BSW Student Handbook

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

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

Please contact BSW Directors with questions:

Bloomington

Michael Ross, MSW, LCSW, PhD (ABD) Candidate
Bachelor of Social Work Program Director
Clinical Faculty
micharos@iu.edu

Fort Wayne

Aisha-Amina Smiley, DSW, LSW
BSW Program Director, IU Fort Wayne / Clinical Assistant Professor
(260) 257-6782
aismiley@iu.edu

Gary

Marshelia Harris
BSW Program Director, IUN / Assistant Professor
(219) 981-5630
mdharris@iu.edu

Indianapolis

Katherine McCarthy, Ph.D., MSW, LCSW
Senior BSW Program Director & IU Indianapolis BSW Program Director / Associate Professor
Contact
(317) 274-8393
mccartka@iu.edu

South Bend

Elena Mrozinske, Ph.D., MSW, LCSW, LCAC
BSW Program Director, IUSB / Clinical Assistant Professor
Contact
(574) 520-4635
emrozins@iu.edu

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

Social Work: A Profession of Leaders

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

Fields of Practice

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

Code of Ethics in Social Work

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

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

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

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

Indiana Licensure

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

The Bachelor of Social Work program at the Indiana University School of Social Work educates students to support individuals and communities to address challenges across systems through engagement in critical thinking and reflection using evidence-based practice in alignment with the NASW Code of Ethics. Students partner with public, private, and nonprofit sectors, while giving attention to education, scholarship, and civic engagement. Our students gain the knowledge and skills to make a significant impact in diverse settings locally and globally.

BSW Program Vision and Mission

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

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

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

Definition of Generalist Practice

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

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

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

Educational Goals

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

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

Educational Outcomes

The BSW Program aligns with the Council on Social Work Education’s (CSWE) competencies outlined in the Educational Policy and Accreditation Standards (EPAS) document (CSWE, 2022).  At graduation, students are expected to demonstrate the following abilities:

Overall Degree Requirements

BSW Program Locations: The Bachelor of Social Work (BSW) program is available at five Indiana University (IU) campuses: Bloomington, Fort Wayne, Gary, Indianapolis, and South Bend.

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

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

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

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

Credit for Life Experience

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

General Education Requirement

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

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

Program Support Courses

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

Social Work Required Courses (15 courses)

To ensure timely completion of the Bachelor of Social Work (BSW) program, it is essential you consult with your academic advisor for personalized educational planning. They can guide you through the requirements and help you stay on track.

• S102 Understanding Diversity in a Pluralistic Society (3 credits)
• S141 Introduction to Social Work (3 cr.)
• S221 Human Growth and Development in the Social Environment (3 cr.)
• S251 History and Analysis of Social Welfare Policy (3 cr.)
• S322 Small Group Theory and Practice (3 cr.)
• S331 Generalist Social Work Practice I: Theory and Skills (3 cr.)
• S332 Generalist Social Work Practice II: Theory and Skills (3 cr.)
• S352 Social Welfare Policy and Practice (3 cr.)
• S371 Social Work Research (3 cr.)
• S423 Organizational Theory and Practice (3 cr.)
• S433 Community Behavior and Practice with a Generalist Perspective (3 cr.)
• S442 Integrated Practice/Policy Seminar (3 cr.)
• S472 Social Work Practice Evaluation (3 cr.)
• S481 Social Work Practicum I (6 cr.) (with seminar)
• S482 Social Work Practicum II (7 cr.) (with seminar)

Social Work Course Sequencing

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

Required Social Work Course Descriptions

In the following course listings:

• P: Prerequisite
• C: Co-requisite
• Credit hours are indicated in parentheses after the course title.

Online Format: Not all BSW courses are offered online; availability varies by campus.

• S102 Understanding Diversity in a Pluralistic Society (3 cr.)

• S141 Introduction to Social Work (3 cr.)

• S221 Human Growth and Development in the Social Environment (3 cr.)
• S251 History and Analysis of Social Welfare Policy (3 cr.)
• S322 Small Group Theory and Practice (3 cr.)

