Department of Social Work

Transcription

1 Department of Social Work College of Nursing, Health and Human Services Indiana State University Terre Haute, Indiana Self-Study for Reaccreditation Submitted to the Council on Social Work Education Volume 1: Accreditation Review Brief and Standards 1-4 April 1, 2015

2 Table of Contents ACCREDITATION REVIEW BRIEF... 3 ACCREDITATION STANDARD 1: PROGRAM MISSION AND GOALS... 1 ACCREDITATION STANDARD 2: EXPLICIT CURRICULUM... 8 CURRICULUM DESIGN FIELD EDUCATION ACCREDITATION STANDARD 3: IMPLICIT CURRICULUM DIVERSITY STUDENT DEVELOPMENT FACULTY ADMINISTRATIVE STRUCTURE ACCREDITATION STANDARD 4: ASSESSMENT FORM AS4 (B) FACULTY SUMMARY FORM FACULTY CURRICULUM VITA PORTIA E. ADAMS DIANNA COOPER-BOLINSKEY PAUL DUONGTRAN RHONDA VICKERY IMPINK MELISSA KETNER ROBYN LUGAR ANGELA M. NAPIER DIANE S. VANCLEAVE LIBRARIAN S REPORT PROGRAM EXPENSE BUDGET

3 ACCREDITATION REVIEW BRIEF Council on Social Work Education Commission on Accreditation 2008 EPAS The Accreditation Review Brief is a tool used by the Commission on Accreditation (COA) commission reader to report his or her evaluation of the program. Section 2 of the Accreditation Review Brief lists each accreditation standard (AS), related Educational Policies (EP), and compliance statements. The compliance statements are from the Compliance, Concern, and Noncompliance (C/C/NC) Statements [available on the CSWE website at It provides statements of compliance, concern, and noncompliance for each Accreditation Standard (AS) and related Educational Policies (EP). Compliance indicates that the program narrative addressed the minimum requirements for completely and clearly meeting an accreditation standard and related educational policy. Concern indicates that the program narrative is either unclear or inadequate in addressing an accreditation standard and related educational policy. Noncompliance indicates that the program narrative either does not meet or does not address an accreditation standard and related educational policy. The program fills out one accreditation review brief for each program level that is being reviewed for Reaffirmation. The program completes identifying information in Section 1. In the location column of Section 2, the program indicates the document name and page number where each compliance statement for an accreditation standard is addressed in the program s self-study. The program then s the accreditation review brief to its accreditation specialist per the instructions in the Timetable for Reaffirmation [available on the CSWE website at The accreditation specialist or associate s the accreditation review brief to the COA Commission reader assigned to review the program s self-study for Site Team Instructions. The commission reader types compliance, concern, or noncompliance next to each compliance statement of the accreditation standard in the C/C/NC column to report how the program addressed each item. For any compliance statement of an accreditation standard marked concern or noncompliance, the commission reader indicates her or his reasoning in the comments column. Section 1 Program Program Chief Administrator University: Indiana State University Name: Paul DuongTran Address: 749 Chestnut Street Title: Department Chair City, State: Terre Haute, IN Address: Paul.DuongTran@indstate.edu Date Submitted: April 1, 2015 Web URL: Level of Program (check one) Program Options X Baccalaureate Degree Program NO Online/Distance Education Program Master s Degree Program 1 Number of Locations Where Courses are Offered Identify All Program Delivery Options Offered by the Program Programs are expected to identify all program delivery options (e.g., campus-based, distance, on-line, other) and include all locations from which program options are delivered. The self-study narrative is also expected to demonstrate that each relevant standard applies to all program delivery options and at all identified locations.

4 Section 2 In Section 2, the program uses the Location column to indicate the document name and page number where each compliance item of an accreditation standard can be found in the self-study. The commission reader types compliance, concern, or noncompliance next to each compliance statement of an accreditation standard in the C/C/NC column to report how the program addressed each item. For any compliance statement of an accreditation standard marked concern or noncompliance, the commission reader indicates her or his reasoning in the comments column. 1. Program Mission and Goals 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 and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, social work s purpose 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. 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 (EP 1.1), and are informed by context (EP 1.2). Educational Policy 1.1 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. Educational Policy 1.2 Program Context Context encompasses the mission of the institution in which the program is located and the needs and opportunities associated with the setting. Programs are further influenced by their historical, political, economic, social, cultural, demographic, 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 and practice. Accreditation Standard 1.0 Program Mission and Goals The social work program s mission and goals reflect the profession s purpose and values and the program s context. Accreditation Standard Compliance Statement Location C/C/NC Comments 1.0.1: [The program] submits its mission p. 2 statement and describes how it is consistent with the profession s purpose and values and program context. Program s mission statement was submitted. Narrative demonstrated how the program s mission is consistent with the profession s purpose & values and program s context. p : [The program] identifies its goals and demonstrates how they are derived from the program s mission. Program goals were identified. Narrative demonstrated how program goals are derived from its mission statement. p. 5 pp. 5-6

5 2. Explicit Curriculum Educational Policy B2.2 Generalist Practice Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate 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. BSW practice incorporates all of the core competencies. Accreditation Standard B2.0 Curriculum The 10 core competencies are used to design the professional curriculum. Accreditation Standard Compliance Statement Location C/C/NC Comments B2.0.1: [The program] discusses how its Narrative discussed how the mission and goals are consistent with program s mission & goals pp. 8-9 generalist practice as defined in EP B2.2. are consistent with core competencies that define generalist practice.

6 2. Explicit Curriculum Educational Policy 2.1 Core Competencies Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities. The ten core competencies are listed below [EP EP (d)], followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods. Programs may add competencies consistent with their missions and goals. EP Identify as a professional social worker and conduct oneself accordingly. EP Apply social work ethical principles to guide professional practice. EP Apply critical thinking to inform and communicate professional judgments. EP Engage diversity and difference in practice. EP Advance human rights and social and economic justice. EP Engage in research-informed practice and practice-informed research. EP Apply knowledge of human behavior and the social environment. EP Engage in policy practice to advance social and economic well-being and to deliver effective social work services. EP Respond to contexts that shape practice. EP (a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Accreditation Standard Compliance Statement Location C/C/NC Comments B2.0.2: [The program] identifies its Program competencies were pp competencies consistent with EP 2.1 through identified (d). B2.0.3: [The program] provides an operational definition for each of its competencies used in its curriculum design and its assessment [EP 2.1 through (d)]. Narrative showed consistency of the program s competencies with EP through (d). Measurable practice behaviors that operationalize each competency were provided. pp pp

7 2. Explicit Curriculum Educational Policy 2.0 The Social Work Curriculum and Professional Practice The explicit curriculum constitutes the program s formal educational structure and includes the courses and the curriculum. Social work education is grounded in the liberal arts, which provide the intellectual basis for the professional curriculum and inform its design. The explicit curriculum achieves the program s competencies through an intentional design that includes the foundation offered at the baccalaureate and master s levels and the advanced curriculum offered at the master s level. The BSW curriculum prepares its graduates for generalist practice through mastery of the core competencies. The MSW curriculum prepares its graduates for advanced practice through mastery of the core competencies augmented by knowledge and practice behaviors specific to a concentration. Accreditation Standard Compliance Statement Location C/C/NC Comments B2.0.4: [The program] provides a rationale for Narrative provided a rationale p. 16 its formal curriculum design demonstrating for curriculum design. how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0). Narrative demonstrated how the rationale for curriculum design is used to develop a coherent and integrated class and field curriculum. pp Accreditation Standard Compliance Statement Location C/C/NC Comments B2.0.5: [The program] describes and explains Narrative described and pp how its curriculum content (knowledge, explained how the curriculum values, and skills) implements the operational provides the necessary definition of each of its competencies. knowledge, values and skills to operationalize each competency.

8 2. Explicit Curriculum Educational Policy M2.2 Advanced Practice Advanced practitioners refine and advance the quality of social work practice and that of the larger social work profession. They synthesize and apply a broad range of interdisciplinary and multidisciplinary knowledge and skills. In areas of specialization, advanced practitioners assess, intervene, and evaluate to promote human and social well-being. To do so they suit each action to the circumstances at hand, using the discrimination learned through experience and self-improvement. Advanced practice incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a concentration. Accreditation Standard M2.0 Curriculum The 10 core competencies are used to design the foundation and advanced curriculum. The advanced curriculum builds on and applies the core competencies in an area(s) of concentration. Accreditation Standard Compliance Statement Location C/C/NC Comments M2.0.1: [The program] identifies its concentration(s) (EP M2.2). M2.0.2: [The program] discusses how its mission and goals are consistent with advanced practice (EP M2.2). Each concentration was identified. Narrative discussed how the program s mission and goals are consistent with advanced practice, which incorporates all of the core competencies augmented by knowledge and practice behaviors specific to the concentration. N/A N/A

9 2. Explicit Curriculum Educational Policy 2.1 Core Competencies Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities. The ten core competencies are listed below [EP EP (d)], followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods. Programs may add competencies consistent with their missions and goals. EP Identify as a professional social worker and conduct oneself accordingly. EP Apply social work ethical principles to guide professional practice. EP Apply critical thinking to inform and communicate professional judgments. EP Engage diversity and difference in practice. EP Advance human rights and social and economic justice. EP Engage in research-informed practice and practice-informed research. EP Apply knowledge of human behavior and the social environment. EP Engage in policy practice to advance social and economic well-being and to deliver effective social work services. EP Respond to contexts that shape practice. EP (a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Educational Policy M2.2 Advanced Practice Advanced practitioners refine and advance the quality of social work practice and that of the larger social work profession. They synthesize and apply a broad range of interdisciplinary and multidisciplinary knowledge and skills. In areas of specialization, advanced practitioners assess, intervene, and evaluate to promote human and social well-being. To do so they suit each action to the circumstances at hand, using the discrimination learned through experience and self-improvement. Advanced practice incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a concentration. Accreditation Standard Compliance Statement Location C/C/NC Comments M2.0.3: [The program] identifies its program Program competencies were N/A competencies consistent with EP 2.1 through identified (d) and EP M2.2. M2.0.4: [The program] provides an operational definition for each of the competencies used in its curriculum design and its assessment [EP 2.1 through (d); EP M2.2]. Narrative showed consistency of the program s competencies with EP d. Measurable practice behaviors that operationalize each competency were provided. N/A N/A

10 2. Explicit Curriculum Educational Policy 2.0 The Social Work Curriculum and Professional Practice The explicit curriculum constitutes the program s formal educational structure and includes the courses and the curriculum. Social work education is grounded in the liberal arts, which provide the intellectual basis for the professional curriculum and inform its design. The explicit curriculum achieves the program s competencies through an intentional design that includes the foundation offered at the baccalaureate and master s levels and the advanced curriculum offered at the master s level. The BSW curriculum prepares its graduates for generalist practice through mastery of the core competencies. The MSW curriculum prepares its graduates for advanced practice through mastery of the core competencies augmented by knowledge and practice behaviors specific to a concentration. Accreditation Standard Compliance Statement Location C/C/NC Comments M2.0.5: [The program] provides a rationale Narrative provided a rationale N/A for its formal curriculum design (foundation for curriculum design and advanced), demonstrating how it is used (foundation and advanced). to develop a coherent and integrated curriculum for both classroom and field (EP 2.0). Narrative demonstrated how the rationale for curriculum design is used to develop a coherent and integrated class and field curriculum. N/A Accreditation Standard Compliance Statement Location C/C/NC Comments M2.0.6: [The program] describes and Narrative described and N/A explains how its curriculum content (relevant explained how the curriculum theories and conceptual frameworks, values, provides the necessary and skills) implements the operational relevant theories and definition of each of its competencies. conceptual frameworks, values, and skills to operationalize each competency.

11 2. Explicit Curriculum Educational Policy 2.3 Signature Pedagogy: Field Education Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect 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 achievement of program competencies. Accreditation Standard 2.1 Field Education Accreditation Standard Compliance Statement Location C/C/NC Comments 2.1.1: [The program discusses how its field p education program] connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence-informed practice. B2.1.2: [The program discusses how its field education program] provides generalist practice opportunities for students to demonstrate the core competencies. M2.1.2: [The program discusses how its field education program] provides advanced practice opportunities for students to demonstrate the program s competencies : [The program discusses how its field education program] provides a minimum of 400 hours of field education for baccalaureate programs and 900 hours for master s programs. Narrative demonstrated that the connection between theoretical and conceptual contributions of classroom and practice setting fosters the implementation of generalist or advanced practice. Narrative discussed how generalist practice opportunities are provided for students to demonstrate core competencies. Narrative discussed how advanced practice opportunities are provided for students to demonstrate program s competencies. Narrative discussed how baccalaureate degree students complete a minimum of 400 hours of field education and master s students complete a minimum of 900 hours of field education. p. 58 N/A p. 59 (Continued on next page)

12 2. Explicit Curriculum Accreditation Standard Compliance Statement Location C/C/NC Comments 2.1.4: [The program discusses how its field Narrative discussed how the pp education program] admits only those field program only admits students who have met the program s students who meet its specified criteria for field education. specified criteria : [The program discusses how its field education program] specifies policies, criteria, and procedures for selecting field settings; placing and monitoring students; maintaining field liaison contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program s competencies. Congruent with the program s competencies, the narrative discussed its written policies, criteria and procedures for: 1. Selecting field settings; 2. Placing and monitoring students; 3. Maintaining field liaison contacts with field education settings; and 4. Evaluating student learning and field setting effectiveness. pp (Continued on next page)

13 2. Explicit Curriculum Accreditation Standard Compliance Statement Location C/C/NC Comments 2.1.6: [The program discusses how its field Narrative discussed how the p. 63 education program] specifies the credentials credentials and practice and practice experience of its field instructors experience of its field necessary to design field learning instructors enables them to opportunities for students to demonstrate design appropriate student program competencies. Field instructors for learning opportunities to baccalaureate students hold a baccalaureate demonstrate program or master s degree in social work from a competencies. CSWE-accredited program. Field instructors for master s students hold a master s degree in social work from a CSWE-accredited program. For cases in which a field instructor does not hold a CSWE-accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished. Narrative discussed how program s field instructors, for baccalaureate students, hold a CSWE-accredited baccalaureate or master s social work degree. Narrative discussed how the program s field instructors, for master s students, hold a CSWE-accredited master s social work degree. p. 63 N/A 2.1.7: [The program discusses how its field education program] provides orientation, field instruction training, and continuing dialog with field education settings and field instructors. Narrative discussed how the program reinforces a social work perspective when field instructors do not hold a CSWE- accredited baccalaureate or master s social work degree. Narrative discussed how the program orients, trains and dialogues with field settings and instructors. p. 64 pp (Continued on next page)

14 2. Explicit Curriculum Accreditation Standard Compliance Statement Location C/C/NC Comments 2.1.8: [The program discusses how its field Narrative discussed how its pp education program] develops policies policies regarding field regarding field placements in an organization placements in an agency in in which the student is also employed. To which the student is also ensure the role of student as learner, student employed ensures that assignments and field education supervision assignments and field are not the same as those of the student s instruction differ from those employment. responsibilities and supervision associated with the student s employment.

15 3. Implicit Curriculum Educational Policy 3.1 Diversity The program s commitment to diversity including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation is reflected in its learning environment (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 3.1 Diversity Accreditation Standard Compliance Statement Location C/C/NC Comments 3.1.1: The program describes the specific pp and continuous efforts it makes to provide a learning environment in which respect for all persons and understanding of diversity and difference are practiced : The program describes how its learning environment models affirmation and respect for diversity and difference : The program discusses specific plans to improve the learning environment to affirm and support persons with diverse identities. Narrative described specific and continuous effort to provide respect and understanding of diversity (see list in EP3.1) and difference in the learning environment (see list in EP3.1). Narrative described how learning environment models affirmation and respect for diversity and difference. Narrative discussed specific plans to improve the learning environment to affirm and support persons with diverse identities. pp pp. 88

16 3. Implicit Curriculum Educational Policy 3.2 Student Development Educational preparation and commitment to the profession are essential qualities in the admission and development of students for professional practice. To promote the social work education continuum, BSW graduates admitted to MSW programs are presented with an articulated pathway toward a concentration. Student participation in formulating and modifying policies affecting academic and student affairs are important for the student s professional development. Accreditation Standard 3.2 Student Development: Admissions; Advisement, Retention, and Termination; and Student Participation Admissions Accreditation Standard Compliance Statement Location C/C/NC Comments B3.2.1: The program identifies the criteria it Narrative identified the pp uses for admission. criteria for admission. M3.2.1: The program identifies the criteria it uses for admission. The criteria for admission to the master s program must include an earned bachelor s degree from a college or university accredited by a recognized regional accrediting association : The program describes the process and procedures for evaluating applications and notifying applicants of the decision and any contingent conditions associated with admission. Narrative identified criteria for admission. Narrative for master s programs included the criterion of an earned baccalaureate degree from an educational institution regionally accredited. Narrative described the program s process and procedures for evaluating applications. Narrative described the program s process and procedures for notifying applicants. N/A N//A pp p. 93 (continued on next page)

17 3. Implicit Curriculum Standard Compliance Statement Location C/C/NC Comments M3.2.3: BSW graduates entering MSW Narrative described the N/A programs are not to repeat what has been program s explicit and mastered in their BSW programs. MSW unambiguous policies and programs describe the policies and procedures for preventing procedures used for awarding advanced the repeat of what has standing. These policies and procedures been mastered at BSW should be explicit and unambiguous. level. Advanced standing is awarded only to graduates holding degrees from baccalaureate social work programs accredited by CSWE, those recognized through its International Social Work Degree Recognition and Evaluation Service, or covered under a memorandum of understanding with international social work accreditors : The program describes its policies and procedures concerning the transfer of credits : 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. Narrative described the program s policies and procedures for awarding advanced standing. Narrative discussed how advanced standing is only awarded to graduates of programs accredited or recognized by the CSWE. Narrative described policies and procedures for the transfer of credits. Written policy indicating that the program does not grant social work course credit for life or previous work experience was submitted. N/A N/A p. 93 p.94 Narrative documents how applicants informed of policy. p. 94 (continued on next page)

18 3. Implicit Curriculum Advisement, retention, and termination Accreditation Standard Compliance Statement Location C/C/NC Comments 3.2.6: The program describes its academic Narrative described the p. 94 and professional advising policies and academic and professional procedures. Professional advising is advising policies and provided by social work program faculty, procedures. staff, or both : The program spells out how it informs students of its criteria for evaluating their academic and professional performance, including policies and procedures for grievance. Narrative described how advising is handled by social work faculty, staff or both. Narrative spelled out how students are informed of criteria for evaluating their academic and professional performance. pp pp : 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. Student participation 3.2.9: The program describes its policies and procedures specifying students rights and responsibilities to participate in formulating and modifying policies affecting academic and student affairs : The program demonstrates how it provides opportunities and encourages students to organize in their interests. Narrative spelled out policies and procedures for grievance. Policies and procedures for termination of a student s enrollment for academic or professional performance were submitted. Narrative described program s policies and procedures that specify students rights and responsibilities for formulating and modifying academic and student affairs. Narrative demonstrated how students are encouraged and provided opportunities to organize in their own interest. pp pp p. 99 pp

19 3. Implicit Curriculum Educational Policy 3.3 Faculty Faculty qualifications, including experience related to the program s competencies, and an appropriate student-faculty ratio 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, 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. Accreditation Standard 3.3 Faculty Accreditation Standard Compliance Statement Location C/C/NC Comments 3.3.1: The program identifies each full and Each full time and part time p. 102 part-time social work faculty member and faculty was identified. discusses her/his qualifications, competence, expertise in social work education and practice, and years of service to the program. Faculty who teach social work practice courses have a master s degree in social work from a CSWE-accredited program and at least two years of social work practice experience : The program discusses how faculty size is commensurate with the number and type of curricular offerings in class and field; class size; number of students; and the faculty s teaching, scholarly, and service responsibilities. To carry out the ongoing functions of the program, the full-time equivalent faculty-to-student ratio is usually 1:25 for baccalaureate programs and 1:12 for master s programs. Narrative discussed the qualifications, expertise, service and experience (as related to the program s competencies) for each faculty. Narrative discussed that faculty who teach practice courses have a CSWE accredited MSW degree and at least two years social work practice experience. Narrative discussed how faculty size is commensurate with the number and type of curricular offerings in class and field, class size, number of students and faculty teaching, scholarly and service responsibilities. Narrative provided evidence that full-time equivalent faculty to student faculty ratio is usually 1:25 at the BSW and 1:12 at MSW level. p. 103 pp p. 104 p. 104 (continued on next page)

20 3. Implicit Curriculum Accreditation Standard Compliance Statement Location C/C/NC Comments B3.3.3: The baccalaureate social work Two faculty with full-time p. 105 program identifies no fewer than two full-time appointment principally faculty assigned to the program, with full-time assigned to the appointment in social work, and whose baccalaureate social work principal assignment is to the baccalaureate program faculty were program. The majority and no fewer than two identified. of the full-time faculty has either a master s degree in social work from a CSWEaccredited program, with a doctoral degree preferred, or a baccalaureate degree in social work from a CSWE-accredited program and a doctoral degree preferably in social work. M3.3.3: The master's social work program identifies no fewer than six full-time faculty with master's degrees in social work from a CSWE-accredited program and whose principal assignment is to the master's program. The majority of the full-time master's social work program faculty has a master's degree in social work and a doctoral degree preferably in social work : The program describes its faculty workload policy and discusses how the policy supports the achievement of institutional priorities and the program's mission and goals. Narrative presented evidence that two or more faculty have an MSW from a CSWE accredited program or BSW from a CSWE accredited program and a doctoral degree. No fewer than 6 full-time principally assigned faculty with a CSWE accredited MSW to the program were identified. Narrative presented evidence that the majority have a CSWE accredited MSW degree and a doctoral degree. Narrative described the program s workload policy. Narrative discussed how workload supports the achievement of institutional priorities and its mission and goals. p. 105 N/A N/A pp p. 106 (continued on next page)

21 3. Implicit Curriculum Accreditation Standard Compliance Statement Location C/C/NC Comments 3.3.5: Faculty demonstrate ongoing Narrative demonstrated p. 106 professional development as teachers, that faculty engage in scholars, and practitioners through ongoing professional dissemination of research and scholarship, development as teachers, exchanges with external constituencies such scholars, and practitioners as practitioners and agencies, and through in the achievement of other professionally relevant creative institutional priorities and activities that support the achievement of the program s mission and institutional priorities and the program s goals. mission and goals : The program describes how its faculty models the behavior and values of the profession in the program s educational environment. Narrative described how faculty model the behavior and values of the profession. p. 107

22 3. Implicit Curriculum Educational Policy 3.4 Administrative 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. They exercise autonomy in designing an administrative and leadership structure, developing curriculum, and formulating and implementing policies that support the education of competent social workers. Accreditation Standard 3.4 Administrative Structure Accreditation Standard Compliance Statement Location C/C/NC Comments 3.4.1: The program describes its administrative structure and shows how it provides the necessary autonomy to achieve the program s mission and goals : The program describes how the social work faculty has responsibility for defining program curriculum consistent with the Educational Policy and Accreditation Standards and the institution s policies : The program describes how the administration and faculty of the social work program participate in formulating and implementing policies related to the recruitment, hiring, retention, promotion, and tenure of program personnel : The program identifies the social work program director. Institutions with accredited BSW and MSW programs appoint a separate director for each. Narrative described the administrative structure. Narrative showed how the program s administrative structure provides autonomy. Narrative described how the social work faculty is responsible for defining the program s curriculum. Narrative described how the administration and faculty of the social work program participate in formulating and implementing policies related to the recruitment, hiring, retention, promotion, and tenure. Social work program director(s) were identified. p p. 109 p. 110 pp p. 112 (continued on next page)

