiring processes.
  • Ensure that your online portfolio aligns with professional standards.

Ethical Considerations:

  • Violations of the NASW Code of Ethics observed online can lead to disciplinary action, including dismissal.

Remember that responsible social media use contributes to your professional reputation and ethical practice.

Nondiscrimination Policy for People with Disabilities #

Indiana University is committed to ensuring equal access and opportunities for all individuals, including those with disabilities. In compliance with the Americans with Disabilities Act (ADA), the university prohibits discrimination based on disability. Here are the key points:

  1. Equal Benefits:
    • IU will not exclude or deny benefits to any otherwise qualified person due to a disability.
    • This applies to job applicants, employees, compensation, job advancement, and training.
  2. Accessibility Services:
    • Students with disabilities can access services on each campus to facilitate their full participation in educational opportunities.
    • These services ensure equal access to academic programs, facilities, and resources.
  3. Compliance Questions:
    • If you have questions about compliance requirements or need assistance, please contact the following:

Please contact the Office of Accessible Educational Services.  (812) 855-7578.

Please contact Accessible Educational Services  (765) 973-8675.

Please contact Academic Success and Achievement Programs. (219) 981-4296 or (219) 980-6941.

Please contact Disability Access Center 260-481-6657; fax 260-481-6018.

Please contact the Office of Institutional Equity at (317) 274-2306.

Please contact the Accessible Educational Services (574) 520-4460.

Posthumous Degree Policy #

The Indiana School of Social Work recognizes the dedication and commitment of students enrolled in its degree programs. In the unfortunate event that a student in good standing passes away before completing their degree, the School of Social Work may confer an honorary Posthumous Degree upon the family or significant other of the deceased in the year following their death.

Chapter 9 Student Assessment and Feedback #

The School of Social Work values its students as adult learners who contribute significantly to the ongoing development and advancement of the BSW program. To ensure a comprehensive and effective program, student input is sought in the following key areas: program assessment, faculty evaluation, School committees/task forces, search and screen process, and student field practica.

Program Assessment #

  • As accrediting body, the Council on Social Work Education has moved to a competency-based educational model (CSWE, 2015)
  • The BSW program assesses student competency based on CSWE-identified behaviors.
  • Assessment includes ratings from students, field instructors (S481/482 field evaluation), and faculty (case presentations).

Faculty Evaluation #

  • Students evaluate their courses each semester using standardized course/faculty evaluation forms.
  • Online evaluations may be provided.
  • Results are confidential and used to improve teaching methods.

School Committees/Task Forces #

  • Students can participate in school committees/task forces through elected representatives.

Search and Screen Process #

  • Students may meet with candidates for faculty positions informally or formally.

Student Field Practicum #

  • Students evaluate agencies where they complete their practicum experiences.

Chapter 10 Student Opportunities #

Students are encouraged to participate in both BSW sponsored university organizations and external professional social work organizations. Some of the organizations are:

Student Social Work Organizations / Clubs #

BSW students can organize social work clubs on any of the IUSSW campuses based on their interests. The School recognizes student organizations as integral components of professional education. Social Work students sometimes create an association specifically around being social work students, and these have different names on different campuses. While these organizations are autonomous, the campus Program Director (or designee) serves as an advisor to encourage group identification and guide student participation in the BSW program. Student association officers assist with formulating and modifying policies related to student affairs, writing student grants, and implementing student-related projects.

Phi Alpha Honor Society-Kappa Gamma Chapter #

Students who have completed the first semester of junior year social work courses with an overall GPA of 3.50 or higher (on a 4.0 scale) and a GPA of 3.50 or higher in required social work classes are invited to join the Phi Alpha Honor Society. The overall GPA calculation includes all courses from the student’s undergraduate career, including those taken from other higher education institutions.

National Association of Social Workers (NASW) #

The National Association of Social Workers (NASW) has over 150,000 members worldwide. As a member, students receive all the benefits and privileges of regular membership at a reduced cost. These benefits include the Social Work Journal, the monthly newsletter, the State newsletter, group rate health and disability insurance coverage, and discounts on all NASW specialty journals. Students are encouraged to join the association immediately after admission into the program. The NASW Indiana Chapter is located at 1100 W. 42nd Street, Suite #226, Indianapolis, IN 46208. You can contact them at (317) 923-9878 or email naswin@naswin.org. Additionally, visit the NASW Indiana website.

National Association of Black Social Workers (NABSW) #

As mentioned earlier, the National Association of Black Social Workers (NABSW) was established in May of 1968 in San Francisco, California, to promote the welfare, survival, and liberation of the Black community. Membership is open to any African-American employed in a social work capacity, or others not employed but working in a voluntary capacity in a social work setting or program and who accept and adhere to the Constitution and By-Laws of the Association.