• S331 Generalist Social Work Practice I: Theory and Skills (3 cr.)

• S332 Generalist Social Work Practice II: Theory/Skills (3 cr.)

• S352 Social Welfare Policy and Practice

• S371 Social Work Research (3 cr.)

• S423 Organizational Theory and Practice (3 cr.)

• S433 Community Behavior and Practice within a Generalist Perspective (3 cr.)

• S442 Integrated Practice/Policy Seminar (3 cr.)

• S472 Social Work Practice Evaluation (3 cr.)

• S481 Social Work Practicum I (6 cr.)

• S482 Social Work Practicum II (7 cr.)

Elective Course Opportunities

The social work program provides elective courses in relevant areas. Elective offerings depend on program resources and student demand, and not all electives are available on every campus.

Some examples of electives are listed below.

• S201 Introduction to Case Management

• S202 Introduction to Alcohol and Drug Abuse Counseling

• S204 Writing in Professional Social Work

• S280 Introduction to Field Experience (1 - 3 credit hours)

  P: consent of the instructor

• S300 Developmental Issues for Gay, Lesbian and Bisexual People (3 cr.)

• S302 Law, Inequality and Poverty (3 cr.)

• S305 Introduction to Child Protection (3 cr.)

• S306 Crisis Intervention (3 cr.)

• S307 Grief and Loss Across the Life Span (3 cr.)

• S311 Aspects of Alcohol and Drug use: The individual (3 cr.)

• S312 Substance Abuse and Social Services (3 cr.)

• S313 Poverty in the United States (3 cr.)

• S324 Social Systems Aspects of Alcohol and Drug Abuse

  P or C: S202 Introduction to Alcohol and Drug Abuse Counseling

• S350 Selected Topics in Social Work

• S302 Law, Inequality and Poverty (3 cr.)

• S305 Introduction to Child Protection (3 cr.)

• S306 Crisis Intervention (3cr.)

• S307 Grief and Loss Across the Life Span (3 cr.)

• S372 Statistical Reasoning in Social Work (3 cr.)

• S403 Alcohol/ Drug Treatment Seminar

  P: S202 Introduction to Alcohol and Drug Abuse Counseling Social Work

  S311 Aspects of Alcohol and Drug use: The individual

  S324 Social Systems Aspects of Alcohol and Drug abuse

  S331 Generalist Social Work Practice I: Theory and Skills or S314 Basic Counseling Skills

  P or C: S332 Generalist Social Work Practice II: Theory and Skills (if did not take 314)

• S460 Scholarly Writing Seminar (4 cr.)

• S490 Independent Study (1 - 3 credit hours)

Pass-Fail Courses

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

Practicum Courses

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

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

1. S481 Social Work Practicum I (Fall Semester):
   • Students enroll in this six-credit-hour course during their final year.
   • Minimum of 200 hours of supervised practice in a community agency (approximately 15 hours per week).
   • Participate in seminar classes taught by faculty liaisons.
   • Seminar assignments focus on practicum education experience and may include journaling, process recordings, and initial development of case presentation.
   • Faculty liaisons and agency field instructors provide support and guidance throughout the practicum experience.
2. S482 Social Work Practicum II (Spring Semester):
   • Students continue at the same agency as S481.
   • Enroll in this seven-credit-hour course.
   • Complete a minimum of 200 hours of supervised practice in a community agency.
   • Participate in seminar classes that integrate theoretical material from social work practice and theory courses.
   • Address real-world practice issues experienced in the practicum agency.
   • Demonstrate effective social work practice in the case presentation.

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

Responsibilities of the School of Social Work for Successful Practicum Placements

Please review the practicum manual for more information.

Professional Liability Insurance

Review practicum manual for more information.

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

Admission to the School of Social Work

Students who meet the criteria for admission to Indiana University and declare social work as their major will be directly admitted to the School of Social Work.  This admission allows students to enroll in 100 and 200 level social work classes.  For enrollment in 300 and 400 level social work courses, students must be certified into the Social Work Program.  No formal application required for the certification process.

Certification to the Social Work Program includes the following minimum requirements:

• Admission to the university.