23 3. Implicit Curriculum Accreditation Standard Compliance Statement Location C/C/NC Comments B3.4.4 (a): The program describes the BSW program director s leadership ability through teaching, scholarship, curriculum development, administrative experience, and other academic and professional activities in social work. The program documents that the director has a master s degree in social work from a CSWE-accredited program with a doctoral degree preferred or a baccalaureate degree in social work from a CSWEaccredited program and a doctoral degree, preferably in social work. B3.4.4 (b): The program provides documentation that the director has a fulltime appointment to the social work program. B3.4.4 (c): The program describes the procedures for determining the program director s assigned time to provide educational and administrative leadership to the program. To carry out the administrative functions of the program, a minimum of 25% assigned time is required at the baccalaureate level. The program demonstrates this time is sufficient. Narrative described the BSW director s leadership as a teacher, scholar, administrator and professional social worker. Narrative documented that the director has a CSWEaccredited MSW or BSW with doctoral degree. Narrative documented that the director has a full-time appointment to the social work program. Narrative described the institution s procedures for providing assigned time. Narrative demonstrated a minimum of 25% assigned time at the baccalaureate level. Narrative demonstrated that this assigned time is sufficient. pp p. 113 p. 113 and p. 188 p. 114 p. 114 p. 114 (continued on next page)

24 3. Implicit Curriculum Accreditation Standard Compliance Statement Location C/C/NC Comments M3.4.4 (a): The program describes the MSW Narrative described the N/A program director s leadership ability through MSW director s leadership teaching, scholarship, curriculum as a teacher, scholar, development, administrative experience, and administrator and other academic and professional activities in professional social worker. social work. The program documents that the director has a master s degree in social work from a CSWE-accredited program. In addition, it is preferred that the MSW program director have a doctoral degree, preferably in social work. M3.4.4 (b): The program provides documentation that the director has a fulltime appointment to the social work program. M3.4.4(c): The program describes the procedures for determining the program director s assigned time to provide educational and administrative leadership to the program. To carry out the administrative functions of the program, a minimum of 50% assigned time is required at the master s level. The program demonstrates this time is sufficient : The program identifies the field education director 3.4.5(a): The program describes the field director s ability to provide leadership in the field education program through practice experience, field instruction experience, and administrative and other relevant academic and professional activities in social work. Narrative documented that the director has an accredited MSW, preferably with a doctoral degree, preferably in social work. Narrative documented that the director has a full-time social work program appointment. Narrative described the Institution s procedures for providing assigned time. Narrative demonstrated a minimum of 50% assigned time at the master s level. Narrative demonstrated that this assigned time is sufficient. Field education director was identified. Narrative described the field director s ability to provide leadership (practice, field instruction, administrative, academic and professional experience). N/A N/A N/A N/A N/A p. 115 p. 115 (continued on next page)

25 3. Implicit Curriculum Accreditation Standard Compliance Statement Location C/C/NC Comments 3.4.5(b): The program documents that the Narrative documented that p. 116 field education director has a master s the field education director degree in social work from a CSWEaccredited program and at least 2 years of degree and 2 years post has a CSWE accredited post-baccalaureate or postmaster's social BSW or MSW practice work degree practice experience. experience. B3.4.5(c): The program describes the procedures for determining the field director s assigned time to provide educational and administrative leadership for field education. To carry out the administrative functions of the field at least 25% assigned time is required for baccalaureate programs. The program demonstrates this time is sufficient. Narrative described the institution s procedures for providing assigned time. Narrative demonstrated that field director has 25% assigned time for administrative duties. p. 116 p. 116 M3.4.5(c): The program describes the procedures for determining the field director s assigned time to provide educational and administrative leadership for field education. To carry out the administrative functions of the field at least 50% assigned time is required for master s programs. The program demonstrates this time is sufficient. Narrative demonstrated that this time is sufficient. Narrative described the institution s procedures for providing assigned time. Narrative demonstrated that field director has 50% assigned time. Narrative demonstrated that 50% time is sufficient. pp N/A N/A N/A

26 3. Implicit Curriculum Educational Policy 3.5 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 support learning and professionalization of students and program improvement. Accreditation Standard Compliance Statement Location C/C/NC Comments 3.5.1: The program describes the procedures Narrative described the p. 117 for budget development and administration it procedures for uses to achieve its mission and goals. The development and program submits the budget form to administration of a demonstrate sufficient and stable financial sufficient and stable budget supports that permit program planning and to achieve mission and faculty development. goals : The program describes how it uses resources to continuously improve the program and address challenges in the program s context : The program demonstrates sufficient support staff, other personnel, and technological resources to support itself : The program submits the library form to demonstrate comprehensive library holdings and/or electronic access and other informational and educational resources necessary for achieving its mission and goals : The program describes and demonstrates sufficient office and classroom space and/or computer-mediated access to achieve its mission and goals : The program describes its access to assistive technology, including materials in alternative formats (e.g., Braille, large print, books on tape, assistive learning systems). Budget form was submitted. Narrative described how resources are used to continuously improve and address challenges. Narrative demonstrated sufficient support staff, other personnel, and technological resources. p. 117 and p. 245 p. 118 pp Library form was submitted. p. 119 and p. 231 Narrative described and demonstrated sufficient office and classroom space and/or computer-mediated access. Narrative described access to assistive technology. pp pp. 120

27 4. Assessment Educational Policy 4.0 Assessment Assessment is an integral component of competency-based education. To evaluate the extent to which the competencies have been met, a system of assessment is central to this model of education. Data from assessment continuously inform and promote change in the explicit and implicit curriculum to enhance attainment of program competencies. Accreditation Standard Compliance Statement Location C/C/NC Comments 4.0.1: The program presents its plan to assess the attainment of its competencies. The plan specifies procedures, multiple measures, and benchmarks to assess the attainment of each of the program s competencies (AS B2.0.3; AS M2.0.4) : The program provides summary data and outcomes for the assessment of each of its competencies, identifying the percentage of students achieving each benchmark. Presented the plan (procedures, multiple measures, benchmarks) to assess the attainment of each of the program s competencies as operationalized through measurable practice behaviors, using a minimum of two outcome measures for each practice behavior. Summary data for each practice behavior and outcomes for the assessment of each competency, identifying the percentage of students achieving each benchmark, were provided. Narrative adequately described the summary data presented. pp pp pp : The program describes the procedures it employs to evaluate the outcomes and their implications for program renewal. It discusses specific changes it has made in the program based on specific assessment outcomes. Narrative adequately described the procedures employed to evaluate the outcomes and their implications for program renewal. Narrative described the specific changes made in the program based on specific assessment outcomes. pp

28 4. Assessment 4.0.4: The program uses Form AS 4 (B) and/or Form AS4 (M) to report its most recent assessment outcomes to constituents and the public on its website and routinely up-dates (minimally every 2 years) these postings : The program appends copies of all assessment instruments used to assess the program competencies. The program provided a copy of Form AS 4(B) for baccalaureate or Form AS 4(M) for masters and documented that the form is available on its website. Copies of all assessment instruments used to assess the program's competencies were appended. pp p. 186, and Volume III

29 0 Section 3 This section is used by the Commission Reader to recommend instructions for the site visitor(s) and summarize areas of concern. 1. Program Name: 2. Commission Reader Name: 3. Recommended Decision: Issue Letter of Instruction with General Questions Only Issue Letter of Instruction with Both General and Specific Questions 4. List areas of concern or insufficient information and, for each, cite the relevant Accreditation Standard. For each standard cited, specify what the program provided, what is missing or insufficient, and how you would instruct the site visitor and program to address the concern. Your brief statement will be used to create language for use in the COA decision letter. a. Areas of Concern:

30 1 ACCREDITATION STANDARD 1: PROGRAM MISSION AND GOALS TABLE OF CONTENTS Accreditation Standard Program Mission Program Context - Indiana State University s Mission College of Nursing, Health and Human Services Mission Department of Social Work Mission s Congruency with Context AS1.0.1 AS1.0.1 AS1.0.1 AS1.0.2 BSW Program Vision, Mission and Values Accreditation Standard Program Goals Derived from Mission Figures & Tables: Table 1.1 Program s Goals Related to Departmental Mission Statement

31 2 EDUCATIONAL POLICY 1.0: PROGRAM MISSION AND GOALS Accreditation Standard The program submits its mission statement and describes how it is consistent with the profession s purpose and values and the program s context. Department of Social Work s Mission Statement The Department of Social Work at Indiana State University is committed to contributing to the profession of social work through teaching, research, and community service. The focus of the Bachelor of Social Work Program education is on the promotion of social and economic justice and on the development of competent and skilled social work professionals. This is consistent with social work s purpose of improving the well-being of individuals and communities especially the oppressed, the vulnerable and those living in poverty. Our program s focus on community service, the use of evidence informed practice and pursuit of social and economic justice aligns us with the profession s purpose. To pursue the social work purpose the ISU Department of Social Work personifies the profession s six core values: Service, social justice, dignity and worth of the person, the importance of human relationships, integrity and competence. The Department of Social Work lives out this mission embedded in the context of Indiana State, the University, the College of Nursing, Health and Human Services and within the rural communities of western Indiana. Indiana State University s Mission Statement Indiana State University combines a tradition of strong undergraduate and graduate education with a focus on community and public service. We integrate teaching, research, and creative activity in an engaging, challenging, and supportive learning environment to prepare productive citizens for Indiana and the world. The University supports the following values: Integrity, scholarship, transforming, responsibility, education, embrace diversity and stewardship. As a publicly-assisted institution of higher learning, ISU embraces its mission to educate students to be productive citizens and enhance the quality of life of the citizens of Indiana. Indiana State University ranks first in the nation for community service by students among 277 national universities (Washington Monthly College Guide, August 2014). Indiana State University was created on December 20, 1865, pursuant to an Indiana statute, and was originally known as the Indiana State Normal School. Its primary mission was to prepare teachers for the common schools of Indiana. Indiana State Normal School awarded its first baccalaureate degrees in ISU is governed by a Board of Trustees composed of nine persons appointed by the Governor of the State of Indiana. The University is administered by a president, who reports to the Board of Trustees as the University s chief executive officer. ISU has six academic divisions, each headed by a dean who reports to the Provost and Vice President for Academic Affairs. The divisions include the Colleges of Arts and Sciences; Business; Education; Nursing, Health, and Human Services; Technology; and the College of

32 3 Graduate and Professional Studies. Since July 1, 2010, the Department of Social Work has been situated in the College of Nursing, Health and Human Services. College of Nursing, Health and Human Services The College of Nursing, Health, and Human Services was created on July 1, 2007 with the intention to increase the visibility of health professions at ISU, empower the faculty who advocate for health professions, promote greater collaboration between health-oriented units, attract external resources, initiate and develop new health-related programs, strengthen ties with community partners, and better meet regional and state needs. With this purpose, the college is committed to the mission of inspiring professionals and students through an interdisciplinary approach while developing skilled leaders, educators, researchers, and innovators in nursing, health, and human services. The college s programs focus on the core values of caring, health, integrity, respect, and performance with the vision of becoming eminent in providing qualified professionals serving diverse populations through learning, leadership, scholarship, innovation, and community engagement. The faculty and staff are committed to providing students with a supportive learning environment that is progressive, challenging, and creative. Students within the college have the opportunity to obtain the necessary skills and credentials to become competent practicing professionals. Terre Haute, Indiana Terre Haute, located in western Indiana, is a quiet Midwestern city with five colleges. With a population of 61,000, its racial composition is approximately 84% White and 11% Black much like the state of Indiana. Containing two major hospitals, Terre Haute is a major regional center for health care. Even so, Terre Haute has been challenged by a post-industrial economy, unemployment, underemployment, outmigration and drug abuse (crystal methamphetamine). From the 1970s until the 2000s the city lost population size but it has been slowly increasing in the last decade. The median income for a household is $32,446; with nearly 17% of White households and 36% of Black households living below the poverty level (American Community Survey, 2014). Many of our students are the first generation to attend college. People QuickFacts Terre Haute Indiana Bachelor's degree or higher, percent of persons age 25+, % 23.2% 2013 Veterans, , ,105 Homeownership rate, % 70.0% Median value of owner-occupied housing units, $76,800 $122,800 Per capita money income (2013 dollars), $17,589 $24,635 Median household income, $32,446 $48,248 Persons below poverty level, percent, % 15.4% Recently Campus Ministries at ISU opened a food pantry targeted at students. Nancy Rogers, the Associate Vice President for Community Engagement at Indiana State University, stated the university has recognized for several years that some students struggle to meet their basic needs. ISU, the College of Nursing, Health and Human Service and the Department of Social Work are focused on partnerships with community stakeholders to build positive change.

33 4 Department of Social Work Supports University, College and Community Aims The social work program shares the goal of developing a strong undergraduate education to produce quality social workers as well as productive citizens for Indiana and the world. We provide a challenging BSW curriculum that is grounded in a strong liberal arts foundation. The University s values and social work values overlap such as integrity, competence, importance of human relationships, diversity and responsibility. In addition the social work involvement in the community through field internships and co-curricular activities mesh well with the university s focus on community service. We also share a global perspective with past international partnerships with Morocco and Russia, and our present relationships with South Korea and Vietnam. The placement of the Department of Social Work within the College of Nursing, Health and Human Services has been beneficial to both institutions. The CNHHS core values of caring, health, integrity, respect, and performance work well with our own. The impact of culture, social psychological attitudes and behaviors, as well as the macro-level issues of racism, ethnocentrism, homophobia, ageism and other biases and their impact on health are shared targets that invite interdisciplinary experiences for all our undergraduates. When the Department of Social Work became a free standing program in 1994, the University was responding to the community s demand for the development of an accredited social work BSW program. Prior to the mid-1990s there were few professionally educated social work practitioners at either the BSW or MSW levels in this region of Indiana and the social service delivery system lacked the quality that was required for providing essential services. Our BSWs now work in health care settings (e.g., Hamilton Center Inc.), child welfare agencies through Title IV-E, and in various non-profit organizations statewide. We strive to develop ethnically and racially diverse cadres of social workers who will demonstrate highly competent social work direct practice, research, community organizing and policy-making skills for agencies that serve vulnerable, oppressed and low-income communities in the state of Indiana. Our mission is supported by an emphasis on generalist practice, a combination of knowledge, practice skills and ethics infused with the values of empowerment, diversity and advocacy. Our aim is to develop knowledgeable and skilled social workers to alleviate social injustices and health disparities especially those experienced by rural communities in Indiana.

34 5 Accreditation Standard The program identifies its goals and demonstrates how they are derived from the program s mission. Our program mission and their subsequent goals are illustrated in Table 1.1. Table 1.1 Program Mission & Goals Program s Mission Contribute to the profession of social work through teaching Research Community Service Social and Economic Justice Competent and Skilled Social Work Professionals Goals Provide a challenging BSW curriculum that is grounded in a strong liberal arts foundation. Prepare students for graduate education. Contribute to the social work profession s body of knowledge. Prepare students who are actively engaged in the community. Prepare graduates who are committed to social and economic justice, and improving service delivery systems. Prepare graduates who are competent generalist social work practitioners who operate from a practice framework which integrates knowledge, values, skills, ethics, diversity and a theoretical base. Engage in leadership roles and activities in the profession and in the community The following is a discussion of the Department of Social Work s mission and how it is fulfilled by its associated goals. Teaching Indiana State University is primarily a teaching university thus our program s mission focuses on the rigor of our instruction and an evidence based curriculum. The corresponding goal points to the provision of a challenging curriculum with a liberal arts foundation; so that the academic experience has depth and is well rounded. It is also an education that offers the prerequisites for entering an advanced standing Masters of Social Work program. Research Although we are not a research one institution the Department of Social Work strives to contribute to the social work s profession s body of knowledge via opportunities for undergraduates to serve as research assistants and to participate in conference presentations.

35 6 Community Service Our mission identifies the importance of community service and our goal is to arrange opportunities for respectful volunteerism. This goal is facilitated by ISU s Center for Community Engagement which provides ample opportunities for service. Students also provide community service as a requirement of the coursework. Social and Economic Justice In the area of social and economic justice our goal is to equip students with social work values and macro-practice skills to identify and address inequalities. Competent and Skilled This part of the mission is met through the rigorous preparation of the students based in theory, direct practice skills and ethical reasoning. Social Work Professionals Consistently providing opportunities for our students to practice leadership skills in the classroom, in the Department and University as well as, in the local NASW, the local NABSW and in the surrounding community.

36 7 ACCREDITATION STANDARD 2: EXPLICIT CURRICULUM TABLE OF CONTENTS Mission, Goals & Generalist Practice Competencies Competencies Operational Definitions Rationale for Curriculum Design Curriculum Structure Course Sequencing Degree Plan Options Foundation Curriculum Structure Overview of Changes Made in Foundation Curriculum Curriculum Content s Relationship to Operational Definitions Summary and Future Directions AS2.0.1 AS2.0.2 AS2.0.3 AS2.0.4 AS2.0.5 Figures & Tables: Figure 2.1 Program s Mission and Curriculum Model Figure 2.2 Explicit Curriculum Courses Table 2.1 Program s Mission Relates to Generalist Practice Table 2.2 Competencies and Operational Definitions Table 2.3 Four-year Plan of Study Table 2.4 Course Descriptions, Sequence, and Prerequisites Table 2.5 Operational Definitions of Each Competency Associated with Course Content Table 2.6 Social Work Courses and 10 Competency Content at a Glance STANDARD 2.1: Field Education Connects Theory with Evidence Based Practice Generalist Practice Opportunities Hours of Field Education Required Only Social Work Majors Allowed to Participate Policies, Criteria & Procedures Field Instructor s Credentials Field Instruction Training Field Instruction & Student Employment AS2.1.1 AS2.1.2 AS2.1.3 AS2.1.4 AS2.1.5 AS2.1.6 AS2.1.7 AS2.1.8

37 8 ACCREDITATION STANDARD 2: EXPLICIT CURRICULUM Accreditation Standard B2.0.1 Discusses how its mission and goals are consistent with generalist practice as defined in EP B2.2. Our mission and goals are in agreement with the definition of generalist practice as listed in Educational Policy B2.2. Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate 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. BSW practice incorporates all of the core competencies. (CSWE, EPAS 2008, p. 9) The BSW program mission s commitment to teaching, research, and community service, the promotion of social and economic justice and the development of competent and skilled social work professionals embodies the 10 core competencies (please refer to Table 2.1). A more specific discussion of how our goals relate to generalist practice follows: Teaching is the channel for the provision of Knowledge, Values and Skills through lecture, assignments and experiential activities and the exercise of Critical Thinking. Methods of Policy Practice are taught along with social welfare structures, culture and history especially as it pertains to vulnerable communities. The importance of Practice Context is emphasized in policy coursework and field work. As for Research, the content of our teaching includes evidence based practices at the direct and policy practice levels; thus providing Research Based Practice. The faculty is also encouraged to discuss their scholarship in the classroom. Teaching and Research include instruction in the theories of Human Behavior which are examined and related to the lived experiences of individuals, families, communities and organizations. Community Service requires skills with groups and organizations, an evolved understanding of Human Rights and Justice and Assessment skills. The goal of Social and Economic Justice relates to the importance of Diversity, respect and cultural competence and necessitates questions regarding Human Rights and Justice. The goals of Competence and Skills are fleshed out in classroom exercises requiring critical thinking, regular role-play, simulation and field education experiences which hone the practice skills of Engagement, Assessment, Intervention and Evaluation. The goal to develop Social Work Professionals is consistent with the core competencies Ethical Practice and Professional Identity and attained by the discussion of and the allegiance to our Code of Ethics. Our mission, goals and provision of the ten core competencies are all based on a liberal arts foundation.

38 9 Table 2.1 Program s Mission Relates to Generalist Practice Program s Mission Goals Generalist Practice (B2.2) & the 10 Core Competencies Contribute to the profession of social work through teaching Provide a challenging BSW curriculum that is grounded in a strong liberal arts foundation. Prepare students for graduate education Critical Thinking Policy Practice Practice Context Human Behavior Research Community Service Social and Economic Justice Competent and Skilled Social Work Professionals Contribute to the social work profession s body of knowledge. Prepare students who are actively engaged in the community. Prepare graduates who are committed to social and economic justice, and improving service delivery systems. Prepare graduates who are competent generalist social work practitioners who operate from a practice framework which integrates knowledge, values, skills, ethics, diversity and a theoretical base. Engage in leadership roles and activities in the profession and in the community Research Based Practice Human Rights and Justice Diversity Human Rights and Justice Diversity Critical Thinking (a) (d) - Engagement, Assessment, Intervention and Evaluation Ethical Practice Professional Identity The BSW program uses Understanding Generalist Practice (Kirst-Ashman & Hull, 2012) as a key text. Its definition of generalist practice: The application of an eclectic knowledge base, professional values and ethics, and a wide range of skills to target systems of any size for change within the context of three primary principles, a context and four major processes (p. 6). The eclectic knowledge base refers to systems theory, human behavior, social welfare policy and many more ways of understanding how the world works. The professional values point to the NASW Code of Ethics. The wide range of practice skills refers to engagement, assessment, planning, implementation, evaluation, termination, and follow-up and the micro-skills that accompany these practices. To target systems of any size speaks of the ecological perspective and focus on micro-, mezzo-, and macro-level factors. Directed by the principles of empowerment, diversity and advocacy and within an organizational context because this is where generalist practitioners work. The four processes used by social workers are as follows: Multiple professional roles, the use of critical thinking skills, employing research informed practice and the use of planned change (the Generalist Intervention Model) (Kirst-Ashman & Hull, 2012, pp. 6-7, 32). This text s formulation is consistent with the ten competencies.

39 10 Accreditation Standard B2.0.2 Identifies its competencies consistent with EP 2.1 through (d) Competency Identify as a professional social worker and conduct oneself accordingly Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. Competency Apply social work ethical principles to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Competency Apply critical thinking to inform and communicate professional judgments Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Competency Engage diversity and difference in practice Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex and sexual orientation. Social workers appreciate 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. Competency Advance human rights and social and economic justice Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Competency Engage in research-informed practice and practice-informed research Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge.

40 11 Competency Apply knowledge of human behavior and the social environment Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Competency Engage in policy practice to advance social and economic well-being and to deliver effective social work services Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know 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. Competency Respond to contexts that shape practice Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic and use knowledge and skill to respond proactively. Competency (a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Our curriculum teaches students to identify as professional social workers through discussions on social work history, experiential activities, field education, the NASW code of ethics, and the core values. The faculty and field instructors also model professional demeanor and behavior. Our curriculum includes exercises in ethical decision making. Fully informed of the NASW code of ethics and core values students learn to use professional values to direct their practice. Our curriculum provides educational instruction to help students identify, comprehend, distinguish and integrate various sources of knowledge. They are taught to critique models of assessment, intervention and evaluation. They must present proficient oral and written communications with individuals, families, groups, organizations, communities and colleagues. Students learn about self-awareness, self-disclosure and appropriate boundaries, the importance of supervision and life-long learning. Self-awareness and an understanding of how culture determines life experience is emphasized. Our program teaches the socio-historical, economic, and cultural experience of communities of color and White ethnic groups and how these factors shape the present day experiences of disparities in health, education and wealth. It also presents the experience of people with disabilities, and other marginalized groups. It identifies how some communities have been privileged and others deprived. Thus, it acknowledges the importance of difference in shaping life experiences. The curriculum requires knowledge of human right issues domestically and abroad and being able to identify systems of exploitation, impoverishment, and insecurity as well as methods students can employ to be advocates for human rights.