The purpose of the organization is to:

  • provide a structure and forum though which Black social workers, any workers in related fields of social service, and interested citizens may exchange ideas, offer their services, and develop or refine skills in the interest of the Black community and the community-at-large.
  • work in cooperation with, or to support, develop, or sponsor community welfare projects and programs which will serve the interest of the Black community and the community-at-large.
  • strengthen human services in all service systems in all aspects pertaining to the Black community, and to ensure that services are available to Black individuals, families, groups, and the community.

For information regarding a local chapter of the NABSW, contact: National Association of Black Social Workers, Central Indiana Chapter, Inc., P.O. Box 20149, Indianapolis, Indiana 46220-0149, (317) 767-5502, or visit the NABSW website.

BSW Child Welfare Scholars Program #

  • Program Overview:
    • The Child Welfare Scholars Program is designed for BSW students.
    • It provides specialized coursework and practicum experiences leading to employment as a public child welfare worker in Indiana.
    • Participants receive financial support from the Department of Child Services (DCS).
  • Commitment:
    • Scholars graduate with a minimum two-year commitment to work with the DCS.
    • Stipend recipients commit to one year of employment.
  • Application and Benefits:
    • Interested BSW students apply during the fall semester of their junior year.
    • Selected students receive full in-state tuition, mandatory fees, and a stipend during their senior year.
    • Stipends cover books, travel for practicum, and additional training expenses.
  • Eligibility:
    • Students must maintain full-time status (minimum 12 credit hours).
    • Minimum overall GPA of 2.5 and a minimum 3.0 GPA in social work courses are required.

For further details, please contact the campus BSW program director.

Chapter 11 Scholarship Opportunities #

Scholarships Overview:

    • The School of Social Work offers scholarships for BSW students who demonstrate achievements, leadership, and service.
    • These scholarships assist with spring tuition expenses, and awards are generally modest.
    • Students are notified by email when scholarship applications are available (usually around September 1st).
    • The notice includes available scholarships for the academic year and application instructions.
    • Students must first complete the IU general scholarship application at one.IU.edu.

Award Process:

    • Scholarship awards are made around the first of December.
    • Recipients must complete fulfillment tasks by a specified deadline.
    • Checking email and responding in BAM (Blackbaud Award Management) by the deadline is crucial to avoid delays in awarding the scholarship.

Additional Opportunities:

    • Students may explore other scholarship opportunities open to incoming and continuing students at their individual campuses.
    • Occasionally, new opportunities with different deadlines may arise, and students will be notified via email.
    • Below are a list of some of these scholarships offered through the campus partners:

Appendix A: Educational Policy and Accreditation Standards #

A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in 2015.

Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards

The purpose of the social work profession is to promote human and community well-being. Guided by a person-in-environment framework, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, the purpose of social work is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons, locally and globally.

Social work educators serve the profession through their teaching, scholarship, and service. Social work education at the baccalaureate, master’s, and doctoral levels shapes the profession’s future through the education of competent professionals, the generation of knowledge, the promotion of evidence-informed practice through scientific inquiry, and the exercise of leadership within the professional community. Social work education is advanced by the scholarship of teaching and learning, and scientific inquiry into its multifaceted dimensions, processes, and outcomes. The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to accredit baccalaureate and master’s level social work programs. EPAS supports academic excellence by establishing thresholds for professional competence. It permits programs to use traditional and emerging models and methods of curriculum design by balancing requirements that promote comparable outcomes across programs with a level of flexibility that encourages programs to differentiate. EPAS describe four features of an integrated curriculum design: (1) program mission and goals, (2) explicit curriculum, (3) implicit curriculum, and (4) assessment. The educational policy and the accreditation standards are conceptually linked to each other. Educational Policy describes each curriculum feature. Accreditation standards are derived from the Educational policy and specify the requirements used to develop and maintain an accredited social work program at the baccalaureate (B) or master’s (M) level.

In 2008 CSWE adopted a competency-based education framework for its EPAS. As in related health and human service professions, the policy moved from a model of curriculum design focused on content (what students should be taught) and structure (the format and organization of educational components) to one focused on student learning outcomes. A competency-based approach refers to identifying and assessing what students demonstrate in practice. In social work this approach involves assessing students’ ability to demonstrate the competencies identified in the educational policy.