• Satisfactory completion (grade of C or higher) of the required course SWK S141 Introduction to Social Work.
• A minimum cumulative grade point average (GPA) of 2.0 on a 4.0 scale.

The most up-to-date admission information may be found online at socialwork.iu.edu.

Student Academic Advising

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

Role of the Advisor

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

Educational Requirements

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

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

Grade Appeal Policy

Petition for Change of Grade

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

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

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

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

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

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

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

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

Student Review Process

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

Grounds for SSM or SPR:

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

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

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

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

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

Student Performance Review (SPR)

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

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

The contract agreed upon in the SPR will be sent to the student via IU email. Additionally, AdRx documentation will be maintained. If the student fails to fulfill the contract or if serious impropriety or academic performance issues arise during the contract period, discontinuation from the BSW program may be considered. This determination can occur at any point during enrollment, including the final semester. All relevant parties will have access to appropriate documentation in alignment with the IUSSW process.

Automatic Dismissal and Probation/ Review*

Students who earned less than a “C” in a required Social Work course or dropped below a cumulative GPA of 2.5 will be placed by the program director (or designee) on academic notice or dismissed from the program.  If not dismissed, students on academic notice are required to meet with the director (or designee) upon request and sign a contract that addresses a plan for their success. They remain on academic notice as long as their subsequent semester gpas are above 2.5 until they reach a cumulative gpa over 2.5 and are required to meet with the director or designee each semester to check on progress. While on academic notice If they have two subsequent semester gpas below a 2.5, they will be dismissed from the school.  Students cannot earn a BSW degree without a GPA of 2.5.  

Any student receiving below a “C” in a required core social work course must repeat the course and earn a “C” or above. Depending on the course, this may delay a student by up to a year due to the scaffolded learning in our curriculum.  

Criteria for Automatic Dismissal from BSW Program  

• Failure to earn a semester 2.5 gpa during 2 subsequent semesters while on Academic Notice.  

• Failure to carry out professional activity in conformity with the values and ethics of the profession  

• Failure to sign and/or comply with any contract including those related to conditional admission, academic probation/ review, or performance review process in the program.  

• Failure to meet Campus specific gpa requirements. Each campus tracks students’ GPAs and may dismiss students who are no longer in good standing according to campus policies. This could result in students sitting out one or more semesters. Please see campus specific policies for dismissal from university here:  

• IU Bloomington  

• IU Fort Wayne  

• IU Indianapolis  

• IU Northwest   

• IU South Bend   

Notification Procedures  

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

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

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

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

Reinstatement Procedures for Dismissals

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

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

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

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

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

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

Procedures to Appeal a Negative Reinstatement Decision

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

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

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

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

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

Confidentiality

Bereavement Policy

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

Academic and Scholarly Guidelines

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

Indiana University Codes of Conduct

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

Scholarly Writing Guidelines

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

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

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

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

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

Indiana University and IUSSW Policy on Plagiarism

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

Student Academic Files

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

Incomplete Policy

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

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

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

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

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

Civility

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

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

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

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

Student Technology Use

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

Cell Phone Policy

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

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

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

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

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

Social Media Policy

As a student, it’s essential to adhere to professional standards and guidelines when using social media or networking sites.The NASW Code of Ethics and NASW Standards of Technology in Social Work practice advise around the proper use of technology and care that must be made to protect clients. Whether interacting with classmates, field instructors, or colleagues, consider the following points:

Professional Boundaries:

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

Public Exposure:

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

Confidentiality Standards:

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

Professionalism and Respect:

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

Online Portfolios:

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

Ethical Considerations:

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

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

Nondiscrimination Policy for People with Disabilities

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

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

Posthumous Degree Policy

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

Program Assessment

• As accrediting body, the Council on Social Work Education has moved to a competency-based educational model (CSWE, 2022)
• The BSW program assesses student competency based on CSWE-identified behaviors.
• Assessment includes ratings from students, field instructors (S481/482 field evaluation), and faculty (case presentations).

Faculty Evaluation

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

School Committees/Task Forces

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

Search and Screen Process

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

Student Field Practicum

• Students evaluate agencies where they complete their practicum experiences.