41 12 Social work benefits from sociological, political, psychological, biological and cultural theories (a liberal arts foundation). These theories are applied in order to best serve our clients. Students learn that policy shapes the focus of service and its delivery; thus, an awareness of social policy, its targets and scope, and the ability to critique its aims are necessary to social work practice skills. Evidence based practice is shaped by practitioner experience and client attributes. It is with this approach that a person and environment assessment and intervention can be co-created. Advocacy for best practices for our clients and communities is critical. The BSW program has adopted the Generalist Intervention Model (Kirst-Ashman & Hull, 2012) as a tool to meet these ends. The faculty teaches that to understand how maladaptive behavior functions it is important to understand the context from which it emerges. Being responsive to context allows social workers to adapt and work more effectively. Engagement is a process that makes the helping relationship possible. Practice skills engaging clients of various ethnic, racial, genders, age, ability and sexual orientation is pivotal. It also teaches how to engage involuntary clients. Assessment is critical to social work. The ability to interview, probe, collect and organize data allows for effective case formulation and intervention. Assessment and intervention methods at the micro-, mezzo- and macro-level are foci of the curriculum. Working through the assessment, planning and intervention phases (following research informed practices) is crucial to generalist practice. In collaboration with clients this directed working through each phase includes advocacy, support, boundary setting and problem-solving skills. Evaluation methods which can be formal single-subject design or informal scaling during sessions are taught so that students can monitor and assess their work. Accreditation Standard B2.0.3 Provides an operational definition for each of its competencies used in its curriculum design and its assessment [EP 2.1 Through (d)] Table 2.2 Competencies and Operational Definitions Competencies Identify as a professional social worker & conduct oneself accordingly Apply social work ethical principles to guide professional practice Operational Definitions (Practice Behaviors PB) Advocate for client access to social work PB1 Practice personal reflection and self-correction PB2 Attend to professional roles and boundaries PB3 Demonstrate professional demeanor PB4 Engage in career-long learning PB5 Use supervision and consultation PB6 Recognize and manage personal values PB7 Make ethical decisions by applying standards PB8 Tolerate ambiguity in resolving ethical conflicts PB9 Apply strategies of ethical reasoning PB10

42 Apply critical thinking to inform and communicate professional judgments Engage diversity and difference in practice Advance human rights and social and economic justice Engage in researchinformed practice and practiceinformed research Apply human behavior and the social environment Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services Respond to contexts that shape practice Distinguish, appraise, and integrate multiple sources of knowledge PB11 Analyze models of assessment, prevention, intervention, and evaluation PB12 Demonstrate effective oral and written communication PB13 Recognize a culture s structures and values PB14 Gain self-awareness to eliminate the influence of personal biases and values PB15 Recognize and communicate the importance of difference PB16 View self as learner and engage those with whom they work as informants PB17 Understand the forms and mechanisms of oppression and discriminationpb18 Advocate for human rights and social and economic justice PB19 Engage in practices that advance social and economic justice PB20 Use practice experiences to inform scientific inquiry PB21 Use research evidence to inform practice PB22 Utilize conceptual frameworks PB23 Critique and apply knowledge PB24 Analyze, formulate, and advocate for policies PB25 Collaborate for effective policy action PB26 Continuously discover, appraise, and attend PB27 Provide leadership PB (a) - Engagement Substantively & affectively prepare for action PB29 Use empathy and other interpersonal skills PB30 Develop mutually agreed-upon focus of work & desired outcomes PB (b) - Assessment Collect, organize, and interpret client data PB32 Assess client strengths and limitations PB33 Develop mutually agreed-upon intervention goals & objectives PB34 Select appropriate intervention strategies PB35

43 (c) - Intervention Initiate actions to achieve organizational goals PB36 Implement prevention interventions that enhance client capacities PB37 Help clients resolve problems PB38 Negotiate, mediate, and advocate for clients PB39 Facilitate transitions and endings PB (d) - Evaluation Critically analyze, monitor, and evaluate interventions PB41 ISU Department of Social Work s Baccalaureate Social Work program has employed the CSWE s EP (d) ten competencies to build a foundation for our generalist practice program. Our mission and goals are in agreement with the ten competencies. ISU s curriculum utilizes the competencies and the knowledge, values and skills they represent, consideration of the person in environment, and the identification of individual and community strengths to develop successful generalist practitioners as illustrated in Figure 2.1.

44 Figure 2.1 Program s Mission and Curriculum Model 15

45 16 Accreditation Standard B2.0.4 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 (EP 2.0). Curriculum Design The Department of Social Work at Indiana State University offers a four-year program of study leading to the Bachelor of Social Work degree (BSW), which prepares students for entry level generalist practice. Graduates of the ISU BSW program are well prepared to enter the workforce and to pursue the Master of Social Work degree (MSW). The ISU Department of Social Work has developed a curriculum based on a liberal arts education, exemplified by field education and bolstered by the ten core competencies. It is directed by the program s mission and goals. The curriculum coherence is manifested both horizontally (within the semester) and vertically (between semesters). This integration is also shown in each individual course, course objectives, texts, and assignments. The curriculum integrates: Social work values and ethics and principles of ethical decision-making as presented by the National Association of Social Workers Code of Ethics; Understanding, affirmation, and respect for people from diverse backgrounds; The promotion of social and economic justice; Foundation content areas of o Human Behavior and the Social Environment o Social welfare policy and services o Social work research o Social work practice o Field education Through this curriculum graduates will be prepared to be generalist social work practitioners. The Social Work Program leading to the BSW degree is a four year sequence of coursework, which includes both classroom courses and field practicum experience in local social service agencies. Course Information Credit Hours Credits hours directly prescribed by the Department of Social Work 69 Credit hours in social work courses 48 Credit hours in social work cognate courses 21 Credit hours of Foundational Studies courses 49 2 Electives 6 Credit hours required for completion of the BSW degree 124 Note: The Department of Social Work will not grant social work course credit for life or previous work experiences.

46 17 What content is engaged before what? We have a 4-year Plan (see Table 2.3) based on the idea that freshmen may come to college already considering social work as a major. Our program has a considerable number of required courses and the actual field experience is 150 hours more than CSWE minimum requirement so we want to start the students in the coursework early. In their first semester we introduce prospective majors to the field by offering 130 Introduction to Fields of Social Welfare. This course includes 30 hours of volunteer work, professional social workers as guest speakers and knowledge dealing with the structure and mechanics of agency social work. Students are advised to take foundational courses at this time. Our curriculum is based on a liberal arts platform. The Foundational Studies program at ISU mission statement: At Indiana State University, we are committed to providing students with a high quality education that will develop their intellectual abilities while providing them with the skills and knowledge base they will need to successfully navigate the complexities of the twenty-first century. Indiana State s Foundational Studies Program is the cornerstone of this goal. The Foundational Studies curriculum seeks to create well rounded individual; students therefore have the opportunity to take courses in science, history, literature, behavioral sciences, and the fine arts. The Foundational Studies program also seeks to prepare students for active lives as citizens and includes courses on ethical behavior, social responsibility and global perspectives. Together the major and the Foundational Studies curriculum prepare students to be effective communicators, critical thinkers, and informed decision makers. ( The Foundational Studies curriculum consists of the following courses: English (3), Communications, Quantitative Literacy or Math, Non-native Language (2), Health and Wellness, Science and Laboratory, Social and Behavioral Sciences, Literary Studies, Fine Arts, Historical Studies, Global Perspective and Cultural Diversity, Ethics and Social Responsibility, and Upper Division Integrative Electives (2) (one of which is a required social work course). Building on this liberal arts curriculum we have added seven cognates in order to enhance the student s knowledge of the fields relevant to social work: Health Biostatistics, State and Local Government, Introduction to American Politics, Basic Economics, Introduction to Computers, Introduction to Sociology and Introduction to Abnormal Psychology. The Department requires: -4 courses in HBSE sequence ( 241, 270, 382, & 494) -4 courses in Social Welfare Policy sequence ( 130, 240, 252, & 390) -3 in the Practice sequence ( 480, 490, 491) -1 course in Research ( 384) -3 courses in Field Education ( 480, 498, & 499) which equals 550 field practicum hours

47 18 Is there a developmental order to the curriculum? Students are initially advised on coursework by the University College and in the sophomore year they are advised by social work faculty. In the first two years only four social work courses are required so that students may complete a majority of their foundational studies and social work cognates. Social work faculty strongly advises students to complete their foundational studies and other necessary cognates before their junior year. The courses are sequenced in a manner to build on the foundational coursework and later to proceed from introductory human behavior and policy to advanced human behavior, policy, research and practice. Additionally they are also ordered so that human biology, sociology and psychology inform the first Human Behavior course held in the sophomore year. The prerequisites for the second Human Behavior course ( 382) are Human Ecology I ( 241), Abnormal Psychology (PSY 368 and Ethno-Cultural Issues ( 270). The prerequisites for Social Work Research are Introduction to Computing (TMGT 195) and Biostatistics (AHS 340). Therefore, the logic of the sequencing starts with a liberal arts basis, specific cognates that inform social work knowledge, and from basic social work coursework to advanced policy, practice and human behavior courses culminating with the field practicum. The Curriculum Courses (Figure 2.2) and the 4 Year Degree Plan (Table 2.3) illustrate the logic and sequencing of the social work and cognate courses. The academic plan is adjusted for students who transfer in with earned college credit based upon their needs and schedule. How is course content integrated with field? In the junior spring semester the students will begin their first field placement equipped with 5 semesters of knowledge building competencies, promoting the values of advocacy, empowerment and diversity and developing practice skills. At this time they are able to practice engagement, assessment, intervention and evaluation in the field. Starting in the junior year the field practicums are paired with generalist practice courses I, II and III. 480 Generalist Social Work Practice I and Field Practicum, this is the first generalist practice course and it is paired with a 100 hour field practicum in a health or human service organization. The content of the courses complement the practicum experience. In this course students learn about the professional identity, increased self-awareness, the implementation of engagement, assessment, intervention and evaluation skills, and take this information to the field. The professor does site visits, the student videotapes themselves at the site, and the field instructor gives an assessment of the student to the professor so a formative evaluation can be used to improve the student s practice skills. 490 Generalist Social Work Practice II expands on the theoretical knowledge and experience base of Generalist Social Work Practice I and Field Practicum. It delves further into helping processes with an in-depth examination of the problem solving steps in generalist practice. Highlights micro and mezzo interventions with policy implications drawn, and it focuses special attention to populations-at- risk and to ethnically and racially sensitive social work practice. The field practicum is a minimum of 225 hours and includes a weekly field integration seminar. 499 Field Practicum and Seminar II, the third field practicum is paired with the Professional Seminar which is a cumulative course drawing on the knowledge, values and practice skills learned throughout the program. It also has a minimum of 225 hours and includes a weekly field integration seminar. The weekly field integration seminars are used to polish skills of critical thinking, collaboration, professional identity, engagement, intervention, assessment and evaluation skills and to assess the exercise of these skills in the field.

48 19 Figure 2.2 BSW Required Coursework FOUNDATIONAL & SOCIAL WORK COGNATES TAKEN UP UNTIL JUNIOR YEAR SOCIAL WORK COURSES

49 20 SOCIAL WORK COURSES (UDI Upper Division Elective, two are required and one is met by 494)

50 21 Table 2.3 Four-year Plan of Study Credits for the Major; 124 Credits Overall Fall Spring Freshmen 130 Intro to Fields of Social Welfare FS: PSY 101 General Psychology TMGT 195 Intro to Comp Applications FS: SOC 110 Diversity (FS: Global) FS: ENG 101 Freshman English Family & Child Welfare FS: BIO 112/112L Biology & Lab SOC 101 Intro to Sociology ECON 100 Basic Economics FS: ENG 105 Freshmen English II Sophomore 241 Human Dev & Ecological Systems PSCI 201 Intro to American Politics FS: Non-native Language FS: Quantitative Literacy FS: COM 101 Communications FS: AHS 111 Health & Wellness Ethno-Cultural Issues PSCI 305 State & Local Government AHS 340 Health Biostatistics PSY 368 Intro to Abnormal Psychology FS: Non-native language Applications into the Major are due Junior Senior 252 Social Welfare & Social Work 382 Human Behavior in Social Environ 384 Social Work Research FS: Historical Studies FS: Ethics & Social Responsibility 490 Generalist SW Practice II 491 Generalist SW Practice III 498 Field Practicum & Seminar I Elective Social Policy: Societal Response 480 Generalist SW Practice I FS: ENG 305T Technical Writing FS: Literary Studies Professional Seminar (Upper Division Integrative Elective 1) 499 Field Practicum/ Seminar 2 FS: Upper Division Integrative Elective 2 Fine & Performing Arts FS = Foundational Studies Notes: Classes in bold are only taught in the semester listed.

51 22 Table 2.4 Course Descriptions, Sequence, and Prerequisites Course Description Prerequisites Introduction to the Fields of Social Welfare Provides an overview of the social welfare system and its place in contemporary society. Opportunity to learn, through the literature and guest lecturers, about the operation of institutional structures and about the professionals that respond to complex human concerns. (30 hours of volunteer work required) Family and Child Welfare Human Development and Ecological Systems Social Welfare and Social Work Ethno- Cultural Issues An examination of contemporary problems facing families and children. Evaluation of the adequacy of the policies, programs, and services in the context of changing life styles and social forces impacting the quality of life. Provides an orientation and theoretical background to the understanding of human behavior, utilizing an ecological systems framework. It focuses on the development of individuals and families throughout the lifespan, with attention to the institutional and societal factors that impede the development and quality of life of diverse populations. Knowledge base for understanding the social welfare system and its relationship to social work as a profession. A historical and contemporary focus is employed to examine the economic, social, and political forces as well as the values and beliefs which shape social policies and programs. Special attention is paid to inequities and deficiencies in the institutional policies and structures impacting on various oppressed population groups. This course examines, from a theoretical and experiential social work perspective, the personal behaviors and institutional factors that have led to oppression of ethnic minorities and persons of color and that serve to maintain intergroup tensions. Attention is given to discriminatory practices as related to sex, age, religion, disablement, sexual orientation, and culture. It explores the strategies that the various groups have employed to deal with discrimination. Implications to the individual, society, and the profession are explored. PSY 101 SOC 101 BIO 112 and 112L 241

52 23 Course Description Prerequisites Human Behavior in the Social Environment: A Synthesis Builds on the foundation courses in human development, normal and abnormal behavior, and the understanding of ethno-cultural issues. Examines theories about human behavior from the vantage point of small groups, organizations, and communities. Integrates learning, utilizing an ecological systems framework PSY Social Work Research Social Policy: Societal Response to Human Need Generalist Social Work Practice I and Field Practicum Provides the foundation for the social work research area, placing it in the context of ethics and values. Demonstrates the importance of the area in social work. Teaches design, measurement and data collection techniques, and research strategies. Develops skills in the evaluation of research studies, the practice of research, data presentation, and evaluation of social worker s own practice outcomes. Builds on the foundation knowledge of social welfare and social work. Policy formulation processes are examined and students learn how to critically analyze existing and proposed policies in their historical context. The importance of research and program evaluation for policy development is highlighted. Presents an orientation to and theoretical framework for the helping process within social work in the context of the generalist practice model. Delineates the generic knowledge base, skills, and values of social work. Provides students with experiences to develop self-awareness, observational techniques, documentation abilities, and interpersonal communication skills in the classroom. (100 hour field practicum in health and human services organizations). TMGT 195 AHS PSCI 201 PSCI 305 ECON

53 24 Course Description Prerequisites Generalist Social Work Practice II Expands on the theoretical knowledge and experience base of Generalist Social Work Practice I and Field Practicum. Delves further into helping processes with an in-depth examination of the problem solving steps in generalist practices. Highlights micro and mezzo interventions with policy implications drawn. Special attention to populationsat-risk and to ethnically and racially sensitive social work practice. 480 Taken concurrently w/ Generalist Social Work Practice III Professional Seminar in Social Work Field Practicum and Seminar I Field Practicum and Seminar II Integrates the foundation knowledge of Generalist Social Work Practice I and II and highlights macro level interventions. Synthesizes the application of the generalist social work model which holds that the problem and situation determine the mode and level(s) of intervention Integrates the knowledge base and learning experiences of the total social work program as well as multiple ways of knowing through topical discussions and assignments. Students develop their own practice framework and take a comprehensive exam to demonstrate preparation for practice. Students integrate the different ways of Knowing with emphasis in social and behavioral studies, ethical and social responsibility, and global perspectives and cultural diversity. Continuation of field practicum and beginning generalist social work practice in local social welfare agencies. Course requires a minimum of 225 agency hours for the semester and includes a weekly field integration seminar. Final semester of field practicum and beginning generalist social work practice in local social welfare agencies. Course requires a minimum of 225 hours for the semester and includes a weekly field seminar Taken with 499 Taken with 491 and Taken with and 498; to be taken concurrently with 491

54 25 Accreditation Standard B2.0.5 Describes and explains how its curriculum content (knowledge, values, and skills) implements the operational definition of each of its competencies. In order to present the content associated with each practice behavior Table 2.5 has been constructed. Each competency is listed, next their accompanying practice behaviors, the courses and the course objectives associated with the practice behavior. The units in which these behaviors are discussed and the assignments related to the material are also depicted. It s arranged by year in the program, the first chart lists courses usually taken in the freshmen year: 130 Introduction to Fields of Social Welfare and 240 Family and Child Welfare. Table 2.5 Operational Definitions of Each Competency Associated with Course Content Freshmen Year Competency Practice Behavior Course Course Objective Identify as a professional social worker & conduct oneself accordingly. Advocate for client access to social work PB1 Practice personal reflection and selfcorrection PB2 Attend to professional roles and boundaries PB Units Assignments 1, 9, 11 2, 3 Article summary; volunteer experience; exams; Class attendance; turning assignments in timely 4 2, 3, 5, 6 Exam 1, 2, & Final 1, 11 2, 3 Article summary; volunteer experience; exams; Class attendance; turning assignments in timely 1, 8, 11 1, 2, 3 Article summary; volunteer experience; exams; Class attendance; turning assignments in

55 Apply social work ethical principles to guide professional practice. Demonstrate professional demeanor PB4 Engage in careerlong learning PB5 Use supervision and consultation PB6 Recognize and manage personal values PB7 Make ethical decisions by applying standards PB8 Tolerate ambiguity in resolving ethical conflicts , 11, 12, 15 2, 3, Voluntee r experien ce, all texts timely Article summary; volunteer experience; exams; Class attendance; turning assignments in timely; population paper; Written assignments 3 5 All exams; Course Journal 1, 11 2, 3 Article summary; volunteer experience; exams; Class attendance; turning assignments in timely 1, 11 2, 3 Article summary; volunteer experience; exams; Class attendance; turning assignments in timely 1, 3, 4, 12 1, 3, 5, 6, volunteer experien ce All exams; Course Journal; Values paper; exams; Volunteer experience; population paper Values paper; exam All exams; Course Journal 3 3 Values paper; 130 exam 3 5 All exams;

56 Apply critical thinking to inform and communicate professional judgments Engage diversity and difference in practice Advance human rights and social PB9 240 Course Journal Apply strategies of ethical reasoning PB Distinguish, appraise, and integrate multiple sources of knowledge PB11 Analyze models of assessment, prevention, intervention, and evaluation PB12 Demonstrate effective oral and written communication PB13 Recognize a culture s structures and values PB14 Gain selfawareness to eliminate the influence of personal biases and values PB15 Recognize and communicate the importance of difference PB16 View self as learner and engage those with whom they work as informants PB17 Understand the forms and mechanisms of All units Written assignments 12 All units All exams 4 2, 3, 5, 6 Exam 1, 2, & Final 15 All texts Written assignments; volunteer experience 13 All units Course Journal 10 Chapters 2, 3, Article summary; volunteer experience; exams 3 5 All exams; Course Journal 4 3 Values paper; exam 5 Chapters 2, 3, All exams 3 5 All exams; 12 Voluntee r experien ce 5 Chapters 2, 3, Course Journal Volunteer experience; population paper All exams

57 28 and economic justice Engage in researchinformed practice and practiceinformed research Apply human behavior and the social environment Engage in policy practice to advance social and economic oppression and discrimination PB18 Advocate for human rights and social and economic justice PB19 Engage in practices that advance social and economic justice PB20 Use practice experiences to inform scientific inquiry PB21 Use research evidence to inform practice PB22 Utilize conceptual frameworks PB23 Critique and apply knowledge PB24 Analyze, formulate, and advocate for policies PB , 5 Daily reports; Exam 1 & 2; Final Exam 5 Chapters All exams 2, 3, , 2, 3, 4, All exams 5, 6, 8, 11, 15 5 Chapters All exams 2, 3, , 2, 3, 4, All exams 5, 6, 8, 11, All texts Article summary; population paper 8 All units Juggling Money Budgets In class exercise; Exam 2 and Final Exam; Course Journal Family Topic 13 All texts Article summary; population paper 8 All units Juggling Money Budgets In class exercise; Exam 2 and Final Exam; Course Journal Family Topic 1 2 Article summary; volunteer experience; 1, 2, 5, 6 1, 2, 5, 6, 7, 8, 11 exams Exam 1; Homeless video; Daily reports; Exam 2; Final Exam; Course Journal 6, 7 1 Article summary; exams; volunteer experience; 7, 9 4-9, Poverty simulation

58 29 well-being and to deliver effective social work services Respond to contexts that shape practice a Engagement b Assessment Collaborate for effective policy action PB26 Continuously discover, appraise, and attend PB27 Provide leadership PB28 Substantively & affectively prepare for action PB29 Use empathy and other interpersonal skills PB30 Develop mutually agreed-upon focus of work & desired outcomes PB31 Collect, organize, and interpret client data PB exercise; All exams 11 1, 2, 3, 4, 5, 6, 8, 11, 15 All exams 7 1 Exams; volunteer experience; 6, 7, 9 4-9, article summary All Exams; Course Journal; 2 3 Volunteer experience; exam 2 3 Volunteer experience; exam 2 3 Volunteer experience; exam 2 3 Volunteer experience; exam c Intervention Assess client strengths and limitations PB33 Develop mutually agreed-upon intervention goals & objectives PB34 Select appropriate intervention strategies PB35 Initiate actions to achieve organizational Volunteer experience; exam 2 3 Volunteer experience; exam 2 3 Volunteer experience; exam 2 3 Volunteer experience; exam

59 d Evaluation goals PB36 Implement prevention interventions that enhance client capacities PB37 Help clients resolve problems PB38 Negotiate, mediate, and advocate for clients PB39 Facilitate transitions and endings PB40 Critically analyze, monitor, and evaluate interventions PB Volunteer experience; exam 5 6, 7, 8 Exam 2; Final Exam 2 3 Volunteer experience; exam 5 6, 7, 8 Exam 2; Final Exam 2 3 Volunteer experience; exam 2 3 Volunteer experience; exam 2 3 Volunteer experience; exam 7 4-9, 11- Poverty 14 simulation exercise The following table continues with the second year in the program where typically pre-majors take the following courses: 241 Human Development and Ecological Systems and 270 Ethno-Cultural Issues. Sophomore Year Competency Practice Behavior Course Course Objective s Identify as a professional social worker & conduct oneself accordingly. Advocate for client access to social work PB1 Practice personal reflection and selfcorrection PB2 Attend to professional roles and boundaries PB3 Demonstrate professional Units Assignments 1 1, 2 Current Event presentations; course journal 10 1, 2, 12 Exam 2 and Final Exam