Competency-based education rests upon a shared view of the nature of competence in professional practice. Social work competence is the ability to integrate and apply social work knowledge, values, and skills to practice situations in a purposeful, intentional, and professional manner to promote human and community well-being. EPAS recognizes a holistic view of competence; that is, the demonstration of competence is informed by knowledge, values, skills, and cognitive and affective processes that include the social worker’s critical thinking, affective reactions, and exercise of judgment in regard to unique practice situations. Overall professional competence is multi-dimensional and composed of interrelated competencies. An individual social worker’s competence is seen as developmental and dynamic, changing over time in relation to continuous learning. Competency-based education is an outcomes-oriented approach to curriculum design. The goal of the outcomes approach is to ensure that students are able to demonstrate the integration and application of the competencies in practice. In EPAS, social work practice competence consists of nine interrelated competencies and component behaviors that are comprised of knowledge, values, skills, and cognitive and affective processes. Using a curriculum design that begins with the outcomes, expressed as the expected competencies, programs develop the substantive content, pedagogical approach, and educational activities that provide learning opportunities for students to demonstrate the competencies. Assessment of student learning outcomes is an essential component of competency-based education. Assessment provides evidence that students have demonstrated the level of competence necessary to enter professional practice, which in turn shows programs are successful in achieving their goals. Assessment information is used to improve the educational program and the methods used to assess student learning outcomes. Programs assess students’ demonstration of competence. The assessment methods used by programs gather data that serve as evidence of student learning outcomes and the demonstration of competence. Understanding social work practice is complex and multi-dimensional, the assessment methods used by programs and the data collected may vary by context.

The nine Social Work Competencies are listed below. Programs may add competencies that are consistent with their mission and goals and respond to their context. Each competency describes the knowledge, values, skills, and cognitive and affective processes that comprise the competency at the generalist level of practice, followed by a set of behaviors that integrate these components. These behaviors represent observable components of the competencies, while the preceding statements represent the underlying content and processes that inform the behaviors.

Demonstrate Ethical and Professional Behavior Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:

  • make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
  • use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
  • demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
  • use technology ethically and appropriately to facilitate practice outcomes; and
  • use supervision and consultation to guide professional judgment and behavior.

Engage Diversity and Difference in Practice Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social workers:

  • apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
  • present themselves as learners and engage clients and constituencies as experts of their own experiences; and
  • apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

Advance Human Rights and Social, Economic, and Environmental Justice Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected. Social workers:

  • apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
  • engage in practices that advance social, economic, and environmental justice.

Engage in Practice-informed Research and Research-informed Practice Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:

  • use practice experience and theory to inform scientific inquiry and research;
  • apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
  • use and translate research evidence to inform and improve practice, policy, and service delivery.

Engage in Policy Practice Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:

  • Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
  • assess how social welfare and economic policies impact the delivery of and access to social services;
  • apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Engage with Individuals, Families, Groups, Organizations, and Communities Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.  Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:

  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
  • use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Assess Individuals, Families, Groups, Organizations, and Communities Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers:

  • collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
  • develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and
  • select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, interprofessional, and inter-organizational collaboration. Social workers:

  • critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies; • use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
  • negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
  • facilitate effective transitions and endings that advance mutually agreed-on goals.

Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:

  • select and use appropriate methods for evaluation of outcomes;
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
  • critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
  • apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Educational Policy 1.0—Program Mission and Goals The mission and goals of each social work program address the profession’s purpose, are grounded in core professional values, and are informed by program context.

Values #

Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, human rights, and scientific inquiry are among the core values of social work. These values underpin the explicit and implicit curriculum and frame the profession’s commitment to respect for all people and the quest for social and economic justice.

Program Context #

Context encompasses the mission of the institution in which the program is located and the needs and opportunities associated with the setting and program options. Programs are further influenced by their practice communities, which are informed by their historical, political, economic, environmental, social, cultural, demographic, local, regional, and global contexts and by the ways they elect to engage these factors. Additional factors include new knowledge, technology, and ideas that may have a bearing on contemporary and future social work education, practice, and research.

Accreditation Standard 1.0—Program Mission and Goals #

1.0.1 The program submits its mission statement and explains how it is consistent with the profession’s purpose and values.

1.0.2 The program explains how its mission is consistent with the institutional mission and the program’s context across all program options.

1.0.3 The program identifies its goals and demonstrates how they are derived from the program’s mission.

The explicit curriculum constitutes the program’s formal educational structure and includes the courses and field education used for each of its program options. Social work education is grounded in the liberal arts, which provide the intellectual basis for the professional curriculum and inform its design. Using a competency-based education framework, the explicit curriculum prepares students for professional practice at the baccalaureate and master’s levels. Baccalaureate programs prepare students for generalist practice. Master’s programs prepare students for generalist practice and specialized practice. The explicit curriculum, including field education, may include forms of technology as a component of the curriculum.