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

Student Social Work Organizations / Clubs

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

Phi Alpha Honor Society-Kappa Gamma Chapter

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

National Association of Social Workers (NASW)

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

National Association of Black Social Workers (NABSW)

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

The purpose of the organization is to:

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

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

BSW Child Welfare Scholars Program

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

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

Scholarships Overview:

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

Award Process:

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

Additional Opportunities:

• • Occasionally, new opportunities with different deadlines may arise, and students will be notified via email.
  • Below are a list of some of these scholarships offered through the campus partners:

• IUB Scholarships
• IUFW Scholarships
• IU Indy Scholarships
• IUN Scholarships
• IUSB Scholarships

Appendix A: Educational Policy and Accreditation Standards

A new Educational Policy and Accreditation Standards has been approved by CSWE in 2022

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

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

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

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

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

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

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, along with an anti-racist and anti-oppressive perspective, underpin the explicit and implicit curriculum and frame the profession’s commitment to respect all people and the quest for social, racial, economic, and environmental justice.

Program Context

Program context encompasses the needs and opportunities of practice communities, which are informed by their historical, political, economic, environmental, social, cultural, demographic, institutional, local, regional, and global contexts and by the ways they elect to engage these factors. Additional factors include new knowledge, technology, and ideas that may have a bearing on contemporary and future social work education, practice, and research.

Accreditation Standard 1.0: Program Mission

1.0.1

The program has a program-level mission statement that is consistent with the profession’s purpose and values. Institutions with accredited baccalaureate and master’s programs have a separate mission statement for each program.

1. The program provides the program-level mission statement.
2. The program describes how the program’s mission statement is consistent with the profession’s purpose and values, as described in Educational Policy 1.0.
3. The program addresses all program options. Program Mission 2022 Educational Policy and Accreditation Standards

1.0.2

The program’s mission statement is consistent with the program’s context.

1. The program describes its context, including a description of its program options.
2. The program describes how the program mission statement is consistent with the program’s context, as described in Educational Policy 1.0.
3. The program addresses all program options.

Educational Policy 2.0: Anti-Racism, Diversity, Equity, and Inclusion (ADEI)

Social work programs integrate anti-racism, diversity, equity, and inclusion (ADEI) approaches across the curriculum. Programs provide the context through which students learn about their positionality, power, privilege, and difference and develop a commitment to dismantling systems of oppression, such as racism, that affect diverse populations. Programs recognize the pervasive impact of White supremacy and privilege and prepare students to have the knowledge, awareness, and skills necessary to engage in anti-racist practice. The dimensions of diversity, equity, and inclusion are understood as the intersectionality of multiple factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Faculty and administrators model anti-racist and anti-oppressive practice and respect for diversity and difference. Faculty and administrators also foster an equitable and inclusive learning environment by facilitating important ADEI discourse. The program’s commitment to ADEI is reflected in its explicit and implicit curriculum. Together the implicit and explicit curricula are informed by the program context and learning environment. The program recognizes the important role of the learning environment in the education of program participants, especially with respect to the value and meaning of anti-racism, diversity, equity, and inclusion, and the development of cultural humility. The program has an inclusive approach to addressing the vast range of student learning needs, including intentional planning and implementation of inclusive practices and pedagogies in the explicit curriculum that reduce barriers while optimizing accessibility and equity for students. Students are responsible for their learning, collaborating with peers and colleagues, and practicing with historically and currently oppressed populations through an anti-racist lens.

Accreditation Standard 2.0: Anti-Racism, Diversity, Equity, and Inclusion (ADEI)

2.0.1

The program engages in specific and continuous efforts within the explicit curriculum related to anti-racism, diversity, equity, and inclusion.

1. The program provides examples of its specific and continuous efforts within the explicit curriculum related to ADEI, as described in Educational Policy 2.0.
2. The program addresses all program options.

2.0.2

The program engages in specific and continuous efforts within the implicit curriculum related to anti-racism, diversity, equity, and inclusion.