60 Apply social work ethical principles to guide professional practice Apply critical thinking to inform and communicate professional judgments demeanor PB4 Engage in careerlong learning PB5 Use supervision and consultation PB6 Recognize and manage personal values PB7 Make ethical decisions by applying standards PB8 Tolerate ambiguity in resolving ethical conflicts PB9 Apply strategies of ethical reasoning PB10 Distinguish, appraise, and integrate multiple sources of knowledge PB11 Analyze models of assessment, prevention, intervention, and evaluation PB12 Demonstrate effective oral and All Class participation; Exams; theory application paper; Interview 1 1, 2 Current Event presentations; course journal All Class participation; Exams; theory application paper; Interview , 2, 12 Course Journal; Class Presentations on Interviews & Current Events All Class participation; Exams; theory application paper; Interview Unit 2 Exam 2 & Final Exam All Class participation;

61 Engage diversity and difference in practice Advance human rights and social and economic justice. written communication PB13 Recognize a culture s structures and values PB14 Gain selfawareness to eliminate the influence of personal biases and values PB15 Recognize and communicate the importance of difference PB16 View self as learner and engage those with whom they work as informants PB17 Understand the forms and mechanisms of oppression and discrimination PB18 Exams; theory application paper; Interview , 5 All units Class participation; Exams; theory application paper; Interview 270 2, 3, 4, 5, 8, 9 All units Exams 1, 2 & Final Exam; course journal; class presentations on interviews and current events re: diversity issues Class participation; Exams; theory application paper; Interview , 2 Current Event presentations; course journal All units All exams; course journal All units Class participation; Exams; theory application paper; Interview 270 3, 8 1, 2, 12 Exams 2 & Final Exam; course journal; class presentations on interviews and current events re: diversity issues 241 3, 5 2, 4 Class participation; Exams; theory application paper 270 3, 4, Exams 1, 2 & Final Exam; course journal; class presentations on

62 Engage in researchinformed practice and practiceinformed research Apply human behavior and the social environment Engage in policy practice to advance social and economic well-being and to deliver effective social work services Respond to contexts that Advocate for human rights and social and economic justice PB19 Engage in practices that advance social and economic justice PB20 Use practice experiences to inform scientific inquiry PB21 Use research evidence to inform practice PB22 Utilize conceptual frameworks PB23 Critique and apply knowledge PB24 Analyze, formulate, and advocate for policies PB25 Collaborate for effective policy action PB26 Continuously discover, appraise, and attend interviews and current events re: diversity issues , 10 1, 2, 12 Exam 2 & Final Exam , 2, 12 Exam 2 and Final Exam All units Course Journal; All Exams Class participation; Exams; theory application paper; Interview All units Course Journal; All Exams 241 1, 2, 3, 4, 8 All units Class participation; Exams; theory application paper; Interview 270 2, 5, 10 All units All exams; course journal 241 5, 7, 8 4 Class participation; Exams; theory application paper; Interview , 2, 12 Exam 2 and Final Exam Unit 2 Exam 2 & Final Exam Unit 2 Class participation; Exams; theory

63 34 shape practice. PB27 application paper Unit 2 Exam 2 & Final Exam a Engagement b Assessment Provide leadership PB28 Substantively & affectively prepare for action PB29 Use empathy and other interpersonal skills PB30 Develop mutually agreed-upon focus of work & desired outcomes PB31 Collect, organize, and interpret client data PB , 2, 12 Exam 2 and Final Exam , 2, 12 Course Journal; Class Presentations on Interviews & Current Events Class participation; Exams; theory application paper c Intervention Assess client strengths and limitations PB33 Develop mutually agreed-upon intervention goals & objectives PB34 Select appropriate intervention strategies PB35 Initiate actions to achieve organizational goals PB36 Implement prevention interventions that enhance client capacities 241 3, 4, 8 All units Class participation; Exams; theory application paper , 10 1, 2, 12 Exam 2 & Final Exam

64 d Evaluation PB37 Help clients resolve problems PB38 Negotiate, mediate, and advocate for clients PB39 Facilitate transitions and endings PB40 Critically analyze, monitor, and evaluate interventions PB , 10 1, 2, 12 Exam 2 & Final Exam During the spring semester of the sophomore year students formally apply to become social work majors. If accepted, in the junior year they attend the following courses: 252 Social Welfare and Social Work; 382 Human Behavior in the Social Environment; 384 Social Work Research; 390 Social Policy: Societal Responsibility; and 480 Generalist Social Work Practice I. Junior Year Competency Practice Behavior Course Course Objective s Identify as a professional social worker & conduct oneself accordingly. Advocate for client access to social work PB Practice personal 252 reflection and selfcorrection PB Attend to 252 Units Assignments Exams 2, 3 & final paper 3 3, 5 2, 3, 4, 5, NASW- IN LEAD event* All exams; Papers 1 and 2; Legislative Process Analysis

65 Apply social work ethical principles to guide professional practice. professional roles and boundaries PB3 Demonstrate professional demeanor PB4 Engage in careerlong learning PB5 Use supervision and consultation PB6 Recognize and manage personal values PB7 Make ethical decisions by applying standards PB Community engagement paper , 3, 5 Exam 3 and final exam; Papers 2, Legislative Process Analysis Community engagement paper , 3, 5 Exam 3 and final exam; Papers 2, Legislative Process Analysis , 7, 8 Chapters 2, 7, 24 Test 1 & 2, research article assignment, literature review Exam 1 & final; Community engagement activities & report , 5 Test 1 & research article assignment , 5 All exams; Papers 1 & Exam 1 & final; Community engagement activities & report 384 1, 3 1, 3, 5 Test 1 & research

66 Apply critical thinking to inform and communicate professional judgments Tolerate ambiguity in resolving ethical conflicts PB9 Apply strategies of ethical reasoning PB10 Distinguish, appraise, and integrate multiple sources of knowledge PB11 Analyze models of assessment, prevention, intervention, and evaluation PB12 Demonstrate effective oral and article assignment , 5 All exams; Papers 1 & Exam 2 & final; paper 3 & , 5 Test 1 & research article assignment Exam 2 & final; paper 3 & All exams, papers & class presentations All units All exams, presentations & papers All exams, papers & class 384 1, 3, 4, 5, 6, 8, 11 Chapters 1, 2, 3, 4, 5, 8, 9, 21, 10, , Course Summar y presentations All tests & assignments All exams; papers 1-3; and presentations All All written assignments; all exams , 9 1, 5 Community engagement paper 384 3, 4 3, 4, 5 Test 1 & 2; research article assignment 390 2, 4, All exams; Paper All units All exams, presentations &

67 Engage diversity and difference in practice. written communication PB13 Recognize a culture s structures and values PB14 Gain selfawareness to eliminate the influence of personal biases and values PB15 Recognize and communicate the importance of difference PB16 View self as learner and engage those with , 7, 11 Class presents Chapters 7, 8, 9, 21, 10, 24 papers All exams, papers & class presentations, self-assessment instrument , 6 All exams and papers 1-3; and presentations Class presents; group discussion Chapt. 16 Written assignments; video-taping; class participation; all exams; workbook 252 1, 3 All units All exams; papers 2, 3, All exams, papers & class presentations , 5 Test 1 & research article assignment Exam 1; Paper 1, Presidential Administration paper; Paper 3, Social Policy Analysis Exam 1 & final; Community engagement activities & report Test , 5 All exams; Papers 1 & All units All exams; paper 2 historical figure Test Exam 3 & final exam; Paper 3; Community engagement paper

68 Advance human rights and social and economic justice Engage in researchinformed practice and practiceinformed research. whom they work as informants PB17 Understand the forms and mechanisms of oppression and discrimination PB18 Advocate for human rights and social and economic justice PB19 Engage in practices that advance social and economic justice PB20 Use practice experiences to inform scientific inquiry PB21 Use research evidence to inform practice PB Exam 3 & final exam; Paper 3; , 7 All units All exams & papers 382 3, 4, 5, 6, 1, 3, 4, 5, All exams, papers & 9 6 class presentations , 3 Papers 1-3; final exam , 6 All units All exams & final paper 3, Paper 1 part B All exams, papers & 384 3, 9 Chapts. 3, 5, 11-13, class presentations Tests 1, 3 & 4; research article assignment , 3 Papers 1-3; final exam All units Paper 1 part B; final exam Chapts , Tests 3 & 4; research article assignment , 3, 5 Exam 3 and final exam; Papers 2, Legislative Process Analysis Chapters 7, 24 Test 2, research article, literature review Paper Exams 2, 3 & final paper All Exam 1 & 2; Community engagement activities & report; papers 1 & 2; final

69 Apply human behavior and the social environment Engage in policy practice to advance social and economic well-being and to deliver effective social work services Respond to contexts that shape practice. Utilize conceptual frameworks PB23 Critique and apply knowledge PB24 Analyze, formulate, and advocate for policies PB25 Collaborate for effective policy action PB26 Continuously discover, appraise, and attend PB27 exam 384 1, 4, 5, 6, 7, 8, 9 Chapters 1, 2, 4, 7, 8, 9, 21, 24, 10-13, Test 1, 2 & 3; Selfassessment instrument, research article, literature review Paper , 2, 3, 4, All All exams, papers 5, 6, 7, 8, & class 9 presentations Exam 1; Paper 1, Presidential Administration paper; Paper 3, Social Policy Analysis , 4, 5, 6, All All exams, papers & 7, 8, 9 class presentations Paper , All exams, paper 3 & , 6, 8 1, 3-6; Lead event All exams; Paper 2 & All units All exams, Papers 3 & , 4, 5 2, 3, 5 All exams; Papers 1, 2 & 3; Legislative Process Analysis , 6, 9 1, 5 All exams, papers & class presentations , Paper 3; exam 3 &

70 a Engagement b Assessment Provide leadership PB28 Substantively & affectively prepare for action PB29 Use empathy and other interpersonal skills PB30 Develop mutually agreed-upon focus of work & desired outcomes PB31 Collect, organize, and interpret client data PB32 Assess client strengths and limitations PB33 Develop mutually agreed-upon intervention goals & objectives final Exams 2, 3 & final paper , 4 2, 3, 5 Exam 3 and final exam; Papers 1-3, Legislative Process Analysis Test , 3 Papers 1-3; final exam Test , 5 All exams; Papers 1 & Test , 5 All exams; Papers 1 & , 5, 6, 8, Chapters 1, 2, 8, 9, 21, 10-13, Test Test Test 1; selfassessment instrument, research article

71 c Intervention d Evaluation PB Select appropriate intervention strategies 384 1, 5, 8 1, 2 Test 1, research PB35 article Exams 3 & final; Paper 3 Initiate actions to achieve organizational goals PB36 Implement prevention interventions that enhance client capacities PB37 Help clients resolve problems PB38 Negotiate, mediate, and advocate for clients PB39 Facilitate transitions and endings PB40 Critically analyze, monitor, and evaluate interventions PB Test , 3 Papers 1-3; final exam Test , 3 Papers 1-3; final exam Test , 3 Papers 1-3; final exam Test , 5 All exams; Papers 1 & Test , 5, 6, 7, 8, 9 Chapts. 1, 2, 7, 8, 9, , 21, Paper Test 1 & 2; selfassessment instrument, research article, literature review

72 43 * LEAD IN is a political advocacy event sponsored by the NASW Indiana in which students are trained and taken to the state house to discuss human rights and social justice issues. In the senior year students take generalist practice courses and engage in 450 hours of fieldwork. They also participate in the following courses: 490 Generalist Social Work Practice II; 491 Generalist Social Work Practice III; 498 Field Practicum & Seminar; 494 Professional Seminar in Social Work; and 499 Field Practicum & Seminar II. Senior Year Competency Practice Behavior Course Course Objectiv e Identify as a professional social worker & conduct oneself accordingly. Advocate for client access to social work PB1 Practice personal reflection and selfcorrection PB2 499 Units Assignments F1 Week 14 Final Field Evaluation Field Instructor Macro Project 490 1, GIM Paper 499 F1 Week 14 Final Field Evaluation Field Instructor Professional Development Paper Attend to professional roles and boundaries PB F1 Week 14 Field Evaluation Field Instructor Field Journal

73 Apply social work ethical principles to guide professional practice. Demonstrate professional demeanor PB4 Engage in careerlong learning PB5 Use supervision and consultation PB6 Recognize and manage personal values PB F1 Week 14 Field Evaluation Field Instructor 1, Video Assignment A, B, & C F1 Week 14 Final Field Evaluation Field Instructor Professional Development Paper F1 Week 14 Final Field Evaluation; Field Instructor; Process Recording F1, 4 1 7, Week 14 Ethics Case Presentation Final Field Evaluation Field Instructor In - Class Comprehensive Exam

74 Apply critical thinking to inform and communicate professional judgments. Make ethical decisions by applying standards PB8 Tolerate ambiguity in resolving ethical conflicts PB9 Apply strategies of ethical reasoning PB10 Distinguish, appraise, and integrate multiple sources of knowledge PB F1, 1, 5 Week 14 Ethics Case Presentation Ethics Take Home Paper F1, 5 Week 14 Final Field Evaluation Field Instructor Ethics Case Presentation 5 4 Ethics Take Home Paper Grant Proposal F1 Week 14 Final Field Evaluation Field Instructor , 5 1, 2, 4 Ethics Take Home Paper F1, 9, 10 Week 14 Final Field Evaluation Field Instructor Grant Proposal 1 1, 2 Theory Paper Research Project

75 46 Analyze models of assessment, prevention, intervention, and evaluation PB12 Demonstrate effective oral and written communication PB F1 Week 14 Final Field Evaluation GIM Paper 499 F1, 11 Week 14 Research Project Engage diversity and difference in practice. Recognize a culture s structures and values PB14 Gain self-awareness to eliminate the influence of personal biases and values PB15 Recognize and communicate the Grant Proposal F1 Week 14 Final Field Evaluation Field Instructor 5 Diversity and Culture Presentation F1 Week 14 Final Field Evaluation Field Instructor F1 Week 14 Final Field Evaluation

76 47 importance of difference PB Diversity and Culture Presentation Advance human rights and social and economic justice. View self as learner and engage those with whom they work as informants PB17 Understand the forms and mechanisms of oppression and discrimination PB18 Advocate for human rights and social and economic justice PB19 Engage in practices that advance social and economic justice PB F1, 1, 7 Week 14 Final Field Evaluation GIM Paper 499 F1 Week 14 Final Field Evaluation Diversity Presentation Macro Project F1, 3 Week 14 Final Field Evaluation Macro Project F1 Week 14 Final Field Evaluation Macro Project

77 48 Use practice experiences to inform scientific inquiry 499 F1, 9 Week 14 Research Project Final Field Evaluation Field Instructor Engage in researchinformed practice and practiceinformed research. PB21 Use research evidence to inform practice PB F1, 3, 9 Week 14 Research Project Research paper Grant Proposal 490 5, GIM Paper Competency Practice Behavior Course Course Objective Unit Assignments Utilize conceptual 499 F1 Week 14 Process Recording frameworks Apply human behavior and the social environment. PB23 Critique and apply knowledge PB , 2 Theory paper F1 Week 14 Final Field Evaluation Theory paper Engage in policy Analyze, formulate, and advocate for policies F1 Week 14 Final Field Evaluation 498

78 49 practice to advance social and economic wellbeing and to deliver effective social work services Respond to contexts that shape practice a Engagement PB25 Collaborate for effective policy action PB26 Continuously discover, appraise, and attend PB27 Provide leadership PB28 Substantively & affectively prepare for action PB Policy paper Macro Project F1 Week 14 Final Field Evaluation Macro Project Report F1 Week 14 Final Field Evaluation Macro Project Report F1 Week 14 Final Field Evaluation Macro Project Report Grant Proposal F1 Week 14 Final Field Evaluation 4 Case Staffing In class Comprehensive

79 b Assessment Use empathy and other interpersonal skills PB30 Develop mutually agreed-upon focus of work & desired outcomes PB31 Collect, organize, and interpret client data PB32 Assess client strengths and limitations PB33 Develop mutually agreed-upon intervention goals & objectives PB34 Select appropriate intervention 499 F1 Week 14 Final Field Evaluation , Video A & B 499 F1 Week 14 Field Journal Case staffing Video A & B 499 F1 Week 14 Final Field Evaluation , 2, Video A & B 499 F1 Week 14 Final Field Evaluation 4 Case staffing , 4 1, 7 Video A & B 499 F1 Week 14 Final Field Evaluation Case Staffing Grant Proposal , 3 Video A 499 F1 Week 14 Final Field Evaluation

80 c Intervention strategies PB35 Initiate actions to achieve organizational goals PB36 Implement prevention interventions that enhance client capacities PB37 Help clients resolve problems PB38 4 Case Staffing Macro Project , 5, 7 3 Video A; Interprofessional Simulation; GIM Paper 499 F1 Week 14 Final Field Evaluation Field Instructor Macro Project F1 Week 14 Final Field Evaluation Field Instructor Video B 499 F1 Week 14 Final Field Evaluation 498 Field Case staffing Instructor , Video A & B; Inter-professional Simulation; GIM Paper

81 d Evaluation Negotiate, mediate, and advocate for clients PB39 Facilitate transitions and endings PB40 Critically analyze, monitor, and evaluate interventions PB F1 Week 14 Final Field Evaluation Field Instructor Grant Proposal F1 Week 14 Final Field Evaluation; Field Instructor , 2 5 Video B; GIM Paper , 9 5 Macro Project Report Grant Proposal 490 1, 6, 7 4 Video B GIM Paper

82 53 Table 2.6 shows the integration of the core competencies in the curriculum. Each course covers at least four competencies. There has been a successful infusion of diversity practice in most courses. The table displays the logical concentration of competencies earlier in the academic journey and towards the end more focus on professional identity, ethical practice, critical thinking, research, practice context and practice skills. The table also shows the practice skills (engage, assess, intervene, & evaluate) are not present until the field practicum periods begin. Table 2.6 Social Work Courses and 10 Competency Content at a Glance Professional Identity Ethical Practice Critical Thinking Diversity Practice Overview of Changes Made in Curriculum Human Rights & Justice Research Based Practice Human Behavior Policy Practice Practice Contexts In 2013, faculty members were asked by the University to critically examine and to reduce the number of credit hours required to achieve a BSW degree. The social work cognates ECON 100 and TMGT 195 (Computers) were removed, so instead of seven cognates there are now five. Recommending the elimination of the ECON 100 course for social work students was not arrived at easily. Curriculum was reviewed of accredited social work programs in the state which found Economics was not required across the state. Current curriculum does address components of economics: 382 includes economic theory; 252 includes the historical impact of economics on social welfare; 390 includes the impact of economics on current social welfare policies. Students may take ECON 100 as an elective to further develop their economic knowledge. As for TMGT 195 Computers, students entering the university are usually savvy when it comes to the use of technology. It is expected that students will enter the university with the basic knowledge and skills to use technology needed for courses and for employment upon graduating (P. Weber, Chair, 2013, proposed catalog change). Another change also in 2013 was initiated by the Department of Social Work; the minimum grade point average was raised from 2.2 to 2.5 for social work courses. The University minimum grade point average (GPA) remained 2.0. As the Department found its student body Engage Assess Intervene Evaluate

83 54 growing it was determined that the school could be more selective, and push their students to improve their academic performance. The transition from catalogs to works this way: Students who are from the catalog year of or earlier can stay with the requirements of that year (lower minimum GPA and two more courses) or they can change to Moving to the catalog requires a higher minimum GPA but two less courses. Another change implemented in fall of 2014 was to move the date for applications to the BSW major from fall of sophomore year to spring of sophomore year allowing students more time to complete their foundational studies and to take more introductory social work courses. Summary and Future Directions The Department of Social Work faculty members and administrators have begun to discuss more changes to the curriculum. The present curriculum worked well in the past especially when the Department had small cohorts; but the numbers have changed from 60 BSWs and pre majors to 200 BSWs and pre majors. Some of the changes discussed are as follows: Should the Department continue to require 550 hours of field education? With increasing numbers of students will the Department be able to keep up with field placements? Should we keep all five social work cognates; they are mandatory beyond the University s requirement of 14 foundational courses. Should there be an increase in practice courses (3) and a decrease in policy courses (4)? How can we offer more electives? Should we raise the GPA again? The student body demographics have changed with an increase in African American students, which has sent a ripple effect throughout the program. In the discussion of the implicit curriculum this subject will be addressed. A macro-level question: What are the changing needs of the region? These are important questions and frankly interesting challenges. The Department will address these issues in a purposeful, deliberate, and creative way.

84 55 EDUCATIONAL POLICY 2.3 SIGNATURE PEDAGOGY: FIELD EDUCATION Accreditation Standard Connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence-informed practice. Field Education Field Education is an integral component of the BSW Program and is anchored in the mission and goals of the Program. Field Education in the Indiana State University BSW Program prepares graduates who are competent generalist social work practitioners who operate from a practice framework which integrates knowledge, values, skills, ethics, diversity and a theoretical base. The BSW Field Education component provides the mechanisms for students to integrate human behavior in the social environment, policy, research, and practice sequences and for students to demonstrate the achievement of all practice behaviors. The BSW curriculum has been designed with a two-pronged approach to professional learning in keeping with the Council on Social Work Education accreditation standards and policies and the profession of social work. 1. Assimilation of knowledge and professional values through classroom-based learning 2. Assimilation of professional generalist skills through field practica A brief narrative demonstrates that the connection between theoretical and conceptual contributions of classroom and practice setting fosters the successful acquisition of generalist practice skills. The BSW curriculum is designed to offer students three semesters of practica. The first takes place in the second semester of the junior year. The second and third practica occur in the fall and spring of the senior year and occur most often within the same agency, offering a one-year continuous experience. As mentioned earlier (Table 2.3, re-posted for your convenience), before entering the introductory junior field practicum ( 480), students must successfully complete a foundation of social work and cognate courses including Introduction to the Fields of Social Welfare ( 130), Family and Child Welfare ( 240), Human Development and Ecological Systems ( 241), Cultural Competence ( 270), Social Welfare in Social Work ( 252), Human Behavior in the Social Environment ( 382), Social Work Research ( 384), General Psychology (PSY 101), Human Aspects of Biology and Lab (BIO 112/112L), Introduction to Sociology (SOC 101), Introduction to Computer Applications (TMGT 195); Basic Economics (ECON 100); Introduction to American Politics (PSCI 201), State and Local Government (PSCI 305), Health Statistics (AHS 340), and Introduction to Abnormal Psychology (PSY 368). Generalist Social Work Practice I ( 480) marks the beginning of field; it is composed of classroom instruction as well as a field practicum (100 hours).