Educational Policy 2.0—Generalist Practice #

Generalist practice is grounded in the liberal arts and the person-in-environment framework. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with diverse individuals, families, groups, organizations, and communities based on scientific inquiry and best practices. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice. The baccalaureate program in social work prepares students for generalist practice. The descriptions of the nine Social Work Competencies presented in the EPAS identify the knowledge, values, skills, cognitive and affective processes, and behaviors associated with competence at the generalist level of practice.

Accreditation Standard B2.0—Generalist Practice B2.0.2 & B2.0.3 #

The program explains how its mission and goals are consistent with generalist practice as defined in EP 2.0.

B2.0.2 The program provides a rationale for its formal curriculum design demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field.

B2.0.3 The program provides a matrix that illustrates how its curriculum content implements the nine required social work competencies and any additional competencies added by the program.

Educational Policy 2.2—Signature Pedagogy: #

Field Education Signature pedagogies are elements of instruction and of socialization that teach future practitioners the fundamental dimensions of professional work in their discipline—to think, to perform, and to act ethically and with integrity. Field education is the signature pedagogy for social work. The intent of field education is to integrate the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum—classroom and field—are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the Social Work Competencies. Field education may integrate forms of technology as a component of the program.

Accreditation Standard 2.2—Field Education Signature Pedagogy #

  • 2.2.1 The program explains how its field education program connects the theoretical and conceptual contributions of the classroom and field settings.
  • B2.2.2 The program explains how its field education program provides generalist practice opportunities for students to demonstrate social work competencies with individuals, families, groups, organizations, and communities and illustrates how this is accomplished in field settings.
  • 2.2.4 The program explains how students across all program options in its field education program demonstrate social work competencies through in-person contact with clients and constituencies.
  • 2.2.5 The program describes how its field education program provides a minimum of 400 hours of field education for baccalaureate programs and a minimum of 900 hours for master’s programs.
  • 2.2.6 The program provides its criteria for admission into field education and explains how its field education program admits only those students who have met the program’s specified criteria.
  • 2.2.7 The program describes how its field education program specifies policies, criteria, and procedures for selecting field settings; placing and monitoring students; supporting student safety; and evaluating student learning and field setting effectiveness congruent with the social work competencies.
  • 2.2.8 The program describes how its field education program maintains contact with field settings across all program options. The program explains how on-site contact or other methods are used to monitor student learning and field setting effectiveness.
  • B2.2.9 The program describes how its field education program specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for students to demonstrate program social work competencies. Field instructors for baccalaureate students hold a baccalaureate or master’s degree in social work from a CSWE-accredited program and have 2 years post-social work degree practice experience in social work. For cases in which a field instructor does not hold a CSWE-accredited social work degree or does not have the required experience, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished.
  • 2.2.10 The program describes how its field education program provides orientation, field instruction training, and continuing dialog with field education settings and field instructors.
  • 2.2.11 The program describes how its field education program develops policies regarding field placements in an organization in which the student is also employed. To ensure the role of student as learner, student assignments and field education supervision are not the same as those of the student’s employment.

Implicit Curriculum #

The implicit curriculum refers to the learning environment in which the explicit curriculum is presented. It is composed of the following elements: the program’s commitment to diversity; admissions policies and procedures; advisement, retention, and termination policies; student participation in governance; faculty; administrative structure; and resources. The implicit curriculum is manifested through policies that are fair and transparent in substance and implementation, the qualifications of the faculty, and the adequacy and fair distribution of resources. The culture of human interchange; the spirit of inquiry; the support for difference and diversity; and the values and priorities in the educational environment, including the field setting, inform the student’s learning and development. The implicit curriculum is as important as the explicit curriculum in shaping the professional character and competence of the program’s graduates. Heightened awareness of the importance of the implicit curriculum promotes an educational culture that is congruent with the values of the profession and the mission, goals, and context of the program.

Educational Policy 3.0—Diversity #

The program’s expectation for diversity is reflected in its learning environment, which provides the context through which students learn about differences, to value and respect diversity, and develop a commitment to cultural humility. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. The learning environment consists of the program’s institutional setting; selection of field education settings and their clientele; composition of program advisory or field committees; educational and social resources; resource allocation; program leadership; speaker series, seminars, and special programs; support groups; research and other initiatives; and the demographic make-up of its faculty, staff, and student body.

Accreditation Standard 3.0—Diversity #

  • 3.0.1 The program describes the specific and continuous efforts it makes to provide a learning environment that models affirmation and respect for diversity and difference.
  • 3.0.2 The program explains how these efforts provide a supportive and inclusive learning environment. 3.0.3 The program describes specific plans to continually improve the learning environment to affirm and support persons with diverse identities.

Educational Policy 3.1—Student Development #

Educational preparation and commitment to the profession are essential qualities in the admission and development of students for professional practice. Student participation in formulating and modifying policies affecting academic and student affairs are important for students’ professional development. To promote the social work education continuum, graduates of baccalaureate social work programs admitted to master’s social work programs are presented with an articulated pathway toward specialized practice.