1. The program provides examples of its specific and continuous efforts within the implicit curriculum related to ADEI, as described in Educational Policy 2.0.
2. The program addresses all program options.

Educational Policy 3.0: Explicit Curriculum

The explicit curriculum is the program’s design and delivery of formal education to students, and it includes the curriculum design, courses, course content, and field education curriculum used for each of its program options. Social work education is grounded in the liberal arts and a commitment to anti-racism, diversity, equity, and inclusion, which together provide the intellectual basis for the professional curriculum and inform its design. The integration of anti-racism, diversity, equity, and inclusion principles across the explicit curriculum includes anti-oppression and global positionality, interdisciplinary perspectives, and comparative analysis regarding policy, practice, and research.

Using a competency-based education framework, the explicit curriculum prepares students for professional social work practice at the baccalaureate and master’s levels. Baccalaureate programs provide students with strong generalist practice knowledge, values, skills, and cognitive and affective processes that prepare them for professional practice with individuals, families, groups, organizations, and communities. Master’s programs provide students with knowledge, values, skills, and cognitive and affective processes at both generalist and specialized levels that prepare them for professional practice with individuals, families, groups, organizations, and communities.

The explicit curriculum, including field education, fosters a learning environment and engaged learning methods informed by guidance from the professional practice community. Design and delivery of the explicit curriculum incorporate experientially based learning opportunities informed by teaching that includes digital and information literacy and technology-supported learning. The program’s commitment to continuous curriculum improvement is guided by evolving contemporary science and interprofessional research.

Educational Policy 3.1: Generalist Practice

The baccalaureate and master’s programs in social work prepare students for professional practice at a generalist level. The descriptions of the nine social work competencies presented in the EPAS identify the knowledge, values, skills, and cognitive and affective processes that are subsequently demonstrated in students’ observable behaviors indicative of competence at a generalist level of practice.

Generalist practice is grounded in the liberal arts and the person-in-environment framework. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with diverse individuals, families, groups, organizations, and communities, based on scientific inquiry and best practices. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and advocate for human rights and social, racial, economic, and environmental justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in researchinformed practice and are proactive in responding to the impact of context on professional practice.

Accreditation Standard 3.1: Generalist Practice

3.1.1

The program’s generalist practice curriculum integrates the classroom and field and is informed by the professional practice community.

1. The program provides a rationale for its generalist practice curriculum design.
2. The program describes how its generalist practice curriculum integrates classroom and field.
3. The program describes how its generalist practice curriculum is informed by the professional practice community.
4. The program addresses all program options.

3.1.2

The program’s generalist practice curriculum content implements the nine social work competencies (and any additional competencies added by the program).

1. The program identifies and provides any additional competencies and corresponding behaviors added by the program (if applicable).
2. The program submits Form AS 3.1.2.
3. The program provides a syllabus in Volume 2 for each course listed on Form AS 3.1.2 to illustrate how its curriculum content implements the nine social work competencies (and any additional competencies added by the program) to prepare students for generalist practice.
4. The program addresses all program options.

Educational Policy M3.2: Specialized Practice

The master’s program in social work prepares students for specialized practice. Specialized practice builds on generalist practice as described in Educational Policy 3.1 by integrating the nine social work competencies that manifest in holistic professional practice. Specialized practitioners extend and enhance social work knowledge, values, skills, and cognitive and affective processes, and demonstrate an ability to engage, assess, intervene, and evaluate across client populations, problem areas, and methods of intervention. In each area of specialized practice defined by the program, the program extends and enhances the nine social work competencies that are demonstrated in observable behaviors indicative of competence in specialized areas of professional practice. Specialized practitioners synthesize and use the knowledge and skills necessary for interprofessional collaborations based on scientific inquiry and best practices, consistent with social work values. They engage in both research and advocacy in their commitment to changing structural inequities and to informing and improving practice, policy, and service delivery.

Accreditation Standard M3.2: Specialized Practice

M3.2.1

The program has at least one area of specialized practice. For each area of specialized practice, the program extends and enhances the nine social work competencies (and any additional competencies added by the program).