85 56 The Program design offers opportunities to synthesize classroom based learning in the field setting and brings experience from the field setting back into the classroom. Theories of biological, sociological, cultural, and psychological development across the life span, their interaction and the impact of context are identified and incorporated in the practicum experience. Classroom discussion and assignments are integral in the development of students who are prepared for the first field practicum. Students are taught about the profession of social work, social work practice frameworks with focus given to the first two stages of the generalist Fall Table 2.3 Four-year Plan of Study Credits for the Major; 124 Credits Overall Spring Freshmen 130 Intro to Fields of Social Welfare FS: PSY 101 General Psychology TMGT 195 Intro to Comp Applications FS: SOC 110 Diversity (FS: Global) FS: ENG 101 Freshman English Family & Child Welfare FS: BIO 112/112L Biology & Lab SOC 101 Intro to Sociology ECON 100 Basic Economics FS: ENG 105 Freshmen English II Sophomore 241 Human Dev & Ecological Systems PSCI 201 Intro to American Politics FS: Non-native Language FS: Quantitative Literacy FS: COM 101 Communications FS: AHS 111 Health & Wellness Ethno-Cultural Issues PSCI 305 State & Local Government AHS 340 Health Biostatistics PSY 368 Intro to Abnormal Psychology FS: Non-native language Applications into the Major are due Junior Senior 252 Social Welfare & Social Work 382 Human Behavior in Social Environ 384 Social Work Research FS: Historical Studies FS: Ethics & Social Responsibility 490 Generalist SW Practice II 491 Generalist SW Practice III 498 Field Practicum & Seminar I Elective Social Policy: Societal Response 480 Generalist SW Practice I FS: ENG 305T Technical Writing FS: Literary Studies Professional Seminar (Upper Division Integrative Elective 1) 499 Field Practicum/ Seminar 2 FS: Upper Division Integrative Elective 2 Fine & Performing Arts FS = Foundational Studies Notes: Classes in bold are only taught in the semester listed.

86 57 intervention model (engagement and assessment) and behaviors, and expectations of social work professionals, including professional values, ethics, roles, and limitations. Students are evaluated in the first field practicum on implementation of learned content in the field setting as well as through classroom based assignments that allow students to demonstrate integration of knowledge from the field setting. After successful completion of the second semester junior content ( 480 and 390), students advance to the two semester Field Practica (fall course is 498 and spring course is 499). Field Practicum & Seminar I ( 498) involves concurrent enrollment in Generalist Social Work Practice II ( 490) and Generalist Social Work Practice III ( 491). Spring semester requires concurrent enrollment in Field Practicum & Seminar II ( 499) and Professional Seminar in Social Work ( 494). Cultural competence and social and economic justice content are included in the curriculum and assignments are built around challenging students to assess themselves as well as how to implement these expectations in practice. Their ability to implement knowledge gained is assessed through the successful completion of their field practicum and their assignments. Students continue implementation of knowledge of theories in the two-semester practica. Students also learn and practice integrating the remaining steps of the generalist intervention model (planning, implementation, evaluation, termination, and follow up) with their welldeveloped skills previously learned in the junior practicum. Connection of Theory to Practice: Direct Practice Skills An example of the synthesis of knowledge ( 480, 390, 490, & 491) and practice is that of a generalist field practica where a student has to create a psycho-educational group: Researching a needed group topic as identified by the agency, deciding on group composition, assessing, recruiting and selecting group members, creating a group plan, implementing the educational group, evaluating the group process, and terminating the group. Students also use supervision to process theoretical frameworks like those found in Shulman (2008) Skills of Helping Individuals, Families, Groups, and Communities, ethical dilemmas and resolutions, evidence based models of practice, homogenous or diverse composition of the group, consideration of needs of clients in the group setting as well as the student s own use of self as a group leader. Connection of Theory to Practice: Policy Curriculum content also includes how policy influences practice and how practice influences policy. Students are concurrently taking Social Policy: Societal Responsibility ( 390) with the first field practicum ( 480). Here students are able to see through the agency s perspective the social policy issues they have studied and their real world impact on the wellbeing of populations-at-risk. Students are engaged in intellectual and experiential ways to act on their knowledge of social welfare. Connection of Theory to Practice: Research In their field practicum students must demonstrate the ability to identify and implement research informed practices (as gleaned in 384 & 494). This use of research is modeled by the faculty and the field instructors. Faculty and field instructors assist students in the work of adapting research models to the specific needs of their clients and the practice context. Throughout the field sequence, students are evaluated by the field instructor, task supervisor (if utilized), and course instructor on the course objectives, core competencies and practice behaviors. Please refer to the syllabi for the three practicum classes ( 480, 498, & 499, Volume II), for a detailed description of the field and course content (also

87 58 described on pp , and pp in this volume). Please note that Field Education content is not isolated in the three courses. All courses prior to the field sequence feed into preparing students for the field practica and all concurrent courses synthesize content between the field and classroom settings. Accreditation Standard B2.1.2 Provides generalist practice opportunities for students to demonstrate the core competencies. Practicum sites are selected based on the services provided, population served, quality and variety of services offered, willingness to provide quality supervision to the students, and willingness to engage and teach students in the process of delivering services to clients. Examples of settings that are utilized in BSW Field Education include community based healthcare and mental healthcare agencies, Department of Child Service offices, Children s Bureau, various schools throughout the region, correctional facilities, housing authorities, residential service settings, and multiple agencies serving clients with disabilities. The array of settings covers needs for children, teens, adolescents, adults, elderly, families, and communities. As a part of the contract with our program: Field Instructors are responsible for selecting appropriate and diverse cases, groups, or situations for assignment to the student. It is required that student have direct contact with clients or community, either individually or in groups, within the first 3-4 weeks of practicum. Informing the student about community resources and assisting the student in developing her/his own resource file and providing the opportunity for the student to conduct, or participate in, an on-going research activity. (Department of Social Work Field Manual, 2014, p. 14). An example of a student in a generalist practicum focused on practice skills can include assignment to a hospice agency. The student might practice the generalist practice framework through offering diversity practice, engagement, assessment, intervention and evaluation skills in the form of support to families in need, designing culturally relevant remembrance events, functioning as a member of a multi-disciplinary team, offering follow up to families once termination occurs, helping the agency to evaluate program utilization and assessing need for additional programming. An example of a student in a generalist practicum focused on policy skills can include assignment to a youth center. The student might practice the generalist practice framework in a smoking cessation program using practice skills such as community assessment, engagement with youth groups and schools, leading support groups, understanding racial, ethnic, and gender differences in cigarette smoking, researching policies related to youth use of tobacco and electronic cigarettes, and health advocacy. In either scenario, the student is expected to take knowledge learned in HBSE, practice, policy, and research courses, along with skills developed in the junior practicum, and demonstrate skills when working with all involved in the care of the client (whether it be an individual or a community).

88 59 Accreditation Standard Provides a minimum of 400 hours of field education for baccalaureate programs. 480 Generalist Social Work Practice I Social Work 480 is a 5 credit course that is taken in the spring semester of the junior year. The course comprises practice content related to the generalist intervention model stages of engagement and assessment, Field Education seminar, and 100 hours of field experience. 498 and 499 Field Practicum & Seminar I and II Social Work 498 is a 5 credit course taken in the fall semester of the senior year; Social Work 499 is a 5 credit course taken as a continuation course into the spring semester of the senior year. The field experience of both courses ( 498 and 499) takes place in the same agency for the full academic year; each course requires 225 hours which produces 450 hours of experience in addition to the classroom seminar. This series of BSW field practicum courses ( 480, 498, 499) is completed by all students and requires completion of a minimum of 550 hours. This BSW Program demonstrates high expectations of students as demonstrated through the focus on Field education, the profession s signature pedagogy, and through assessment of all competencies and practice behaviors in Field Education. Accreditation Standard Admits only those students who have met the program's specified criteria for field education. Each student applies for admission to the field sequence in the semester prior to the onset of the BSW Junior Introductory Practicum ( 480). Most frequently, the application occurs in the fall semester of the junior year. In order to be admitted formally to the BSW Practice and Field sequences, a student must demonstrate the following: 1. Have completed 60 hours of undergraduate course work with a minimum overall grade point average (GPA) of 2.0 as required by the Admit Term; 2. Have completed social work courses ( 130, 240, 241, 252, 270, 382 and 384) with a Social Work Course GPA of 2.2 as required by Admit Term. 3. Have completed all prerequisite cognate courses (SOC 101, PSY 101, BIO 112, BIO 112L, TMGT 195, AHS 340, PSY 368, PSCI 201, PSCI 305 and ECON 100) with a minimum grade of D-; 4. Complete the application for Admission to the BSW Practice and Field Sequences (form BSW1 within the Volume III, Field Manual, p. 45) for the junior practicum or the

89 60 BSW Senior Field Placement Request Form (form BSW2 within the Field Manual, both located in Volume III, pp. 45) for the senior practicum. The application with attached documents must be given to the Field Director in person prior to the stated deadline. Incomplete applications are returned to the student for completion; placements will not be assigned if the required documents are not completed thoroughly and accurately. The application includes basic biographical data and a self-evaluation of interest, readiness, and suitability for a career in social work. The purpose of the self-evaluation is to reflect the applicant s commitment to the goals and purposes of social work. The student is asked to provide requests for placement; if the student wants to be considered for placement in her/his place of work then the student should also state this request in writing (See Employment Related Field Practicum Policy in the Field Manual, Volume III, p. 46). The student is also asked to fully disclose any condition which may interfere with the student s successful functioning in the field sequence; failure to do so may result in the student not being permitted to advance in the Program. 1. Submit a current copy of her/his transcript (DARS or MySAM); 2. Submit a current résumé. Each student is required to schedule an appointment (not walk in) with a representative in the Career Center and develop a professional résumé to submit with the field application; 3. Turn in the signed Student Agreement form (form Student 4 in the Field Manual, Volume III, p. 46) with the field application; 4. Arrange an appointment with the agency Field Instructor/Task Supervisor (after receiving a letter from the Field Director) to discuss learning opportunities and mutual expectations. The student must take her/his résumé to the meeting with the agency supervisor. Suggested readings and pre-placement contacts for orientation/preparation for the field placement are worked out on an individual basis. Failure to meet with the Field Instructor/Task Supervisor by the assigned deadline will jeopardize one s placement for the academic semester; 5. Attend a mandatory group meeting prior to the beginning of the field semester to discuss common issues concerning field placement expectations (i.e. required documentation, agency hours and regulations, confidentiality, the integrative seminar, dress codes, illness, snow days, etc.); and 6. For senior year, each student must have successfully completed 480 (Generalist Social Work Practice I and Field Practicum). The student must also maintain good standing academically, passing all prerequisite courses with the required minimum grade. Any student who submits application but does not meet criteria for acceptance in the field sequence may be referred to the Department of Social Work (form Student 4 in the Field Manual, Volume III, p. 46). The Field Director (and the Committee, if necessary) may conduct interviews with the applicant. A student who is ineligible to progress into the field sequence may be referred to her/his advisor for consultation, or for serious concerns, may be dismissed from the BSW Program. If it is determined that a student knowingly makes a false oral or written statement during the review process, the student may be terminated from the Program. Any

90 61 student for whom there is a concern about her/his performance in a field sequence course will be asked to meet with the Field Director before the student can advance to the next placement. Accreditation Standard Specifies policies, criteria, and procedures for selecting field settings; placing and monitoring students; maintaining field liaison contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program s competencies. Selecting Field Settings The Field Director is responsible to recruit adequate and appropriate field agencies for student practica. In order for an agency to receive students for practicum placement, there must first be a Cooperative Agreement (see Field Manual Form Agency 1, Volume III, p. 45) signed by both an authorized representative of the Agency and the Department of Social Work; afterwards, the document is filed in the Department. By signing the Agreement, the Agency agrees to fulfill the roles and responsibilities as noted. Criteria listed in the Cooperative Agreement are as follows: Agency Roles and Responsibilities: Designation of a Field Instructor/Task Supervisor for each student; Allow time for Field Instructor/Task Supervisors to attend orientation and meetings; Orientation of the student to the agency; Training/orienting the student in agency specific safety and infection control; Designation of a student workspace; Preparation of a learning plan with the student; Weekly supervisory conferences with the student, the equivalent of at least one hour weekly; Assignment and monitoring of academic level appropriate learning tasks; Completion of student related documents; Preparation of written evaluation and participation in evaluation process; and Participation with the Department in regular evaluation of the field practicum and in curriculum development and monitoring. Indiana State University Department of Social Work engages both bachelor and masters level students in field practica. Agencies must indicate the level of students for which they are willing to accept in field placement: BSW Junior-level or Senior-level practica, MSW Generalist, and/or MSW Clinical. Once agencies are in agreement with the department, they become a placement option for students. Placing and monitoring students: Once students fully complete the application and have been reviewed and approved for placement, the Field Director matches students to placements. Students interests are considered in placement; however, assignment is based primarily on assessment of each student s educational and learning needs and each agency s ability to meet the needs of the

91 62 student, and results from the student s interview with the agency. Students may not attempt to arrange their own placement. Monitoring students occurs in several ways: The seminar portion of the courses ( 480, 498, or 499) allow the Faculty Field Liaison (the professors of the courses) to maintain regular contact with students throughout placement. Faculty Field Liaisons conduct a minimum of two site visits per semester (more in special circumstances), or three visits per academic year so long as the placement continues in the same agency, as a means of monitoring progress and maintaining contact with the Field Instructor/Task Supervisor and other agency representatives. Field Instructors/Task Supervisors also have responsibility to report issues that put the placement at risk immediately to the Faculty Field Liaison. Maintaining Faculty Field Liaison contact with field agencies: As noted above, Faculty Field Liaisons complete a minimum of two field visits per semester (for 480 the junior placement) or three visits per academic year (for 498 & 499 the senior placement), with the first preferably occurring within the first 25 hours of placement. This allows the Faculty Field Liaison to establish contact and develop rapport with the Field Instructor/Task Supervisor, to provide ongoing contact information, to establish the practicum expectations and timelines, and to answer any other questions specific to the agency, student, and/or program expectations. Written student evaluations are received twice per semester for each student in field (midterm and final evaluation). Faculty Field Liaisons review the evaluations and initiate contact with field agency representatives. If issues of concern are noted, if grades are lower than average, or if the Faculty Field Liaison has any questions about student performance further discussions aimed at correction are employed. Faculty Field Liaisons and all supervisors involved in social work student practica (Field Instructors and Task Supervisors) are invited to attend periodic field meetings, held usually three times per academic year. Each meeting fulfills an otherwise defined purpose and is driven by an agenda, however, lunchtime often serves as an excellent opportunity for casual and informal conversations between Faculty Field Liaisons and field agency representatives. Evaluating student learning and field setting effectiveness congruent with the program s competencies: Field Instructors/Task Supervisors complete a midterm and final evaluation (per semester) of the student s progress in field, based on competencies and practice behaviors, and assessed through activities and assignments selected by the student and Field Instructor/Task Supervisor collaboratively. The activities and assignments are documented in the student s learning plan and evaluation (See Learning Plan Evaluation Form in Field Education Handbook, p. 42). By completion of the practica, students are expected to have completed all learning plan items and have earned acceptable ratings on all measures of evaluation. Additionally, student learning is evaluated by the Faculty Field Liaison during seminar meetings, by verification of timesheets, and through review of the student s journal. Should concerns arise through evaluation of student performance, Faculty Field Liaisons and Field Instructors/Task Supervisors initiate additional contact, and in some cases, additional site visits, as additional means of supporting progress in student learning.

92 63 Evaluation of the field setting occurs primarily in two ways: 1. Each student completes a written evaluation of the practicum site (see Field Manual Form Student 5, Volume III, p. 47) at the end of placement and results are documented and filed. 2. The Faculty Field Liaison and Field Director assess appropriateness for continuation of use of the agency as a host practicum site based on a compilation of all communications with agency representatives. The Field Director, in consultation with the Student Affairs Committee, reviews field placement agencies annually to determine continuation of the Agreement with agencies and to identify agencies with which the Agreement should be nullified. The Field Director follows through with agencies for which the Agreement will be nullified. Accreditation Standard Specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for students to demonstrate program competencies. Field instructors for baccalaureate students hold a baccalaureate or master's degree in social work from a CSWE-accredited program. Field instructors for master's students hold a master's degree in social work from a CSWEaccredited program. For cases in which a field instructor does not hold a CSWE-accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished. Field practica are established through a matching process by which the Field Instructors and Task Supervisors credentials and practice experiences determine where students are placed. Criteria for Selection of Field Instructors 1. Education from a CSWE accredited program and professional experience (must submit a current résumé); 2. A bachelor s degree in social work with a minimum of two years of social work experience or a master s degree in social work with a minimum of one year of social work experience. 3. Commitment to social work values and ethics; 4. Commitment to the Program; a. Willingness to carry out the necessary paperwork, b. Schedule time for supervision with student intern, c. Complete evaluations, and d. Attend training sessions and meetings 5. An interest in working with social work students and providing an educationally appropriate field experience.

93 64 Some agencies offer excellent opportunities for students to engage in and learn about client services, work with unique populations, and use social work knowledge, skills, and theory, but do not have a social worker in the agency. When these opportunities arise, a Task Supervisor is selected to supervise the student in the agency setting, and social work supervision (a minimum of one hour per week or the equivalent) is coordinated with an external Field Instructor who is held to the same criteria as noted above. Task supervisors meet the following criteria: Criteria for Task Supervisors 1. An employee of the Agency who has proper authority to accept the student into the agency; 2. An employee of the agency for at minimum one year; 3. Has direct access to clients and is willing to supervise and allow the student to observe and interact with clients; 4. Understands and is supportive of allowing the student to practice social work values and ethics in the field setting; 5. Commitment to the Program; and a. Willingness to carry out the necessary paperwork, b. Schedule time for supervision with student intern, c. Complete evaluations, and d. Attend training sessions and meetings 6. An interest in working with social work students and providing an educationally appropriate field experience. Field Instructors, through their social work training and work experience, help students develop activities to demonstrate practice behaviors and competencies. Examples: 1. Structured supervision whereby the student brings in an ethical issue related to a case and the student presents ethical framework to attempt to resolve the issue. 2. The Supervisor helps the student identify issues and support systems from the perspective of the client s environment, ensuring strengths are identified for someone seeking services at the agency. 3. The Supervisor helps the student process what is learned in class about diversity and the student applies this knowledge in practice when working with specific clients. 4. The Field Instructor and student work on an interdisciplinary team. The Field Instructor assigns specific tasks to the student to demonstrate social work knowledge and skills. 5. Supervision time is used to discuss student knowledge, skills, ethics, and work setting when there is only one social worker in an agency. Accreditation Standard Provides orientation, field instruction training, and continuing dialog with field education settings and field instructors. The Field Director is responsible for assuring that each Field Instructor and Task Supervisor has completed orientation prior to supervising any social work student. Orientation is completed in one of the following two methods: 1) The Field Director meets with new Field Instructors and Task Supervisors to explain the field program, student needs, and program requirements. 2)

94 65 Completion of the online video orientation series and quizzes. The orientation materials are online and accessible through a password protected site. The Field Director provides new Field Instructors and Task Supervisors with information necessary to complete the orientation. Completion of the quizzes documents completion of the video series. Utilizing an online video orientation ensures that all social work supervisors start with the same awareness about the Field Program expectations. Modules are updated as needs change based on feedback from students, supervisors, Advisory Committee members, and faculty members. Field Instructor and Task Supervisor meetings are offered in combination with the Department s Continuing Education Conference Series which takes place three times per year (fall, spring, and summer) (See Gerontology Workshop Brochure attached, Volume III). Field Instructors and Task Supervisors are invited to attend the continuing education conferences. Field Instructors and Task Supervisors, as mentioned earlier, meet during the lunch hour for field related training, to receive informational updates, and to facilitate networking between field representatives and the Field Director and Faculty Field Liaisons. This is also time for supervisors to identify issues or concerns. Minutes of these meetings are sent out to all current Field Instructors and Task Supervisors, including those unable to attend, in an attempt to keep everyone updated on what is occurring with the Field Program and with students. Faculty Field Liaisons or the Field Director conduct at least two site visits per placement or three visits for full academic years placements in the same site, and more visits are coordinated if it is requested or necessary to support the placement. The first field visit preferably occurs within the first 25 hours of placement to assure a good start to the placement and to establish open communication early. Field Instructors and Task Supervisors are also provided with contact information of the Faculty Field Liaison and the Field Director for use at any time and for any reason; serves as an acceptable means of supportive contact as well. Field Newsletters are also produced and shared with Field Instructors, Task Supervisors, Faculty Field Liaisons, Departmental Faculty, and Students (See example of Field Newsletter, Volume III). The Newsletter is produced once per year, and is progressing toward regular production twice per year. The Newsletter provides information about upcoming events, outcomes of changes within the Field Program, agency features, and often includes one or more student features. Each edition also usually includes a student s perspective of a social work theory. This article is included as a means of helping to keep theory in the forefront for Field Instructors and Task Supervisors as well as faculty and students. Accreditation Standard 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.

95 66 An employment related practicum is defined as a field education arrangement in which the student is granted written approval from the Field Director to complete her/his practicum in an agency where the student is currently employed. This plan also applies if a student wants to pursue employment at her/his practicum site after placement begins. Note: The University liability insurance only covers students during the internship (or practicum) and not during employment. Paid practica are different from completing a practicum in a place of employment. Paid practica need not follow these procedures. The following is a list of criteria that must be met for consideration of an employment-related placement: 1. An employment-related placement is approved for no more than one field placement experience. The student must perform duties different than her/his regular work experience. 2. The Field Instructor/Task Supervisor in an agency of employment must meet all regular Field Instructor/Task Supervisor requirements and be a person who is different from the student s work supervisor. Educational supervision must occur at a minimum of one hour per week or equivalent. 3. Agencies selected for an employment-related field placement arrangement must meet the criteria for field sites, must sign a Cooperative Agreement with the Department and agree to all curricular and other requirements of the Field Program. 4. The student must maintain concurrent enrollment in the respective practice and seminar courses and meet all academic requirements of the Program. Field education in employment-related placements must conform to all field standards, policies and procedures as specified in the Field Manual. The Field Director is to be notified of any anticipated developments in the setting that might impact the need to meet educational requirements. 5. Field education in employment-related placements are conceptualized by the following guidelines: a. Students will complete the required number of hours of placement per week within their employment as a student (not employee). b. Work completed toward the field placement will be based on the agreed upon Learning Plan. Procedures 1. The student will familiarize her/himself with the Program s employment-related field placement policies and procedures. 2. The student must submit a written request to the Field Director expressing interest in completing one field placement in his/her place of employment. 3. If the Field Director approves the request, the student will then approach agency personnel (usually the student s immediate supervisor) for initial approval and permission to pursue the employment-related option. The student will then submit the Employment-Related Placement Plan (see Field Manual Form Student 2, Volume III) complete with appropriate agency signatures (Field Instructor/Task Supervisor, immediate work supervisor and/or other agency personnel as appropriate) to the Field Director for follow-up with the agency and final approval. This must occur no later than one month prior to the start of placement or prior to employment if the request comes after the practicum begins.

96 67 4. If approved, the plan is copied and given to all parties to ensure compliance throughout the placement term. The original copy is placed in the student s field file. 5. All field education policies and requirements apply to the field-related components (as defined in the Placement Plan) of employment-related field practica; employment-related functions remain separate. (CSWE EPAS Handbook pp. 9-10). Summary and Future Directions As mentioned earlier in response to the increasing number of students the requirement for a minimum of 550 field hours will be re-visited by the Department. The Department enjoys good relationships with the local social service community and some of the alumni have become Field or Task Supervisors. There is also a proposal to develop a case management service as a part of the school which may assist with the increasing number of quality field placements needed.