Accreditation Standard 3.1—Student Development: #

Admissions; Advisement, Retention, and Termination; and Student Participation Admissions

  • B3.1.1 The program identifies the criteria it uses for admission to the social work program.
  • 3.1.2 The program describes the policies and procedures for evaluating applications and notifying applicants of the decision and any contingent conditions associated with admission.
  • 3.1.4 The program describes its policies and procedures concerning the transfer of credits. 3.1.5 The program submits its written policy indicating that it does not grant social work course credit for life experience or previous work experience. The program documents how it informs applicants and other constituents of this policy.

Advisement, retention, and termination #

  • 3.1.6 The program describes its academic and professional advising policies and procedures. Professional advising is provided by social work program faculty, staff, or both.
  • 3.1.7 The program submits its policies and procedures for evaluating student’s academic and professional performance, including grievance policies and procedures. The program describes how it informs students of its criteria for evaluating their academic and professional performance and its policies and procedures for grievance.
  • 3.1.8 The program submits its policies and procedures for terminating a student’s enrollment in the social work program for reasons of academic and professional performance. The program describes how it informs students of these policies and procedures.

Student participation #

  • 3.1.9 The program submits its policies and procedures specifying students’ rights and opportunities to participate in formulating and modifying policies affecting academic and student affairs.
  • 3.1.10 The program describes how it provides opportunities and encourages students to organize in their interests.

Educational Policy 3.2—Faculty #

Faculty qualifications, including experience related to the Social Work Competencies, an appropriate student-faculty ratio, and sufficient faculty to carry out a program’s mission and goals, are essential for developing an educational environment that promotes, emulates, and teaches students the knowledge, values, and skills expected of professional social workers. Through their teaching, research, scholarship, and service—as well as their interactions with one another, administration, students, and community—the program’s faculty models the behavior and values expected of professional social workers. Programs demonstrate that faculty is qualified to teach the courses to which they are assigned.

Educational Policy 3.3—Administrative and Governance #

Structure Social work faculty and administrators, based on their education, knowledge, and skills, are best suited to make decisions regarding the delivery of social work education. Faculty and administrators exercise autonomy in designing an administrative and leadership structure, developing curriculum, and formulating and implementing policies that support the education of competent social workers. The administrative structure is sufficient to carry out the program’s mission and goals. In recognition of the importance of field education as the signature pedagogy, programs must provide an administrative structure and adequate resources for systematically designing, supervising, coordinating, and evaluating field education across all program options.

Educational Policy 3.4—Resources #

Adequate resources are fundamental to creating, maintaining, and improving an educational environment that supports the development of competent social work practitioners. Social work programs have the necessary resources to carry out the program’s mission and goals and to support learning and professionalization of students and program improvement.

Educational Policy 4.0—Assessment of Student Learning Outcomes #

Assessment is an integral component of competency-based education. Assessment involves the systematic gathering of data about student performance of Social Work Competencies at both the generalist and specialized levels of practice.

Competence is perceived as holistic, involving both performance and the knowledge, values, critical thinking, affective reactions, and exercise of judgment that inform performance. Assessment therefore must be multidimensional and integrated to capture the demonstration of the competencies and the quality of internal processing informing the performance of the competencies. Assessment is best done while students are engaged in practice tasks or activities that approximate social work practice as closely as possible. Practice often requires the performance of multiple competencies simultaneously; therefore, assessment of those competencies may optimally be carried out at the same time.

Programs assess students’ demonstration of the Social Work Competencies through the use of multi-dimensional assessment methods. Assessment methods are developed to gather data that serve as evidence of student learning outcomes and the demonstration of competence. Understanding social work practice is complex and multidimensional, the assessment methods used and the data collected may vary by context.

Assessment information is used to guide student learning, assess student outcomes, assess and improve effectiveness of the curriculum, and strengthen the assessment methods used. Assessment also involves gathering data regarding the implicit curriculum, which may include but is not limited to an assessment of diversity, student development, faculty, administrative and governance structure, and resources. Data from assessment continuously inform and promote change in the explicit curriculum and the implicit curriculum to enhance attainment of Social Work Competencies.

Accreditation Standard 4.0—Assessment #

4.0.1 The program presents its plan for ongoing assessment of student outcomes for all identified competencies in the generalist level of practice (baccalaureate social work programs) and the generalist and specialized levels of practice (master’s social work programs). Assessment of competence is done by program designated faculty or field personnel. The plan includes:

  • A description of the assessment procedures that detail when, where, and how each competency is assessed for each program option.
  • At least two measures assess each competency. One of the assessment measures is based on demonstration of the competency in real or simulated practice situations.
  • An explanation of how the assessment plan measures multiple dimensions of each competency, as described in EP 4.0. • Benchmarks for each competency, a rationale for each benchmark, and a description of how it is determined that students’ performance meets the benchmark.
  • An explanation of how the program determines the percentage of students achieving the benchmark.
  • Copies of all assessment measures used to assess all identified competencies.