1. The program provides its area(s) of specialized practice, as described in Educational Policy M3.2.
2. The program provides its extended and enhanced nine social work competencies and corresponding behaviors (and any additional competencies added by the program) for each area of specialized practice.
3. The program addresses all program options.

M3.2.2

The program’s area(s) of specialized practice builds on elements of generalist practice.

1. The program explains how each area of specialized practice, as described in Educational Policy M3.2, builds on the elements of generalist practice, as described in Educational Policy 3.1.
2. The program addresses all program options.

M3.2.3

The program’s specialized practice curriculum integrates classroom and field and is informed by the professional practice community.

1. For each area of specialized practice, the program provides a rationale for its specialized practice curriculum design.
2. For each area of specialized practice, the program describes how its specialized practice curriculum integrates classroom and field.
3. For each area of specialized practice, the program describes how its specialized practice curriculum is informed by the professional practice community.
4. The program addresses all program options.

M3.2.4

The program’s specialized practice curriculum content implements the nine social work competencies (and any additional competencies added by the program).

1. For each area of specialized practice, the program submits Form AS M3.2.4.
2. The program provides a syllabus in Volume 2 for each course listed on Form AS M3.2.4 to illustrate how its curriculum content implements its extended and enhanced nine social work competencies (and any additional competencies added by the program) to prepare students for specialized practice.
3. The program addresses all program options.
   
   

Educational Policy 3.3: Signature Pedagogy—Field Education

Field education is the signature pedagogy for social work. Signature pedagogies are elements of instruction and socialization that teach future practitioners the fundamental dimensions of professional work in their discipline: to think, to perform, and to act intentionally, ethically, and with integrity.

The field setting is where students apply human rights principles from global and national social work ethical codes to advance social, racial, economic, and environmental justice. It fosters a learning environment where anti-racism, diversity, equity, and inclusion are valued. Field education is designed to integrate the theoretical and conceptual contributions of the explicit curriculum in the field setting. It is a basic precept of social work education that the two interrelated components of curriculum—classroom and field—are of equal importance, 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 and measures of student acquisition and demonstration of the nine social work competencies. Responding to the changing nature of the practice world and student demographics and characteristics, field education programs articulate how they maintain or enhance students’ access to high-quality field practicum experiences. Field education programs develop field models to prepare students for contemporary and interprofessional social work practice, including the use of various forms of technology.

The program’s field education director serves as an essential contributor to the curricular development, administration, and governance of field education.

Accreditation Standard 3.3: Field Education

3.3.1

The field education program ensures generalist practice opportunities for all students to demonstrate the nine social work competencies (and any additional competencies added by the program) with all system levels: individuals, families, groups, organizations, and communities in field settings.

1. The program describes how its field education program ensures that generalist practice opportunities are provided to all students to demonstrate the nine social work competencies in field settings with all system levels:
   1. individuals,
   2. families,
   3. groups,
   4. organizations, and
   5. communities.
2. The program addresses all program options. 2022 Educational Policy and Accreditation Standards  21

M3.3.2

The field education program ensures specialized practice opportunities for all students to demonstrate the nine social work competencies (and any additional competencies added by the program) with one or more relevant system levels in field settings for each area of specialized practice.

1. The program identifies the relevant system level(s) for each area of specialized practice.
2. For each area of specialized practice, the program describes how its field education program ensures that specialized practice opportunities are provided to students to demonstrate social work competencies within each area of specialized practice in field settings with each identified system level.
3. The program addresses all program options.

3.3.3

The field education program provides a minimum of 400 hours of field education for baccalaureate programs and a minimum of 900 hours of field education for master’s programs.

1. The program describes how it ensures the accrual of a minimum of 400 hours of field education for baccalaureate programs or a minimum of 900 hours of field education for master’s programs.
2. The program describes how its field hour requirement is articulated to students and field personnel.
3. The program addresses all program options.

3.3.4

The field education program has a process for identifying, approving, and engaging with field education settings. The field education program has a process for orienting and engaging with field instructors. The field education program has a process for evaluating field instructor and field education setting effectiveness.