97 68 ACCREDITATION STANDARD 3: IMPLICIT CURRICULUM TABLE OF CONTENTS 3.1 Diversity Efforts to Provide Respectful Learning Environment Learning Environment Field Education Settings and Clientele Advisory Board Educational and Social Resources Resource Allocation Program Leadership Special Programs Support Groups Research Demographics of Faculty, Staff and Student Body Program s Learning Environment Affirms & Respects Diversity Plan to Improve Learning Environment in Relation to Diversity 3.2 Student Development Criteria for Admissions Evaluation of Applications Transfer Credit Policies No Credit for Life or Work Experience Advisement, Retention and Termination Advisement Criteria for Student Performance Academic Achievement Field Practice Academic and Professional Behavior Grievance Policy and Procedure Termination of Enrollment Policy and Procedure Student Rights and Responsibilities Support for Student Organizations/Interests 3.3 Faculty Full & Part-time Faculty Faculty Size Full-time Faculty with MSWs Faculty Workload Research, Scholarship & Community Engagement Faculty Models Professional Values & Behaviors 3.4 Administrative Structure Administrative Structure Faculty & Curriculum Development Retention, Promotion & Tenure Policy BSW Program Director Leadership Full-time Appointment AS3.1.1 AS3.1.2 AS3.1.3 AS3.2.1 AS3.2.2 AS3.2.4 AS3.2.5 AS3.2.6 AS3.2.7 AS3.2.8 AS3.2.9 AS AS3.3.1 AS3.3.2 AS3.3.3 AS3.3.4 AS3.3.5 AS3.3.6 AS3.4.1 AS3.4.2 AS3.4.3 AS3.4.4 AS3.4.4 (a) AS3.4.4 (b)

98 69 Assigned Time to Direct Program Field Education Director Leadership MSW & Post-Master s Experience Assigned Time to Direct Field for BSW Program 3.5 Resources Budget Development & Administration Use of Resources for Improvement Resource & Staff Sufficiency Library Holding Office & Classroom Space Assistive Technology AS3.4.4(c) AS3.4.5 AS3.4.5 (a) AS3.4.5 (b) AS3.4.5(c) AS3.5.1 AS3.5.2 AS3.5.3 AS3.5.4 AS3.5.5 AS3.5.6 Summary and Future Directions Figures & Tables Diversity Table 3.1 Racial Composition of Terre Haute and Indiana State Table 3.2 Recruitment of Students of Color Table 3.3 Racial Composition of All Undergraduates Table 3.4 Five-year Faculty Diversity Progress Table 3.5 Campus Climate Race and Ethnicity Table 3.6 Campus Climate Sexual Orientation Bias Table 3.7 Student Retention Figure 3.1 Recruitment of Faculty of Color Poster Figure 3.2 Symposium on Community Based Research Addressing Health and Social Disparities

99 70 Educational policy 3.0 Implicit Curriculum: The Learning Environment As important as the explicit curriculum, the implicit curriculum represents the environment in which students learn to be professional, ethical and humane generalist practitioners. The learning environment contains the following components: 1. Diversity practice 2. Admissions policies and procedures 3. Advisement, retention, and termination policies 4. Student participation in governance 5. Faculty 6. Administrative structure and 7. Resources Fairness is also important in our admission and termination policies. Student access to policymaking, implementation and assessment is also vital. This environment should be fair and focused in all manners but especially in guaranteeing the qualification of faculty and in confirming the adequacy of resources to support a successful academic program. An approach that includes hospitality, respect, accountability and appropriate boundaries are pivotal to the educational experience (Palmer, 1993). At ISU Department of Social Work there is a commitment to embrace the diversity our student body presents. Our student body is diverse in terms of age, class, color, culture, ability, ethnicity, gender, gender identity and expression, political ideology, race, religion, sex and sexual orientation. Fairness, student participation, an approach that includes respect and accountability and an environment that embraces diversity are all important components to our implicit curriculum. Diversity Accreditation Standard The program describes the specific and continuous efforts it makes to provide a learning environment in which respect for all persons and understanding of diversity and difference are practiced. Learning Environment: Terre Haute and the University In 2007, Indiana Statute was passed to require all public institutions of higher education to establish diversity committees, in response to this ISU created the Council on Diversity (2008). The Council s first report (2009) presented the following vision statement: We envision a university community that reflects the population of Indiana and the nation with respect to students, faculty, support staff and administration and that transcends social and structural barriers to equality.

100 71 We also envision university community that understands what is necessary to achieve such a goal and appreciates why such a goal is beneficial (p.66). Terre Haute like the state of Indiana is not very racially or ethnically diverse. Table 3.1 Racial Composition of Terre Haute and Indiana as a whole People QuickFacts Terre Indiana USA Haute White alone, percent, 2010 (a) 83.5% 84.3% 77.7% Black or African American alone, percent, 2010 (a) 10.9% 9.1% 13.2% American Indian and Alaska Native alone, percent, 2010 (a) 0.4% 0.3% 1.2% Asian alone, percent, 2010 (a) 1.4% 1.6% 5.3% Native Hawaiian and Other Pacific Islander alone, percent, Z 0.0% 0.2% 2010 (a) Two or More Races, percent, % 2.0% 2.4% Hispanic or Latino, percent, 2010 (b) 3.1% 6.0% 17.1% White alone, not Hispanic or Latino, percent, % 81.5% 62.6% (a) Includes persons reporting only one race. (b) Hispanics may be of any race, so also are included in applicable race categories. However Indiana State University has a diverse student body, a result of efforts to bring in students of varying backgrounds. Table 3.2 Recruitment of Students of Color Race/Ethnicity 2011 Cohort 2012 Cohort 2013 Cohort African American American Indian Asian American Hispanic American* Multiracial Not Reported White * Race not included in data (Howard-Hamilton & Hinton, 2013, President s Council on Diversity Fifth Annual Report Indiana State University, p. 7)

101 72 Table 3.3 Racial Composition of All Undergraduate Students (Diversity at a glance, ISU, Office of Diversity 2014) The following discussion explains the accomplishments and challenges ISU has experienced as it seeks to create an environment that welcomes diversity. The position statement of the ISU Diversity Council (2013) stated: Indiana State University values diversity in all of its forms and seeks through various mechanisms to: Recruit and retain a diverse student body Recruit and retain talented and diverse faculty, administrators and staff to ISU Reframe the search processes and approaches to deepen candidate pools and increase external interest Position ISU and Terre Haute as an employer and community of choice for diverse candidates (Howard-Hamilton & Hinton, p. 3). Indiana State University s strategies in to foster a focus on the recruitment and retention of students of color, rural students and first generation college students include the following: The creation of the University College as a means of focusing attention and support for freshmen and to increase retention. There are now special efforts made for students who are on probation or returning from a dismissal. The Summer Bridge program, LEAP, has helped students who need academic assistance before college become prepared the summer prior to their first semester. The Office of Student Success created a first-generation mentoring program (Howard-Hamilton & Hinton, p. 3). There is also the Mentoring Assistance for Prospective Scholars (MAPS) program. This program has a survey tool which identifies students who are at risk and places them in mentorship situations. The Office of Admissions has made purposeful outreach and provided on-campus activities to communities of color. The ISUcceed Program assists students making the transition from high school to college. And importantly President Bradley supported the implementation of a diversity climate study for students, staff and faculty. During the spring 2013 academic semester, the University asked freshmen, sophomores, juniors, seniors and graduate students to complete a campus climate survey called the Diversity Learning Environments Survey (DLE) which was created by the Higher Education Research Institute (Hurtado, Griffin, Arellano, & Cuellar, 2008) (Howard- Hamilton & Hinton, p. 7). All these efforts represent the university s commitment to diversity. ISU has also focused on recruiting and retaining faculty of color. The University has for the past three years implemented the Opportunity Hire and the Direct Hire programs which are an expedited mechanisms for hiring African American faculty. There has been targeted recruitment of African American faculty and staff by members of the African American Faculty Affinity Group, the African American Professional Men Affinity Group, and the Black Faculty and Staff

102 73 Caucus. The Scholar Collaboration and the Prospective Faculty Day were created to encourage faculty of color to apply to ISU. In 2012 the university hosted the Diversity Research Symposium. The Office of Diversity provided funding for Certified Diversity Professional (CDP) certification for two faculty members one of whom is a member of the social work faculty, Dr. Rhonda Impink. Figure 3.1 Recruitment of Faculty of Color Poster Diversity & the College of Nursing, Health and Human Services This discussion is based on the College of Nursing Health and Human Services (CNHHS) Diversity Plan (2013) (See Volume III).

103 74 The CNHHS Diversity Position Statement: The College of Nursing, Health and Human Services believes that attaining diversity in students, faculty, and staff, which reflects our diverse society, is a critical but achievable goal. We pledge to respect, support and embrace the existing differences in age, gender and gender identity, race, color, ethnicity, nationality and national origin, ancestry, religious affiliation and creed, political affiliation, physical and mental abilities, and culture. Diversity education and cultural competence are desired, encouraged, and supported by and for all within our College. We acknowledge the varied beliefs, attitudes, and behaviors and customs of the people that constitute our local, regional, national, and global communities, thereby creating a diverse and multicultural professional environment. (CNHHS, 2013, pp. 4 5) The College has a diversity plan that includes the following domains: I. Student Recruitment and Retention II. Faculty/Staff Recruitment and Retention III. Organizational Culture IV. Curriculum Development V. Administration, Monitoring and Metrics for Reports (CNHHS, p. 5) Domain I, II, IV are pretty clear so this brief discussion will focus on III. Organizational Culture, and V. Administration, Monitoring and Metrics for Reports. III. Organizational Culture In this domain the initiatives and strategies are impressive. The first strategy is to create an environment that encourages cultural diversity and one specific objective states that faculty, student and staff should implement College sponsored service projects to benefit underrepresented groups in our community. It encouraged the development of incentives for faculty/staff/students to initiate activities related to cultural diversity. Lastly, it suggested the display of artwork to promote the message that the College supports cultural diversity (CNHHS, pp ). V. Administration, Monitoring and Metrics for Reports Importantly this domain requires the College document, evaluate and adapt its diversity efforts. It includes a standing Diversity Committee with a Diversity Faculty Fellow to oversee the collection of baseline data and to set benchmarks to document progress made. Diversity and the Department of Social Work The Department of Social Work has its own commitment to diversity as outlined in the Code of Ethics, our charge to advocate for social justice and the empowerment of all communities is enhanced by the University s renewed dedication to diversity. Besides the infusion of diversity practice and policy in the explicit curriculum the department has created a learning environment that encourages respect for diversity in its varied manifestations. The Department faculty and staff model the values and the ethics of the profession by embracing diversity. The Department regularly participates in Human Rights Day and the Take Back the Night conference. The Department commonly presents a poverty simulation for the entire campus to attend and learn the real life challenges of being poor in our region.

104 75 The Department has provided international experiences that benefit our students and social service community. International trips are tied to the 450 course which is an elective. We have approval that it meets foundational studies upper division electives and meets the honors requirements for international experience. Students have been visited South Korea, Morocco, and now Viet Nam in the past 8 years. Previously they traveled to Russia. Many of our students have never been out of the country and are first in their families to do so. Our students bring back experiences that they share in the classroom and with their classmates, making the entire cohort more globally aware. A group from South Korea who shared coursework with our students in Seoul has visited ISU and Terre Haute for the past three summers. Here these students visit American social service agencies. It provides a concrete experience of international social work to our alumni who work in these agencies, as well as the agencies themselves. The Department has contributed to the Learning Community Peer Assistant program who is usually a non-traditional student. The department has also regularly joined in the MAPS program, each year increasing the number of MAPs students working with faculty members. As mentioned earlier, MAPS is a mentoring-scholarship program that provides academic, professional, social and financial support to students of African-American, Hispanic and Native American lineage by providing on the-job experiences. In the spring of 2007 the department consisted of 97 students and 10% were African American; in 2014 it has nearly 200 students and 26% of the student body is African American. We are pleased that our efforts to increase the diversity of the student body have been successful. Table 3.3 Race, Ethnicity and Sex Characteristics of Fall 2014 Student Body Term Fall Year 2014 Nursing, Health & Human Services Social Work 4121-Social Work Female African American 47 Hispanic 6 Non-Resident Alien 2 Race and Ethnicity Unknown 3 Two or more races 8 White Male African American 4 Hispanic 1 White 11 Total Social Work Majors 199 Office of Institutional Research, Indiana State University, 2015 Efforts at retention of students of color involve the recruitment of an African American BSW Program Director and activities to enhance a sense of belonging for this community. Here are some of the activities initiated: The creation of a student group allied with the Central Indiana 16

105 76 Association of Black Social Workers which offers role models, mentoring and networking opportunities to students of African ancestry. Ten students will be attending the National Association of Black Social Workers Conference in Chicago. Sponsoring student participation at the Diversity Leadership Conference Transform U: Empower Your Vision, Your Voice, Your Future at Indiana University. A social work discussion led by the BSW Program Director Ferguson: What is the social work response? Diversity is not limited to a focus on ethnicity and race. Faculty fundraised to send 10 students to the Midwest Bisexual Lesbian Gay Transgender Ally College Conference at Illinois State University. The Department regularly enlists guest speakers from the Office of Diversity to conduct safe zone trainings for classes. The Department also responds to the special needs of non-traditional students; some are employed as Student Instructors (SI), acting as teaching assistants to faculty. The reaffirmation process provided the opportunity to evaluate our diversity endeavors and along with the accomplishments there still exist some challenges. We would not have a University-wide diversity plan if there were not current issues to confront. The discussion now turns to the challenges encountered: In the area of faculty and student recruitment and retention change has come slowly as depicted in this 5-year review of faculty diversity presented in Table 3.4.

106 77 Table 3.4 Five-Year Faculty Diversity Progress (Howard-Hamilton & Hinton, 2013, p. 28) The climate study implemented in 2013 by the President s Council on Diversity had many outcomes but importantly two outcomes of concern. It documented that students of color and LGBTQI students felt discriminated against on campus. When asked Have you personally experienced the following forms of bias/harassment/discrimination while at this college: race and ethnicity? The positive response of Black students was 39%.

107 78 Table 3.5 Campus Climate - Race and Ethnicity Bias When asked Have you personally experienced the following forms of bias/harassment/discrimination while at this college: sexual orientation? Table 3.6 Campus Climate - Sexual Orientation Bias Seventy three percent of Lesbian or Gay students said yes.

108 79 Table 3.7 Student Retention Rates by Race and Sex (Percentages) Year Sex Race Cohort Fall to Spring Ret. 1 Yr Ret. % 2Yr Ret. % 3Yr Ret. % 4yr Grad 5yr Grad 6yr Grad 2008 F Black % % 0.00% 0.00% F White % F Black % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% F White % % 2010 F Black % % 0.00% F White % % 0.00% M White % % 0.00% 2011 F Black % % 0.00% 0.00% F White % % 0.00% 0.00% M White % % 0.00% 0.00% 2012 F Black % % 0.00% 0.00% 0.00% F White % % 0.00% 0.00% 0.00% M Black % % 0.00% 0.00% 0.00% M White % % 0.00% 0.00% 0.00% 0.00% 2013 F Black % % 0.00% 0.00% 0.00% 0.00% F White % % 0.00% 0.00% 0.00% 0.00% M Black % % 0.00% 0.00% 0.00% 0.00% 2014 F Black % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% F White % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% M Black % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Office of Institutional Research, Indiana State University, 2014 The retention rates depicted in Table 3.7 represent the overall challenge of retaining students at ISU (Indiana Universities all suffer from retention issues) and the special issue of retaining Black students through graduation in the Department of Social Work. The retention rates for Blacks and Whites vary but the 4 year graduation rates through the cohorts show constant negative outcomes for Black students. The Department of Social Work fosters an explicit and implicit curriculum that embraces diversity, questions and confronts homophobia and prejudice, gives a clear message that it acknowledges, welcomes and respects differences. This clear message is repeated in the many domains that form the BSW program; in our institutional setting; the selection of field education settings and their clientele; the composition of the program advisory board; in our educational and social resources; in the resource allocation; our program leadership; speaker series, seminars and special programs; in our research and other initiatives; and in the demographic make-up of our faculty, staff and student body. The Institutional Setting The previous discussion of the University s and the College s commitment to diversity illustrated an institution that supports an environment that promotes diversity in its many manifestations. The university administration is committed to the diversification of personnel in the administrative and faculty ranks. The College Dean is part of the leadership among selected

109 80 academic deans to devise strategies to identify, recruit, and promote faculty members from the under-represented groups. African-American students account for approximately 17% of the university enrollment, and international students account for another eight percent. There is a strong commitment dedicated to the hiring of African-American social work scholars. In September of 2014 the Department hired a senior scholar, who is African American, to lead the BSW Program (Dr. Portia Adams). The Department is unique in having two non-white scholars in leadership positions: Chair (Dr. Paul DuongTran) and BSW Director. An open faculty search is under way to recruit two tenure-track faculty members to begin the fall of The Department is committed to further increase the faculty diversity, and the Search Committee has been advised of the Opportunity Hire/ Direct Hire policy to identify and employ a qualified African-American scholar ( This policy permits an expeditious review, interview, and hire. The Department of Social Work adheres to Federal laws, Indiana laws and Indiana State University policies and procedures with respect to diversity. The University Handbook identifies policies for all students, staff, and faculty members. Several specific policies related to diversity are listed below. The full text policy statements can be found in the University Handbook: Right of Expression Overview of Policy. The right of expression is as necessary as the right of inquiry and both must be preserved as essential to the pursuit and dissemination of knowledge and truth. Consequently, University faculty, staff and students, individually and collectively, may express their views through the normal channels of communication. University faculty, staff and students also may express their views by demonstrating peacefully for concepts they wish to make known, and the University will make every reasonable effort to protect that right. 920 Equal Opportunity/Affirmative Action Policy Non-Discrimination. Indiana State University prohibits discrimination based on arbitrary considerations of such characteristics as age, color, disability, ethnicity, gender identity, marital status, national origin, race, religion, sexual orientation, or veteran status. 921 Americans with Disabilities Policy Policy. Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the Indiana Civil Rights Act, and this policy prohibits discrimination in employment and educational programs against qualified individuals with disabilities. It is the policy of Indiana State University to provide reasonable accommodations or academic adjustments for its employees and students upon documentation of the disability and making known the type of accommodation needed. These accommodations and adjustments shall be made in a timely manner and on an individualized and flexible basis, and shall be the result of the dialogue between the requesting individual and designated representatives of the institution. 923 Discrimination and Harassment Policy Policy. Indiana State University prohibits discrimination and harassment based on arbitrary considerations of such characteristics as age, color, disability, ethnicity, sex, marital status, national origin, race, religion, sexual orientation, gender identity, or veteran status, and also prohibits retaliation against one who complains of such discrimination or harassment.

110 81 Field Education Settings and Clientele Field placement agencies are deliberately chosen to reflect the diversity of the community and diversity of clients who are in need of social services. A number of our field placement agencies serve diverse populations in the community with high levels of social need, such as people with disabilities, abused and neglected children, elders, those in emergency or crisis situations, and people living in poverty. There is also diversity among field instructors, task supervisors and agency staff with whom student engage. The Field Director does not knowingly place students in agencies that discriminate against clients on the basis of race, ethnicity, religion, gender, sexual orientation, disability or age. In addition, agencies are not utilized as field sites that refuse to accept students for internships because of age, class, color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex and sexual orientation. The Field Director also works with Field Instructors and Task Supervisors to ensure student involvement with diverse clients. Diversity assignments are built into the curriculum and into students Individualized Field Learning Plans. Students are evaluated based on performance when completing these assignments. Field Instructors/Task Supervisors are evaluated at the end of each semester by the Field Director and by Students. This evaluation serves to determine the competencies and needs of the Field Instructors /Task Supervisors and whether discriminatory practices are occurring. Needs are addressed individually and via field training workshops. Advisory Board The BSW Advisory Board is composed of agency executives, social workers from public and non-profit social welfare agencies, and alumni. Board members are selected based upon their identification with the Department of Social Work, their representation of the professional community and their interest in contributing to the improvement of the Department. The Department purposively approaches prospective members that represent the ethnic and racial composition of the communities we serve. Educational and Social Resources The Department as of 2005 has two scholarships which are awarded to social work students. The Department s two endowed scholarships ($500.00) are typically awarded each year on the basis of academic excellence and financial need. Students are selected for these scholarships by the Advisory Board. In addition, social work majors have access to the University general fund scholarships awarded on the basis of academic merit and those based on financial need. The Department of Social Work collaborates with the local community mental health agency and hosts four continuing educational opportunities each year, three of which generate revenue for the department to host further conferences. These conferences assist the program by bringing in experts on topics related to social work. Attendees include students, faculty members, and community professionals. Examples of topics include DSM-5, safety, person-centered treatment planning, couple therapy, ethics, PTSD, ADHD, psychopharmacology, and motivational interviewing. Resource Allocation The Department has intentionally specified funding for advancing a learning environment that supports diversity. It has sponsored trips that speak to the multi-racial and multi-cultural experiences of our students and clientele. In its selection of Child Welfare Title 4E fellows and

111 82 endowment scholarships there is attention to multi-cultural representation. Additionally, the international trips and the workshops/seminars presented are required to address diversity and difference. Program Leadership The Dean, the Department Chair and the BSW Program Director have initiated, funded and implemented various events that contribute to engaging a diverse student body. The rationale for these activities has been outlined by the College Diversity Plan. As mentioned earlier the study abroad opportunities and the participation in Human Rights Day and Social Work Day at the UN were supported by the program leadership. The Chair organized the Social Work Symposium on Community-Based Research Addressing Health and Social Disparities, which included a diverse group of scholars and their research (see Figure 3.1). The Chair organized and executed a Direct Hire specifically to bring in an African American faculty member at the Associate Professor level. The Chair has engaged a diverse group of students as research assistants. The Chair meets monthly with a diverse student group to discuss their on-going academic experience. His modeling of cultural respect and knowledge contributes to the overall learning environment. The prior BSW Program Director fundraised and acted as the faculty partner in the study abroad experiences and contributed to the employment of MAP students (a mentorship program for African Americans). The BSW Program Director has engaged students in activities that recognize and embrace diversity such as the Midwest Lesbian Bisexual Gay Transgender Ally College Conference and the National Association of Black Social Workers Conference. Special Programs The Department has supported faculty members who have been active in educating students about the experience of vulnerable communities and the importance of international study. The Department has established three endowed Foundation accounts that provide resources for special projects. The endowment funds two $500 student scholarships typically used for books and tuition. Some funds are used to support trips which expose students to diversity not easily obtained in the Terre Haute area. Examples of these trips/activities are the following: Underground Railroad Museum in Cincinnati, OH; Hull House in Chicago, IL; Social Work Day at the United Nations in New York, NY; and the Eiteljorg Museum of American Indians & Western Art in Indianapolis, IN. Some funding is used for continuing education workshops and conferences. The University has also sponsored funding to expand the understanding of our student body. From , through the efforts of Robyn Lugar, the Department has been awarded funding for student trips abroad to Morocco, South Korea, and Vietnam. Professor Lugar obtained a Child Welfare Training Grant, Title IV-E funding, which the program has received annually since Rhonda Impink has led discussions on income inequality at the Fairfield Friends meeting, participated in the NASW Indiana Chapter Legislative, Education, Advocacy Development Day, Planning Committee, and has organized/or participated in Women s Equality Day programs from In , she also acted as a consultant and organizer of the Poverty Simulation. The Poverty Simulation is a campus wide event which demonstrates the stigma surrounding poverty and the fragmentation of social services. From 2011 to the present, Professor Ketner has been active in the Wabash Valley Run for the Fallen. The Department of Social Work Field Director Dianna Cooper-Bolinskey collaborates with Indiana State University s Nursing Program, the Department of Psychology, and the local community mental health agency to host four continuing educational opportunities each year, three of which generate revenue for the department to host further conferences. These

112 83 conferences assist the program by bringing in experts on topics related to social work. Attendees include students, faculty members, and community professionals. Examples of topics include DSM-5, safety, person-centered treatment planning, couple therapy, ethics, PTSD, ADHD, psychopharmacology, and motivational interviewing. Research A large part of our focus is on teaching so completing research is a challenge; however this faculty has been able to do research and to present on topics dealing with the oppressed, vulnerable and those who live in poverty. Figure 3.2 is a flyer used to advertise a research symposium sponsored by the College of Nursing, Health and Human Services featuring social work scholarship.