2015 Educational Policy and Accreditation Standards

Appendix B: BSW Independent Study #

A. Process #

  1. Student Completion:
    • The student should fill out the upper portion of the Independent Study Proposal Form.
    • Next, they should discuss their proposed independent study with their faculty advisor for guidance and preliminary approval.
  2. Instructor Request:
    • After the initial approval, the student can request any faculty member from the School of Social Work to serve as the instructor for their independent study.
    • The decision to approach a specific faculty member should be based on their interest in the study topic.
    • It’s the student’s responsibility to secure an agreement with the chosen faculty member.
    • If no faculty member agrees to serve as the instructor, the student can seek assistance from the Program Director.
  3. Final Approval:
    • The completed Independent Study Proposal Form and the proposal itself must be submitted to the Office of the Program Director for final approval.
  4. Workload:
    • The level of work required is proportional to the credits earned.
    • As a general guideline, approximately three clock hours of work per week are needed for each credit.

B. Instructions for Independent Study Proposal #

When completing an Independent Study Proposal Form, it’s essential to provide clear and concise answers to the following questions on a separate sheet:

  1. Issue or Challenge:
    • Describe the issue or challenge you intend to study.
  1. Objectives and Questions:
    • Specify the objectives you aim to accomplish or the questions you want to answer.
  2. Methodology:
    • Explain the methodology you plan to use for your study or project.
  3. Expected End Product:
    • Describe the anticipated outcome of your independent effort.
  4. Human Subjects Review (if applicable):
    • Research projects involving human subjects require Institutional Review Board (IRB) approval.
    • Visit the IRB website for more information.

For access to the BSW Independent Study Proposal Form, please contact your advisor.

Appendix C: Grading Criteria for BSW Papers #

When citing sources in APA format, follow these guidelines:

  1. In-Text Citations (Author-Date Method):When referencing a source within the text of your paper, include the author’s last name and the year of publication. For example: (Jones, 1998). Each in-text citation corresponds to a full reference in the reference list at the end of the paper.
  2. Reference List:
    • The reference list should be on a new page at the end of your document.
    • It should be centered and alphabetically arranged by the first author’s last name (or by title if the author is unknown).
    • Include full references for all in-text citations used.

For more detailed information, you can refer to the APA Formatting and Style Guide (7th Edition) provided by the Purdue OWL. This guide covers various aspects of APA style, including formatting, in-text citations, and reference list entries. Remember that the APA Manual serves as the authoritative source for style and format in academic papers.

Guidelines for Effective Social Work Writing

Effective practice in generalist social work relies on strong writing skills to accurately and concisely communicate information to others involved in helping client systems. Formal writing assignments will be evaluated based on both content and clarity. The grade for a paper will be determined by the following criteria:

A. Neatness

B. Correct grammar (including noun-verb agreement, sentence structure, and consistent verb tense)

C. Use of non-sexist language

D. Spelling

E. Punctuation

F. Correct usage of the current edition of APA style

A. Structure and format of the paper

B. Logical sequencing and continuity of ideas

C. Clarity of expression

D. Conciseness

Content will be assessed based on the specific paper assignment.

Additional Notes:

  • All formal papers should be typed, double-spaced, and paginated.
  • Use APA style consistently.
  • Copies of the APA Manual are available at the campus bookstore and serve as a valuable resource in your library.

Indianapolis students experiencing writing difficulties are advised to seek assistance at the University Writing Center in Room 427 of Cavanaugh Hall. Please call 317-274-2049 to schedule an appointment or drop by the University Writing Center to pick up some written handouts available. If you really get in a pinch call the Writing Hotline at 317-278-9999.

In Bloomington, contact Writing Tutorial Services at 812-855-6738, Wells Library.

In Fort Wayne, contact the Purdue Fort Wayne Writing Center, 260-481-5740 or by email.

In Gary, contact the Writing Center at 219-980-6502, Hawthorn Hall 418.

In Richmond, contact the Writing Center at 765-973-8431, Springwood Hall, Rm. 202.

In South Bend, contact the Academic Centers for Excellence at 574-520-5022, or visit the Writer’s Room in Schurz Library, 1st floor.