113 84 Figure 3.2 Symposium on Community Based Research Addressing Health and Social Disparities Department of Social Work College of Nursing, Health, and Human Services Indiana State University Social Work Symposium on Community-Based Research Addressing Health and Social Disparities SATURDAY OCTOBER 25, :00 AM 2:00 PM NURSING BUILDING, ROOM 107 AGENDA 9:00 A.M. 9:30 A.M. Meet Scholars Reception (coffee/pastries) 9:30 A.M. 9:40 A.M. Welcoming Remarks Jack Turman, Jr., Ph.D. Dean, College of Nursing, Health, and Human Services 9:40 A.M. 10:10 A.M. Dr. Paul DuongTran, Professor and Chairperson, Dept. of Social Work, Indiana State University Presentation Title: Social Lenses of Health Disparity Global Research Agenda 10:10 A.M. 10:40 A.M. Dr. Portia Adams, Associate Professor, Dept. of Social Work, Indiana State University Presentation Title: Racial Health Disparities, A Closer Look at Patient-Provider Relationships in Rural North Carolina 10:40 A.M. 11:10 A.M. Dr. Tiffany Baffour, Director, Center for Excellence in Teaching and Learning, Associate Professor of Social Work, Winston-Salem State University Presentation Title: Achieving Health Equity Through Community-Engaged Teaching, Research and Service 11:40 A.M. 12:10 P.M. Dr. Anne Robertson, Postdoctoral Research Fellow, Center for Social Development Gephardt Institute for Public Service, George Warren Brown School of Social Work Washington University in St. Louis Presentation Title: Getting it Right for Every Child in Scotland 12:10 P.M. 12:40 P.M. Group Discussion: Moving Forward to Reduce Health and Social Disparities 12:40 P.M. 12:45 P.M. Concluding Remarks Jack Turman, Jr., Ph.D. 12:45 P.M. 2:00 P.M. Lunch Reception

114 85 A majority of the faculty have published and presented on diversity practice topics: Adams, P., Reid, P, & Kemppainen, J. (2013, January). Sense of Coherence and HIV. Paper presented at the Society for Social Work and Research 17 th Annual Conference (SSWR), San Diego, CA. Adams, P. (2012). Beyond individual-level sexual risk behaviors: HIV/AIDS and racial health disparities. In S. Notaro & C. Yeakey (Eds.), Health disparities among under-served populations: Implications for research, policy and praxis. Advanced in Education in Diverse Communities: Research, Policy and Praxis, 9, Adams, P. (2010). Understanding the different realities, experience and use of self-esteem between Black and White adolescent girls. Journal of Black Psychology, 36(3), Adams, P. (2010). Book review: Getting played: African American girls, urban inequality and gendered violence. Affilia, 25(1), Cooper-Bolinskey, D., & Weber, P. (2013, July 19). Social Work Practice in Rural Areas: Supporting the Needs for Clinical Social Work Practice Legislation. Rural Social Work Caucus Conference (7/16-20/ 2013) Lancaster, PA. Cooper-Bolinskey, D., & Weber, P. (2013, July 10). Cultural Competence: We are Not All the Same. Human Resource Center of Edgar County Employee Training. Paris, IL. Cooper-Bolinskey, D., & Weber, P. (2013, July 19). Social Work Practice in Rural Areas: Supporting the Needs for Clinical Social Work Practice Legislation. Rural Social Work Caucus Conference (7/16-20/ 2013) Lancaster, PA. DuongTran, P., Nelson, A., & Dodson, H. (2011) Strengths and Barriers to Successful Re-Entry in Rural Communities. Social Work in Rural Communities, 5 th Edition (Editor: Leon Ginsberg). Tyson, Edgar H., DuongTran, P., & Acevedo, G. (2011) Hip Hop Perceptions and Exposure as Predictors of School Outcomes for Black and Latino. Children & Social Work. Tyson, E. H., Baffour, S. T., & DuongTran, P. Self-Identified Coping Strategies among Urban Adolescents (2010), Child & Adolescent Social Work Journal, 27(3), Weaver, R. & DuongTran, P. (2010). Public Perceptions of Parenting and Work Behaviors for Welfare Mothers. Journal of Policy Practice, 9 (1), DuongTran, P. (2011). Coping Resources in Southeast Asian-American adolescents. Journal of Human Behavior in the Environment, (in press) February DuongTran, P., & Bromfield, N. (2014). Cultural Acceptance of Intimate Partner Violence National Institute on Minority Health and Health Disparities (NIMHD) Conference, Baltimore, MD, December 1-3, DuongTran, P. (2014). Social Lenses of Health Equity Research Agenda. Presented at the Symposium for Social Work Research on Health and Social Wellness. Indiana State University, October 25, 2014.

115 86 Lugar, R., & DuongTran, P. (2014). Hope for Social Inclusion: Where are Courage and Leadership? National Association of Social Workers National Conference, Washington, DC, July 23-26, (poster presented) DuongTran, P., Ehlert, J., & Do, H.N. (2014) Food Choices and Body Images: Emic-Etic Perspective on Affluence and Health. Ninth International Conference on Interdisciplinary Social Sciences, Vancouver, Canada, June 11 13, 2014 DuongTran, P., Giordano, J., Doan, N., & Mitchell, L. (2013) Post-Partum Depression Awareness Among Men and Women in U.S.A, Jamaica, and Viet Nam. Presented at International Social Work Conference on Children and Youth, Phnom Penh, Cambodia, June 24-25, 2013 Balderston, A., & DuongTran, P. (2013). Lost in Translation: Orality, Indigenous Mapping and PGIS. Thirteenth International Conference on Diversity in Organizations, Communities and Nations, Darwin, Australia, June 2013 (virtual presentation) Pistor, N., & DuongTran, P. (2013). Legalized Prostitution and Human Trafficking in Germany and United States: Is There A Relationship? 3rd International Conference on International Relations and Development Beyond Borders: Building a Regional Commons in Southeast Asia, Chulalongkorn University, Bangkok, August 2013 (Ms. Pistor will present.) Pistor, N. (2013). Public Law Effects on Human Trafficking and Commercial Sex in Germany and United States. The 3rd European Conference on Politics and Gender (ECPG), Universitat Pompeu Fabra, Barcelona, Spain, March (Ms. Pistor presented.) DuongTran, P., & McCave, E. Gender and Sexual-Orientation Effect in Sexual Health Marketing Responses, APHA Annual Conference, October 27-31, 2012, San Francisco, CA. Baffour, T.S., DuongTran, P., & McDonald, S. Community-based Participatory Research: Case Studies of Rural Research. 58 th CSWE APM, November 9-11, 2012, Washington,.D.C. DuongTran, P., Chirapongse, A., Maianu, C., & Morales, N. Public Awareness before Social Development: How Real is Human Trafficking? Second ICRSD Conference, Chiang Mai, Thailand, July 21-25, 2012 DuongTran, P., Lich, L., & Vu, C. (2012). Psychological Sense of Community among Vietnamese adults living in Viet Nam and U.S. Asian Pacific Islander (API) International Social Work Conference, Viet Nam National University, June 6-7, 2012 Impink, R.V. (2013, November 3). The Words We Use: Promotion of Diversity, Inclusion and Social Justice. Paper presented at Global Social Work The World is Here: CSWE Annual Conference, Dallas, TX. Impink, R. V. (2010, May 25). Moving Toward a Global Community: The Role of Social Workers as Cross Cultural Mediators. Paper presented at the International (Multicultural) Families Center, Jeonju, South Korea.

116 87 Impink, R. V. (2010, November 6th). Promoting a Lifelong Journey to Become More Culturally Sensitive. Paper presented at the 2010 Diversity, Research and Teaching Symposium, Indiana State University, Terre Haute, IN. Lugar, R. R., & Sheets, V. (2009) Issues and perspectives of international cooperation in the sphere of social work: A U.S. Perspective. Conference Proceedings Publication. Tambov University, Tambov Russia. Support Groups within the Department Students (10) have submitted applications to begin a chapter of the National Association of Black Social Workers (NABSW) Students (10) have registered for the Midwest Lesbian Bisexual Gay Transgender Ally College Conference Students (7) attended the Diversity Leadership Conference Social Work Student Association (SSWA) Masters of Social Work Student Association (MSWSA) Phi Alpha Honor Society Demographics of Faculty, Staff and Student Body The Department seeks to increase its diversity to match that of its increasingly diverse student body. In fact, the Department of Social Work is the most diverse department in the University. At the previous reaccreditation process the faculty was all White and female since that time the department has employed two senior faculty members: the Chair of the department who is Vietnamese American male and the BSW program director who is African American female. The BSW director is a product of the Diversity Council s Direct Hire program. We have one administrative staff member who is White female. The rest of the faculty is White and female (6). Presently the Department is 11% Asian, 11% Black, 78% White and 89% female. As shown earlier in Table 3.3 the student body is 26% Black, 64% White and 10% Other. Ninety-two percent of the student body identifies as female. Accreditation Standard The program describes how its learning environment models affirmation and respect for diversity and difference. To illustrate the high priority that diversity (the acknowledgement and embrace of differences) has attained one must focus on the work of the University Diversity Council, the CNHHS Diversity Plan and the leadership of the Department of Social Work. The University and the College plans contain objectives, timelines, identification of accountability and most significantly include the collection of data and metrics to assess the effectiveness of their efforts. The Department s Chair has changed visually the environment of the administrative floor. The increase in access, employment and assistantships of students of varying racial, ethnic and gender statuses as well as hiring a senior level African American faculty member are

117 88 unambiguous evidence of the leadership s commitment to diversity. Presently there are openings for 2 faculty members; the leadership s charge to the search committee has been to make extra effort to bring in African and Latino American scholars. Accreditation Standard The program discusses specific plans to improve the learning environment to affirm and support person with diverse identities. Summary and Future Directions This section has been both somber and hopeful. Overall, the discussion has demonstrated the Department of Social Work s determination to provide a supportive diverse learning environment for all its students. The specific plans to create this productive space include the following objectives: Increase retention of Black faculty and students o The institution of policies that clearly outline measures to monitor retention. Decrease the experience of bias/harassment/discrimination on campus of Black and LGBTIQ students o Continue to monitor the experience of bias through evaluation o Promote activities that celebrate diverse identities Increase the diversity of field instructors and placements Continue to infuse the issues surrounding diversity and difference throughout the explicit curriculum Create leadership opportunities for African American and LGBTIQ students Increase respect and celebration of difference in the implicit curriculum Many of the plans to create a learning environment to support people with diverse identities have been discussed. Nearly 10% of the population in Indianapolis is Latino or Hispanic. One thing not previously mentioned is that the Department seeks to recruit Latino/Hispanic students and faculty; it is a part of the University s initiative and one the Department wants to fulfill, additional objectives include: Adding Latino/Hispanic faculty Increase the recruitment and retention of Latino American students.

118 89 STUDENT DEVELOPMENT Accreditation Standard B3.2.1 The program identifies the criteria it uses for admission. Admission as a Two-Step Process: To be accepted in the Social Work Program a student must demonstrate the capacity to develop into a professional social worker. In their application to the BSW major, students must present their knowledge and capabilities on the following criteria: (BSW Major Application, BSW Handbook, Volume III). The values and ethics of the profession, the theoretical frameworks and the exercise of practice skills. A student who desires to major in Social Work and continue in the Social Work Program is expected to have the capacity to continue developing the following qualities and behaviors: 1. Self-Awareness. The student, as an aspiring generalist practitioner, must know her/himself reasonably well. The student must demonstrate the capacity to increasingly develop insight. The knowledge of her/his own personal strengths and weaknesses should allow the individual to focus on working effectively with others. 2. Professional Commitment. The student should be willing to make and maintain a strong commitment to achieving the Program s 10 core competencies and to the ethical standards of the social work profession (i.e., National Association of Social Workers [NASW] Code of Ethics). 3. Professional Conduct. The student s conduct must maintain the standards set forth within the NASW Code of Ethics. The student should work collaboratively and intentionally with others to employ professional knowledge, values, and skills such as the following: a. Integrity. The ability to follow through on commitments. b. Ability to Communicate (Writing, Speaking, Reading, Listening). c. Acceptance and use of supervision/feedback. Constructive use of feedback from instructors (examples: comments on papers, employer feedback). d. Ability to function as a volunteer or employee. Experience as a volunteer/ employee. e. Meeting deadlines/organizational skills. The ability to turn in assignments on time. 4. Empathy. The student must be able to demonstrate the capacity for empathy, which is the ability to comprehend another s subjective reality and feelings; while being able to distinguish one s feelings from that of the client s. Empathy with appropriate boundaries. 5. Acceptance of Diversity. The student demonstrates an appreciation of difference and diversity. She/he shows respect to all persons regardless of age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion/spirituality, sex and sexual orientation.

119 90 6. Academic Success. The student must be able to meet the graduation requirements of the program. A presentation of the overall GPA and the Social Work Program GPA is required along with a discussion of whether it is an accurate description of the student s abilities. Transfer students need to include their GPA from previous colleges/universities attended. Grade Point Requirements a. The student must maintain a minimum overall Grade Point Average (G.P.A.) of 2.0. b. The student must maintain a minimum G.P.A. of 2.2 in the Social Work major. A student who does not meet the above grade point requirements will either be placed on probation or terminated as determined by the Admissions and Retention Committee. 7. The student must earn a minimum grade of C- in each Social Work course or retake the course in which the failure occurred prior to moving forward in the sequence. The student must meet with the Assigned Academic Advisor if a course failure occurs to revise her/his academic plan. A student will not be permitted to continue in the sequence in which the failed grade has occurred. (Social Work professors also act as advisors to our students). 8. The Admissions and Retention Committee will be kept informed of any and all students failing social work courses. The student who fails a course for the first time may be asked to meet with the Admissions and Retention Committee to discuss her/his academic record and need for improvement. 9. Failure in Social Work Courses: A student who has earned a grade less than C- in a social work course on the second attempt to pass the course, thereby demonstrating an inability to grasp the values, theoretical foundations or practice skills essential to becoming a beginninglevel generalist practitioner, will be dismissed from the Social Work major. Similarly, students retaking a course will not ordinarily be allowed to withdraw from the course. The Second Step: Admission into Field 1. In order to be admitted formally to the Practice and Field sequences, a student must: a. Have completed 60 hours of course work with a minimum overall grade point average (G.P.A.) of 2.0 b. Have completed social work courses ( 130, 240, 241, 252, 270, 382, and 384) with a Social Work Course G.P.A. of 2.2 and no Social Work course grade below C-. 2. Have completed all prerequisite cognate courses (SOC 101, PSY 101, BIO 112, BIO 112L, TMGT 195, ECON 100, AHS 340, PSY 368, PSCI 201, PSCI 305) with minimum of a D; 3. Complete the application for Admission to the Practice and Field Sequences and the Field Placement Request forms (see Volume III, Field Manual). A current resume must also be submitted. These documents must be turned into the Field Coordinator prior to the appropriate meeting of the Admissions and Retention Committee, the date of which will be posted in the Social Work Department office.

120 91 The application includes basic biographical data and a self-evaluation of interest, readiness, and suitability for a career in social work. The purpose of the self-evaluation is to reflect the applicant s commitment to the goals and purposes of social work. The student is also asked to fully disclose any condition which may interfere with the student s successful functioning in the field sequence. If it is deemed necessary to obtain further information based upon the student s disclosure, the student will be required to sign a release of information form. Further information will be used to determine the student s readiness to enter and successfully complete the Practice and Field Sequences and to meet the standard for State licensure upon graduation. 4. Submit a current copy of her/his transcript (DARS/ MYSAM). 5. Be successfully reviewed by the Social Work Program Admissions and Retention Committee, which consist of full-time social work faculty. The Field Coordinator (and the Committee, if necessary) will conduct an interview with each applicant. The Committee will hold all information obtained through this process in confidence. Knowingly making a false oral or written statement during the admission and retention processes could result in denial of admission or in termination. 6. Sign a Student Agreement form (see Volume III, Field Manual) indicating the National Association of Social Workers Code of Ethics has been read and will be followed). 7. Attend a mandatory group meeting prior to the beginning of the field semester to discuss common issues concerning field placement expectations (i.e., course requirements, required papers and reports, agency hours, and regulations, confidentiality, the integrative seminar, dress codes, illness, snow days, etc.). 8. Arrange an appointment with the agency Field Instructor/Task Supervisor (after receiving a letter from the Field Coordinator) to discuss learning opportunities and mutual expectations. The student must take her/his resume to the meeting. Suggested readings and pre-placement contacts for orientation/preparation for the field placement are worked out on an individual basis. Failure to meet with the Field Instructor/Task Supervisor by the assigned deadline will jeopardize one s placement for the academic semester. 9. By senior year, the student has successfully completed 480 (Generalist Social Work Practice I and Field Practicum). The student must also be in good standing academically, holding a minimum 2.2 G.P.A. in the Social Work major with no grade lower than C- (in 130, 240, 241, 252, 270, 382, 384, 390, and 480) and an overall G.P.A. of 2.0. In addition, all prerequisites to the social work courses must be passed with a minimum of a D. A meeting must be scheduled by the student with the Field Coordinator to obtain approval for senior year registration. This meeting is to take place prior to meeting with the Assigned Academic Adviser for pre-registration for the fall semester. The student must turn in a Field Placement Request for (see Volume III, Field Manual) indicating her/his interest for the senior year practicum. The Field Coordinator and student will discuss the student s progress in 480 and other courses, as well as the student s interest for senior year practicum.

121 92 Accreditation Standard The program describes the process and procedures for evaluating applications and notifying applicants of the decision and any contingent conditions associated with admission. Evaluation of the Application to the Major: By the end of 241, Human Behavior and the Social Environment, the first semester of sophomore year, the student is expected to complete the Application for Admission into the Social Work Program. All students must have applied to the major by the end of 270, Ethno-Cultural Issues, second semester of sophomore year. Transfer students who are entering the Program at the 382/ 384 sequence (first semester of junior year) need to refer to the admission policy on Transfer Students (Volume III, BSW Handbook, pp ). A transfer applicant, who is in good standing at her/his last accredited institution, is eligible to apply for admission if having earned a cumulative grade point average of at least 2.0 in college level studies. To be admitted into the Program, the applicant must follow the admission protocol as described in the Admissions, Termination, and Appeals policy, First Level/Admission into the Program found in the BSW Handbook. An applicant whose academic record does not satisfy these requirements may petition the Admissions and Retention Committee for special consideration. The Admissions and Retention Committee (departmental faculty) evaluate the completed applications and the academic performance histories of the students. Faculty members also share their knowledge of the students, usually gleaned from classroom interactions. A student may be asked to appear before the Committee to discuss her/his readiness for admission. Through this process the Committee determines who is prepared to enter the social work major. The student will receive a letter from the Admission and Retention Committee pertaining to her/his acceptance to the major. The letter reflects the decision of the Committee, which assert the student s status as one of the following: 1. Admitted to the Program 2. Admitted with Recommendations 3. Admitted on Probationary Status a. Students who are admitted on probationary status must meet with the Departmental Admissions and Retention Committee to determine if the conditions have been met. Once conditions have been met, the Committee will send an Admission to the Program letter to the student. 4. Not Admitted a. Students who are not admitted to the Program may re-apply after meeting with the Admissions and Retention Committee and demonstrating effective progress on areas of concern(s).

122 93 Student grades and progress are monitored each semester. Student s with academic or personal issues that impinge on the student s progress in the social work major are reviewed and discussed by the Admissions and Retention Committee. If deemed serious enough, a student will be asked to meet with the Admission and Retention Committee for a review of her/his performance and situation. Second Level: Evaluation of Applications to the Field This application is due first semester of junior year, the semester before the student is scheduled to enroll in the field practicum course ( 480). The evaluation process is similar to that of the assessment of candidates to the major: The student must: 1. Attend a field practicum orientation meeting; 2. Complete the Application for Admission into the Practice and Field Sequences; and 3. Complete the Field Placement Request forms. The Admissions and Retention Committee must: 1. Review the completed applications and the academic performance histories of the students. Faculty also shares their knowledge of the students. A student may be asked to appear before the Committee to discuss her/his readiness for a field practicum. Through this process the Committee determines who is prepared to enter the Practice and Field Sequences. 2. A letter will be given to the student during the fall semester when meeting individually with the Field Coordinator pertaining to her/his admission to the practice and field sequence. This letter, if the student is admitted to the sequence, will include the name and address of the student s field practicum site and Field Instructor. Accreditation Standard The program describes its policies and procedures concerning the transfer of credits. Transfer credit may be assigned as course equivalency or as elective credit. The academic dean of the college determines the transferability and applicability of transfer credit hours. The following University guidelines govern transfer of courses: 1. Only transfer credit hours earned in college-level courses (typically numbered 100 or higher) from a regionally accredited college or university will be assigned credit. 2. Only transfer courses in which a grade of C or higher was earned will be assigned credit; courses with a grade of C- or below will not be assigned credit 3. A maximum of 94 hours of transfer credit may be assigned toward a bachelor s degree; a maximum of 47 hours of transfer credit may be assigned toward an associate s degree. Transfer credit hours are assigned only for college-level courses.

123 94 Accreditation Standard 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. The Department of Social Work will not grant credit for life or previous work experience, in whole or part, in lieu of the field practicum or of courses in the professional foundation areas (BSW Student Handbook, p. 26). The handbook is located on the Bachelor of Social Work Program website: Accreditation Standard The program describes its academic and professional advising policies and procedures. Professional advising is provided by social work program faculty, staff, or both. The University has advisement opportunities scheduled prior to admission through events such as "Sycamore Preview Days" and "Student-to-Student" visits to campus. Pre-advisement is provided by one of the Department s Academic Advisers with students from community colleges either on site at the home location or at Indiana State University for those students considering transferring. Pre-admission advisement also is provided whenever students contact the Department of Social Work to obtain information regarding the social work major and attending the University; this includes those students considering attending the University for the first time as well as current University students who are undecided as to their major. In the first year at Indiana State University, freshmen are advised by the University College and may start their college career as pre-social work majors. After freshmen year (or the completion of 30 credit hours) students are assigned advisors who faculty members of the Department of Social Work. The Department of Social Work is committed to providing quality advising. Academic advising is an integral part of the educational process. The primary purpose of academic advising is to assist students in the development of meaningful educational plans compatible with the attainment of their life goals. Students are helped to evaluate their suitability for the profession and to set realistic expectations in terms of pursuing a career in social work. Academic advising is viewed as a continuous and developmental process of clarification and re-evaluation. During the initial meeting the Assigned Academic Adviser develops an academic plan with the student, which outlines all courses that will be needed to complete a major in social work

124 95 Effective advising is characterized by a good working relationship between the advisor and the student, which adapts to the experiences and changing needs of the student. Quality advising also requires understanding, affirming, and respecting individual differences. The Assigned Academic Adviser (a full-time social work faculty member) is expected to demonstrate the knowledge, experience, and communication skills to work with students in a genuine, accurate, and confidential manner. The student is expected to understand University and program requirements and accept the responsibility for fulfilling them. Together the Assigned Academic Adviser and the student are expected to maintain a professional and mutually respectful relationship as they review the student s progress toward the attainment of educational objectives. The ultimate responsibility for decision making about life goals and educational plans rests with the individual students. The Assigned Academic Adviser assists by helping to identify and assess alternatives and the consequences of decisions. Responsibilities of the Social Work Assigned Academic Adviser: Inherent in the advisement process is the need to help the student understand the nature of the university, the college, the department and a social work education. Given the above, the Assigned Academic Adviser must have a thorough understanding of: 1. The Foundational Studies Program 2. Institutional requirements 3. Major requirements and course sequencing 4. University and College policies and procedures 5. Be available to students by maintaining adequate office hours and appointment times that are reasonable to accommodate students needs. 6. Be sensitive to the unique needs of individual students. 7. Discuss linkages between academic preparation, the world-of-work, and life goals. 8. Provide the student with information about alternatives, limitations, and possible consequences of academic decisions. 9. Monitor student advisees progress toward educational/career goals through the maintenance of accurate student records. 10. Refer students to appropriate resources for needed assistance and serve as ombudsperson (advocate) for advisees. 11. Participate in professional development activities related to academic advisement. 12. Exhibit the professional rapport necessary to maintain congenial relationships with advisees and for maintaining a positive, constructive attitude toward advising in general. The student also has responsibilities in this effort. The student must accept the idea of a university education. To have a successful educational experience requires developing a commitment to the advisement process that entails being knowledgeable about the academic policies, procedures, and requirements (including graduation requirements) of: 1. The University 2. The College 3. Student s program major(s) 4. Student s program minor(s) 5. The Foundational Studies Program 6. Planning the academic program plan with the Assigned Academic Adviser to meet degree requirements. 7. Maintaining personal copies of the academic program plan, current DARS/ MYSAM report, general education evaluations, transfer credit evaluations, and any other important University documents.