Appendix E: Policy Against Sexual Harassment #

By Action of the Trustees of Indiana University

Harassment on the basis of sex is a violation of federal and state law. Indiana University does not tolerate sexual harassment of its faculty, staff or students. Individuals who believe they are the victims of sexual harassment, as well as those who believe they have observed sexual harassment, are strongly urged to report such incidents promptly. Indiana University will investigate every sexual harassment complaint in a timely manner and, when there is a finding of sexual harassment, take corrective action to stop the harassment and prevent the misconduct from recurring. The severity of the corrective action, up to and including discharge or expulsion of the offender, will depend on the circumstances of the particular case.

Once a person in a position of authority at Indiana University has knowledge, or should have had knowledge, of conduct constituting sexual harassment, the university is exposed to liability. Therefore, any administrator, supervisor, manager or faculty member who is aware of sexual harassment and condones it, by action or inaction, is subject to disciplinary action.

A. Definitions #

Following federal guidelines, Indiana University defines sexual harassment as follows:

Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when:

  1. submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment or academic advancement;
  2. submission to or rejection of such conduct by an individual is used as the basis of for employment or academic decisions affecting such individual; or
  3. such conduct has the purpose or effect of unreasonably interfering with an individual’s work or academic performance or creating an intimidating, hostile or offensive working or learning environment.

B. Application #

This University policy is designed to protect all members of the University community. It applies to relationships among peers as well as to superior/subordinate relationships. It also applies to all individuals, regardless of their gender or sexual orientation.

C. Provisions #

Faculty, staff and students have the right to raise the issue of sexual harassment. Further harassment against complainants or retaliation against complainants or others who participate in the investigation of a complaint will not be tolerated. Appropriate and prompt disciplinary or remedial action will be taken against persons found to be engaging in such further harassment.

  1. The university will deal with reports of sexual harassment in a fair and thorough manner, which includes protecting, to the extent possible and to the extent permitted by law, the privacy and reputational interests of the accusing and accused parties.
  2. Education is the best tool for the prevention and elimination of sexual harassment. Each dean, director, department chair, and/or administrative officer is responsible within his/her area of jurisdiction for the implementation of this policy, including its dissemination and explanation.
  3. It is the obligation and shared responsibility of all members of the University community to adhere to this policy.

D. Enforcement Principles #

Enforcement and implementation of this sexual harassment policy will observe the following principles:

  1. Each campus must have procedures–consistent with notions of due process–for implementing this policy including where complaints are made, who investigates complaints, how complaints are resolved, what procedures are available for appeal, and how records are kept.
  2. The Campus Director of the Office of Equal Opportunity shall serve as a resource with regard to interpretation of sexual harassment guidelines.
  3. Confidentiality of information relating to investigations of complaints of sexual harassment shall be maintained to the extent practical and appropriate under the circumstances and to the extent permitted by law. Individuals charged with implementing this policy shall share information with regard to given incidents of sexual harassment only with those who have a “need to know” in order to implement this policy.
  4. Investigations must be conducted promptly and thoroughly.
  5. Whether a particular actions constitute sexual harassment will be determined from the facts, on a case-by-case basis. The University will look at the record as a whole, as well as the context in which the alleged misconduct occurred.
  6. Both the charging party and the respondent will be notified of the outcome of the investigation.
  7. In the event it is found that sexual harassment has occurred, corrective action, up to and including discharge or expulsion of the offender, will be taken through the appropriate channels of the university. The corrective action will reflect the severity and persistence of the harassment, as well as the effectiveness of previous remedial action. In addition, the university will make follow-up inquiries to ensure the harassment has not resumed and the complainant has not suffered retaliation. For more information or to make a complaint contact:

Office: Office of Affirmative Action

Location: Poplars 825

Phone: 812-855-7559

Office: Office of Affirmative Action

Location: Whitewater 121

Phone: 765-973-8232

Office: Office of Equal Opportunity

Location: 980 Indiana Ave, #4443

Phone: 317-274-2306

Office: Office of Affirmative Action

Location: Raintree Hall, Room 213

Phone: 218-980-6705

Office: Office of Equal Opportunity

Location: 980 Indiana Avenue, #4443

Phone: 317-274-2306

Office: Office of Affirmative Action

Location: Administration Bldg., #247A

Phone: 574-520-4384

Appendix F: Smoking Policies #

State law was enacted on July 1, 2012, which mandates that nearly all public places and places of employment in Indiana — including facilities on university campuses, restaurants, and other workplaces – – be smoke free. This change comes as the result of Indiana’s first statewide smoke-free-air law, House Enrolled Act 1149.

The new state law makes smoking in IU facilities or within eight feet of an entrance illegal and a citable offense. As such, the IU Police Department will be involved in efforts to maintain all IU campuses as a smoke-free environment.

As of Spring 2008, the entire IU Bloomington campus is smoke-free.