125 96 8. Knowing the name and office location of the Assigned Academic Adviser, and actively participating in the advising and scheduling process by meeting with the Coordinator a minimum of once a semester. 9. Taking advantage of the information and advice provided by faculty mentors, Assigned Academic Adviser and/or the Academic Admission and Retention Committee. 10. Seeking and reviewing relevant information for decision-making. 11. Developing social, academic, and career goals, and examining how these goals will affect the student s life. 12. Understanding that the student must accept final responsibility for decisions regarding personal goals and educational goals, and satisfying graduation requirements. The departmental faculty members have an open door policy for mentoring and advisement. All faculty members have regularly scheduled office hours and are flexible to meet with students at other times. Students are encouraged to "drop by" on a regular basis. Accreditation Standard The program spells out how it informs students of its criteria for evaluating their academic and professional performance, including policies and procedures for grievance. The BSW Handbook ( ) which is located online (and in Volume III) describes the program s mission and alignment with the 10 core competencies (p. 4). The Handbook identifies the coursework and credits needed to complete the program, and the minimum grade point average needed to graduate (p. 5). It also details the Department s attendance policy (Volume III, BSW Handbook, p. 34). A grade and attendance policy is included in every syllabus. What is expected of successful students is clearly communicated from the pre-social work advisor, and throughout their relationship with the Assigned Academic Adviser. Accurate advising is an interactive process in which both the student and the advisor share the responsibility. The Assigned Academic Adviser serves as a facilitator of communication, as a source of accurate information, as a coordinator of academic planning, as an assistant in helping the student to solve academic problems, and as an agent of referral to other professionals and campus resources. As mentioned earlier, all social work majors are required to meet with the Assigned Academic Adviser each semester prior to registering for courses for the following semester. An evaluation of the student's progress and /or problems are noted by the Academic Adviser. Students are strongly encouraged to meet with the Assigned Academic Adviser throughout the semester if difficulties or questions arise. Student Grievance Procedures When a Student has a grievance or believes that his/her rights are being impinged upon, the courses of action outlined below are required. Student grievances could arise from, but are not limited to, faculty-to-student interactions in class, academic advisement, conferences, student club/association events, office hours, field trips, and/ or community engagement/service learning

126 97 projects. It is the student s responsibility to keep documentation of any meetings related to the grievance procedure. The Student may choose to have an advocate, such as another student or Faculty/Staff adviser, accompany him or her at any step in the process. Note: During breaks, the stated timelines may not apply. 1. For grievances based on possible discrimination based on sex, sexual orientation, race, religion, age, disability, or national origin, the student is advised to contact the University Affirmative Action Office ( 2. For grievances involving Faculty/Staff members outside the CNHHS, the Student must contact the appropriate Department Chair and follow their grievance policy. 3. For grievances involving requirements in the graduate student catalog, the student should contact the College of Graduate and Professional Studies ( ) 4. For grievances based on Grade Appeal Issues, the student should follow the Grade Appeal Process as outlined in the University Handbook ( or the Undergraduate Course Catalog ( 5. Process for Grievance (*Confidentiality at all steps is expected.) Accreditation Standard 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. Termination of a Student s Enrollment Students may be terminated from the Department of Social Work Program if, in the professional judgment of the Social Work Admission and Retention Committee, violations of professional and/or ethical codes have occurred. These violations may include but are not limited to: 1. Failure to meet or maintain academic grade point requirements as established by the University and the Social Work Program. 2. Behaviors judged to be in violation of the National Association of Social Workers Code of Ethics. 3. Academic cheating on exams, plagiarism, falsification, forgery, and obstruction, etc. (refer to the University Student Judicial Program web site for the Code of Student Conduct, 4. Knowingly falsifying time records and/or supervisor signature (in the practicum courses: 130, 480, 498, and 499). 5. Unresolved personal issues/problems, drug/alcohol misuse/dependence, psychosocial distress, mental health difficulties or disabilities that, in the professional judgment of the Social Work Admission and Retention Committee, are impairing the student s

127 98 performance either in class or in the field, and are jeopardizing the student s education and/or the welfare of the student s clients. 6. Evidence of chemical dependency documented as occurring during the course of study and refusal to receive treatment. 7. Inappropriate behavior and/or an inability to develop the appropriate interpersonal skills necessary for effective social work generalist practice. 8. Documented evidence of ongoing criminal activity occurring during the course of study. 9. The Social Work Program Admissions and Retention Committee may require outside evaluations and/or opinions of professionals when deemed necessary. Probation and Termination Process The following are steps in the probation and termination process: 1. A report of concern is brought to the attention of a faculty member 2. The faculty member then brings the report to a faculty meeting. A decision is made whether the Admission and Retention Committee meeting will be held. 3. If the faculty decide an Admission and Retention Committee meeting is necessary, the student is sent a written notice within 2 working days of the need to meet with the Committee. Included in the notice is the meeting day and time set by the Admissions and Retention Committee that will occur within 7 working days of the notice of concern. 4. The student must contact the Department s Administrative Assistant of the need to reschedule the meeting with the Admission and Retention Committee, still within 7 working days, if the student is unable to attend the previously identified meeting day/time. 5. The student and Admissions and Retention Committee members meet to discuss the concern. 6. If the concern is not substantiated no further action is taken 7. If the concern is substantiated, possible decisions of the Committee would include: 8. The student may be placed on probation a. A contract will be written detailing expectations for all parties involved. The contract will specify steps to be taken toward resolution and will establish a time limit for the accomplishment of this plan. b. A date will be identified for the student to return to the Admission and Retention Committee. Outcomes include: i. Issue resolved and student returned to regular status within the Program ii. Student may be delayed from continuing with the Program until the issue is resolved iii. The student may be removed from the Program iv. The student will be referred to the University Student Judicial Program Withdrawal from Field Placement If a student seeks to withdraw from the field placement, it will be necessary for the student to request permission from the Field Coordinator. Students will not be readmitted to the field in a future semester without prior approval of the Field Coordinator. Any student who chooses to discontinue field work twice is ordinarily ineligible for continuation in the program.

128 99 Accreditation Standard The program describes its policies and procedures specifying students rights and responsibilities to participate in formulating and modifying policies affecting academic and student affairs. The University system enables students, faculty, administrators, and support staff to ensure that the academic community is a positive learning and living environment. It is designed to create and maintain an environment which is educationally purposeful, open, just, disciplined, and caring. The system to which the Department adheres enables students to participate in formulating and modifying policies affecting academic and student affairs. The Department fully supports and adheres to the University Code of Student Conduct. The Code is provided to all university students at the time of admission and is also available on the university website ( Volume III for the complete document. The Department fully supports and abides by the Constitution of the Student Government Association of Indiana State University which articulates student rights. The Student Government Association s Constitution is provided to all University students at the time of admission and is also available to all students on the University Website ( Students are encouraged to actively participate in policy formulation and evaluation of the Program. The following opportunities are available for the student participation: 1. Students will have a representative on the Department of Social Work s Advisory Committee from the Student Social Work Association (the President). 2. The Student Social Work Association may request to be placed on the agenda during the regularly scheduled faculty meetings and considerations will be given by faculty to the calling of a special faculty meeting if deemed necessary. 3. Faculty will attempt to be responsive to invitations to attend Student Association meetings when students have pressing issues to discuss. Note: The faculty sponsor of the Student Social Work Association frequently attends meetings. 4. Student representatives will be asked to circulate information to the student body and bring forth comments on all proposed policy changes. Accreditation Standard The program demonstrates how it provides opportunities and encourages students to organize in their interests. Each student has the opportunity to join and actively participate in a variety of organizations.

129 100 Student Social Work Association (SSWA) The Student Social Work Association provides a mechanism for social interaction and mutual support with other social work students. The SSWA operates under established by-laws. SSWA is also the means through which students can formally participate in the Department of Social Work's policy making. It serves as a vehicle for organizing students to take group action in issues of concern to them. SSWA provides an opportunity to develop group projects and fundraising activities. These activities have included food drives, candy sales, and bake sales. To join SSWA, the student simply completes a membership form and arranges payment of the annual dues of $5.00. SSWA holds regular meetings and activities throughout the academic school year. During orientation of new students, students are informed about the SSWA and urged to join. A full-time social work faculty member (Dr. VanCleave) is assigned to be a sponsor to this organization. The Association is autonomous in terms of decision-making regarding purpose, functions, field trips, arranging opportunities for volunteering in local social service agencies, attending conference/workshops and activities. The Association determines what fund-raisers they will sponsor. Furthermore, the Association has its own budget, the use of which is determined by the membership. In the past the Association has used funds for social endeavors, and has also donated funds to local and international social service agencies. Department of Social Work Advisory Committee The Advisory Committee is made up of community professionals, leaders of social service organizations/agencies, and the President of the Student Social Work Association. The purpose of the committee is to provide the Department regular feedback. Committee members are involved in the reaffirmation process, program review, student exit interviews, and planning of departmental workshops/conferences. This Committee also selects students to be awarded social work scholarships. Phi Alpha Honor Society The Department has an active chapter of the Phi Alpha Honor Society. Phi Alpha fosters high standards of education for social workers; inviting into membership those who have attained excellence in scholarship and achievement in social work. To become a member, a student needs to meet the following criteria: 1. Declared social work as a major 2. Achieved sophomore status 3. Completed 9 semester hours of required social work courses 4. Achieved an overall grade point average of 3.0 on a 4.0 scale 5. Achieved a 3.25 grade point average in required social work courses. The Department provides a faculty advisor for the organization (Professor Cooper-Bolinskey). Cost: $20.00 one-time fee to the National Office and $5.00 annual membership due to the ISU Chapter (Mu Tau). The local chapter has established Chapter Constitution and By-Laws, has elected officers, and holds regular meetings and activities throughout the year. Central Indiana Association of Black Social Workers The Central Indiana Association of Black Social Workers, Inc. is committed to enhancing the quality of life and empowering people of African ancestry through advocacy, human services delivery, and research. The Department provides a faculty advisor (Dr. Adams) for the organization. Membership fees: $ Social-Workers-Central-Indiana-Chapter-Inc/ ?ref=br_tf

130 101 College of Nursing, Health and Human Services The College has opportunities for student participation, including membership on College committees. Please refer to the University web site for further information Indiana State University Abundant opportunities exist for students at Indiana State University. Please refer to the Student Government web site for information on how to become involved in student government See and the Indiana State University web site for student activities Indiana State University Alumni Association National Association of Social Workers Each student is encouraged to become a member of the National Association of Social Workers. Refer to North American Association of Christians in Social Work Conferences/Workshops The Department of Social Work sponsors several conferences during the school year. These conferences provide an excellent opportunity for students to interact and network with professionals in the community and to learn about current issues outside academia. Students are also encouraged to attend the National Association of Social Workers (NASW) Indiana Chapter Professional Development Conference held annually. Field students must obtain approval from their Field Instructor, Task Supervisor, and the Field Coordinator to attend a conference held on the same day they are expected to be working in their practicum.

131 102 FACULTY Accreditation Standard The program identifies each full and part-time social work faculty member and discusses her/his qualifications, competence, expertise in social work education and practice, and years of service to the program. Faculty who teach social work practice courses have a master s degree in social work from a CSWE-accredited program and at least two years of social work practice experience. The program has experienced rapid change: The move from the College of Arts and Sciences to the College of Nursing, Health, and Human Services in 2009, the creation of a MSW program in 2012, and the doubling of the BSW student body. The senior professors (Robyn Lugar and Rhonda Impink) continue to be active faculty members and have provided balance and stability. The program benefits from these professors that have been at ISU since the early 1990s, their history and direction has made the present program possible. Though several faculty members are relatively new to the program they each have years of experience as practitioners and as social work professors at other universities. All faculty members are full-time employees; the Department does not have part time employees. All faculty members have MSW degrees from CSWE-accredited programs. Out of nine faculty members only one does not have the required post-msw practice experience to teach direct practice courses (please refer p.182 for the Faculty Summary Data Form). Professors Ketner, Lugar, VanCleave and Napier have respectively 8, 9, 20 and 3 years of post-msw practice experience and are assigned to teach practice courses. Additionally, five out of nine faculty members have doctorates in social work (Please refer to Table for further reference on faculty characteristics).

132 103 Table Faculty Characteristics Name Degrees/ Certificates Academic Position Paul DuongTran MSW/PhD Chair & Professor Robyn Lugar LCSW/ ACSW Associate Professor Rhonda MSW/PhD/ Associate Impink CDP* Professor Portia LCSW/PhD BSW Director Adams & Associate Professor Diane LCSW/PhD/ Assistant VanCleave LMFT/ ACSW Professor Angie CSW/MSSW/ Assistant Napier PhD Professor Dianna Cooper- Bolinskey Melissa Ketner Amy Murray- Nugen LCSW/LCAC ACSW MSW/LCSW LCSW/ PhD (resigned 8/2014) Field Coordinator & Assistant Professor Multi-Year Instructor Assistant Professor Practice (post MSW) Courses Taught Years at ISU BSW Workload % Coverage of Core Competencies 1 25% 2.1.1, 2.1.4, 2.1.5, All % 2.1.1, 2.1.3, Diversity, Policy, % 2.1.4, 2.1.5, Macro-Practice 2.1.8, Advanced ½ 39% 2.1.4, 2.1.5, Practice, Research, 20 Family & Child 1½ 39% 2.1.8, Welfare 3 HBSE, Research 1½ 25% 2.1.7, 2.1.6, a-d 12 BSW Field Coordination 8 Generalist Practice 14 Social Work & Health 2½ 25% 2.1.1, a-d ½ 100% 2.1.2, a-d 1 25% 2.1.7, 2.1.6, a-d CDP* Certified Diversity Professional.

133 104 Accreditation Standard The program discusses how faculty size is commensurate with the number and type of curricular offerings in class and field; class size; number of students; and the faculty s teaching, scholarly, and service responsibilities. To carry out the ongoing functions of the program, the full-time equivalent faculty-to-student ratio is usually 1:25 baccalaureate programs The faculty provides adequate coverage of the curriculum and the core competencies. The Department has nine FTE lines. The administrative staff: The Chair, MSW Program Director, BSW Program Director, Field Coordinator and Administrative Assistant are all on 12-month contracts and the faculty members are on 10-month contracts. As depicted in Table 3.3.1, the faculty contribute a specified work load percentage to the BSW program and where there is a balance, it is devoted to the MSW program (please refer to the Faculty Summary Report, p. 182). According to the Department s Tenure and Promotion Policy, faculty are expected to spend 70% teaching, 20% on research and 10% on service projects. Typically a semester contains 16 courses: Two sections of Introduction to Fields of Social Welfare ( 130), Family and Child Welfare ( 240), Ethnocultural Issues ( 270), Field Practice Seminar ( 499), Generalist Practice I ( 480) and Professional Seminar ( 494); with single courses of HBSE ( 241), Social Policy ( 390), International Social Work ( 450) and Special Topics ( 300: Title IVE Child Welfare). The largest courses are those open to non-majors: Fields of Social Welfare ( 130), Family and Child Welfare ( 240), and Ethnocultural Issues ( 270) which can have students. Counting BSW majors, the ratio of faculty to students is 1: The Department s efforts to decrease that ratio has been supported through the contributions of the Indiana Department of Child Services and the University. We have received a Child Welfare Title IV-E contract (2005-present) which assists with the provision of faculty services. In recognition of our growth the University has allotted two more faculty positions, MSW Program Director at the Associate rank and an Assistant Professor; candidates have been interviewed and are in the process of being hired. This will allow the BSW Program Director to teach BSW courses.

134 105 Accreditation Standard The baccalaureate social work program identifies no fewer than two full-time faculty assigned to the program, with fulltime appointment in social work, and whose principal assignment is to the baccalaureate program. The majority and no fewer than two of the full-time faculty has either a master s degree in social work from a CSWE-accredited program, with a doctoral degree preferred, or a baccalaureate degree in social work from a CSWE-accredited program and a doctoral degree preferably in social work. Three full-time faculty members are assigned to the program, with full-time appointment in social work and whose principal assignment is to the baccalaureate program. These faculty members all have master s degrees in social work from CSWE accredited programs (Indiana University (2) and University of Texas - Arlington (1)). Professors Lugar, Ketner and Impink respectively have 9, 8, and 5 years post master s practice experience (please refer to the Faculty Summary Data Form, p. 182). Accreditation Standard The program describes its faculty workload policy and discusses how the policy supports the achievement of institutional priorities and the program s mission and goals. Indiana State University is a teaching institution. High value is placed on teaching and the instructor student relationship. The mission of the Department of Social Work includes the development of competent and skilled social work professionals. This is done by various methods in the classroom, online and in the field. Also all our professors are academic advisors. The University s policy on work load: The normal teaching load is 12 semester credit hours of course work per semester or 24 semester credit hours per academic year (or equivalent). In emergency situations, an extra class (overload) may be assigned the faculty member and will be compensated at an established rate per semester credit hour. A faculty member will not receive overload pay if an assignment does not exceed 13 semester credit hours. A faculty member teaching 13 semester credit

135 106 hours one semester may be assigned 11 semester credit hours the following semester (Indiana State University Handbook, 2006, p. III). In general for faculty the work load is divided in the following manner: 70% for teaching, 20% for research and 10% for service. Faculty members with administrative duties have specific allotted times for organizational work. Instructors are expected to spend 100% of their time teaching (please refer to Table 3.3.4). Table Social Work Faculty Work Load Faculty Administrative Teaching Research Service Full Professor/ Department Chair 50% 20% 20% 10% Associate Professor/ MSW Program 50% 20% 20% 10% Director Associate Professor/ BSW Program Director 25% 45% 20% 10% Assistant Professor/ Field Coordinator 75% (25% BSW; 10% 10% 5% 50% MSW) Assistant Professors 70% 20% 10% Multi-Year Instructor 100% Instructor 100% Accreditation Standard Faculty demonstrate ongoing professional development as teachers, scholars, and practitioners through dissemination of research and scholarship, exchanges with external constituencies such as practitioners and agencies, and through other professionally relevant creative activities that support the achievement of institutional priorities and the program s mission and goals. The University and the Department takes seriously the importance of faculty professional development, and this is demonstrated by the Faculty Center for Teaching Excellence and the New Faculty Orientation. The Faculty Center for Teaching Excellence sponsors coaching in teaching and funding for the development of hybrid courses. The New Faculty Orientation is a required semester course where faculty are thoroughly informed of the resources for mentoring, curriculum development, research supports and professional development made available by the University. After completing the course faculty members are given $3,000 to use for training, conferences, or software.

136 107 The social work faculty has been very active in sponsoring continuing education programs for the region. Faculty members regularly attend state and national conferences presenting on various topics. Some of the presentations given are mentioned in the implicit section on diversity and research (pp ). The University also has a Data Warehouse that it provides to faculty for research projects. The data cover the following topics: Compensation studies Racial and ethnic campus climate studies Development of the first one year and senior student surveys Production of academic and administrative profiles Revision of the freshman survey Survey of the faculty The Center for Community Engagement, Career Center, and Faculty Center for Teaching Excellence offers the Teaching, Scholarship, and Community: A Faculty Development Series. This series guides faculty in promoting and assimilating important aspects of career and community. In 2012 the University hosted the Diversity Symposium and gave out grants for creative research projects. There are many opportunities for personal and professional development for faculty at Indiana State. Accreditation Standard The program describes how its faculty models the behavior and values of the profession in the program s educational environment. The faculty set themselves as examples of the profession in various ways. Faculty liaisons of student groups model community organizing and empowerment skills. Faculty advocacy for oppressed communities through class discussions and impromptu presentations demonstrate commitment to social justice. Mentoring students as research assistants, welcoming students to Committee meetings, the monthly coffee klatches students have with the Chair show students that they are valued and needed in this program. We have faculty that are embedded in Terre Haute and if there is a community need will assist students in collecting donations. We have faculty who will present timely discussions on current topics such as the situation in Ferguson, Missouri. Faculty also model professionalism when they take students to state and national social work conferences and co-present with students. This is not an exhaustive listing because this faculty engages students in various activities to encourage the development of quality social work professionals.

137 108 Administrative Structure Accreditation Standard The program describes its administrative structure and shows how it provides the necessary autonomy to achieve the program s mission and goals. The President, who serves as the Chief Executive Officer, reports to the Board of Trustees, and there are four Vice-Presidents who report directly to the President. ISU has six academic divisions, including CNHHS, and each division is headed by a Dean who reports to the Provost/ Vice President for Academic Affairs. The organizational chart for the University can be accessed online at: Department of Social Work is situated among six other departments of health related fields that all come under University and the College of Nursing, Health, and Human Services have policies and practices that allow the BSW Program the autonomy that is necessary to achieve high quality professional social work education. The Faculty Handbook is a Board-approved policy document that specifies the authority of the Chairperson and the faculty in establishing departmental policies for programmatic and curricular decisions. In the College, two Associate Deans (Academic Affairs and Student Advising and Community Relations) provides academic and curricular oversight over workload planning, general academic policies, and student advising, which must

138 109 Figure College of Nursing, Health and Human Service Organizational Chart Accreditation Standard The program describes how the social work faculty has responsibility for defining program curriculum consistent with the Educational Policy and Accreditation Standards and the institution s policies. the College of Nursing, Health and Human Services (please refer to Figure 3.4.1). Indiana State conform to the Faculty Handbook. They report to the College Dean. The Chair of the Social Work Department is responsible for the administrative and leadership structure, developing curriculum, and formulating and implementing policies that support the education of competent social workers. In comparison to the six other departments social work has experienced the most growth in students and (potentially) faculty. Social work also has the most diverse faculty and that is due to the Chair s leadership. The Chair possesses significant autonomy thus the Department is able to fulfill its mission.