Smoking will not be permitted on any part of the IU East campus, the Danielson Learning Center, and the Connersville Center including buildings, parking lots and patios. Smoking will be impermissible in university owned or leased vehicles being used on or off campus as well as privately owned vehicles on campus.

Effective Date: 01.01.2008; updated 01.15/2014

The use or sale of tobacco, tobacco products, and smoking related products is prohibited on Indiana University property

The use or sale of tobacco, tobacco products, and smoking related products is prohibited in university-owned, university-operated, or university-leased vehicles.

The use of tobacco, tobacco products, and smoking related products is permitted inside privately owned vehicles.

Limited exceptions may be approved in writing by the campus chancellor or provost or relevant vice president and must be in accordance with state law.

In accordance with Indiana state law, signs prohibiting smoking must be posted at all public entrances.

In accordance with Indiana state law, managers or officials in charge of a public building must ask an individual who is smoking in the public building or within 8 feet of the entrance of a public building to refrain from smoking and to cause that individual to be removed if the individual then fails to refrain from smoking.

In accordance with Indiana state law, ashtrays or other smoking receptacles are prohibited in public buildings or at the entrances to public buildings.

Effective August 14, 2006:

Tobacco use or sale, including, but not limited to smoking, is prohibited on university-owned, -operated, -or leased property.

Exceptions may be granted for specific auxiliary enterprises, as approved by the chancellor.

Tobacco use, including, but not limited to smoking, is not permitted in university-owned, -leased, or – operated vehicles.

Enforcement of this policy will depend upon the cooperation of all faculty, staff, and students not only to comply with this policy, but also to encourage others to comply with the policy, in order to promote a healthy environment in which to work, study, and live.

Violations of this policy should be referred to the appropriate administrative office for review and appropriate administrative action: for faculty, the Office of Academic Policies, Procedures and Documentation; for staff, Human Resources Administration; or for students, the Office of The Dean of Students.

Indiana University has determined that all campuses will be smoke-free in order to promote the health and well-being of employees, students, and constituents. Four of the IU campuses are already smoke-free as well as all medical facilities of the Clarian Health Partners system. Further, several major hospitals and communities in our region have also developed smoke-free policies or are moving in that direction. This campus policy is in response to the University-wide policy requirement as well as the overall desire to provide a healthier work and learning environment for our campus community.

Tobacco use or sale, including, but not limited to smoking, is prohibited on university-owned, -operated, -or leased property.

Exceptions may be granted for specific auxiliary enterprises, as approved by the chancellor.

Tobacco use, including, but not limited to smoking, is not permitted in university-owned, -leased, or – operated vehicles.

Enforcement of this policy will depend upon the cooperation of all faculty, staff, students and visitors not only to comply with this policy, but also to encourage others to comply with the policy, in order to promote a healthy environment in which to work and study.

Violations of this policy should be referred to the appropriate administrative office for review and appropriate administrative action: for faculty, the Office of Academic Affairs; for staff, Human Resources; or for students, the Office of Student Services.

Appendix G: School Records Confidentiality (FERPA) #

Indiana University's Annual Notification of Student Rights under FERPA #

The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. These rights include:

The right to inspect and review the student’s education records within 45 days of the day the University receives a request for access. A student should submit to the registrar, dean, head of the academic department, or other appropriate official, a written request that identifies the record(s) the student wishes to inspect. The University official will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the University official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed.

The right to request the amendment of the student’s education records that the student believes is inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA. A student who wishes to ask the University to amend a record should write the University official responsible for the record, clearly identify the part of the record the student wants changed, and specify why it should be changed. If the University decides not to amend the record as requested, the University will notify the student in writing of the decision and the student’s right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing.

The right to provide written consent before the University discloses personally identifiable information from the student’s education records, except to the extent that FERPA authorizes disclosure without consent. The University discloses education records without a student’s prior written consent under the FERPA exception for disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); a person or entity with whom the University has contracted as its agent to provide a service instead of using University employees or officials (such as an attorney, auditor, or collection agent; the Indiana University Foundation and Indiana University Alumni Association; and vendors of services such as email or other electronic applications, enrollment verification, and so on); a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibilities for the University. Upon request, the University may disclose education records without consent to officials of another school in which a student seeks or intends to enroll. Finally, “public information” may be released freely unless the student files the appropriate form requesting that certain public information not be released. This form is available at the Office of the Registrar.  Public information is limited to name; address; e-mail address; phone; major field of study; dates of attendance; admission or enrollment status; campus; school, college, or division; class standing; degrees and awards; activities; sports; and athletic information.

The right to file a complaint with the U.S. Department of Education concerning alleged failures by Indiana University to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is:

Family Policy Compliance Office U.S. Department of Education

400 Maryland Avenue, SW Washington, DC 20202-5901