1. The program describes the field education program’s process for:
   1. identifying, approving, and engaging with field education settings;
   2. orienting and engaging with field instructors; and
   3. evaluating field instructor and field education setting effectiveness.
2. The program describes how these processes are articulated to students and field personnel.
3. The program addresses all program options.

3.3.5

The field education program has a process for orienting students, placing students, monitoring and supporting student learning, implementing student safety protocols, and evaluating student learning congruent with the nine social work competencies (and any additional competencies added by the program).

1. The program describes the field education program’s process for:
   1. orienting students;
   2. placing students;
   3. monitoring and supporting student learning;
   4. implementing student safety protocols; and
   5. evaluating student learning congruent with the nine social work competencies (and any additional competencies added by the program).
2. The program describes how these processes are articulated to students and field personnel.
3. The program addresses all program options.

B3.3.6

The program ensures that all baccalaureate students receive field supervision from an individual who holds a baccalaureate or master’s degree in social work from a CSWE-accredited program and who has at least two years of post-social work degree practice experience in social work.

1. The program describes its process for ensuring that field supervision is provided by an individual with the required degree and practice experience.
2. The program describes its process for assigning a qualified field instructor to provide supervision when an individual with the required degree and practice experience is unavailable in the field setting.
3. The program describes how these processes are articulated to students and field personnel.
4. The program addresses all program options.

M3.3.6

The program ensures that all master’s students receive field supervision from an individual who holds a master’s degree in social work from a CSWE-accredited program and who has at least two years of post-master’s social work degree practice experience in social work.

1. The program describes its process for ensuring that field supervision is provided by an individual with the required degree and practice experience.
2. The program describes its process for assigning a qualified field instructor to provide supervision when an individual with the required degree and practice experience is unavailable in the field setting.
3. The program describes how these processes are articulated to students and field personnel.
4. The program addresses all program options.

3.3.7

The program has a policy documenting whether it permits field placements in an organization in which the student is also employed. If permitted, student assignments and employee tasks may qualify as field hours when directly linked to the nine social work competencies (and any additional competencies added by the program) and level of practice (generalist or specialized). Field education supervision may be provided by the same supervisor if field education supervision is distinct from employment supervision and the supervisor meets the requirements of Accreditation Standard 3.3.6. The policy documents how the program assists students with field education continuation or change in situations where a student becomes unemployed in an organization where field education has co-occurred with employment.

1. The program provides its policy related to field placements in an organization in which the student is also employed. If permitted, the program’s policy includes:
   1. how the program ensures that student assignments are directly linked to the nine social work competencies (and any additional competencies added by the program) and level of practice (generalist or specialized);
   2. how field education supervision is distinct from employment supervision time, even when provided by the same supervisor; and
   3. how the program assists students with field education continuation or change in situations where a student becomes unemployed in an organization where field education has co-occurred with employment.
2. The program describes how these policies are articulated to students and field personnel.
3. The program addresses all program options

Educational Policy 4.0: Implicit Curriculum

The implicit curriculum consists of the student learning experience and the program context or environment. The implicit curriculum includes the following elements: student development, admissions, advising, retention, and termination; student participation in governance; faculty; administrative and governance structure; and resources. All elements of the implicit curriculum are expected to demonstrate the program’s commitment to anti-racism, diversity, equity, and inclusion (ADEI). The culture of human interchange, the spirit of inquiry, the support for difference and diversity, and the values and priorities in the educational environment, including the field setting, inform the student’s learning and development. These elements are manifested through policies that are equitable and transparent in substance and implementation, the qualifications of the faculty, and the distribution of resources. The student learning experience and environment are as important as the academic curriculum in shaping the professional character and competence of the program’s graduates.

Educational Policy 4.1: Student Development

Programs recognize the need to support student development both in and out of the classroom. Both aspects of the learning environment manifest holistic characteristics that communicate the values, commitments, priorities, and culture of the program and the institution. Thus, a program’s commitment to student development includes program structures and resources that facilitate student participation and input into the development and delivery of the explicit and implicit curriculum. The professional development of the student requires a program’s commitment to adequate resources from admission through graduation. These resources include clear admissions, advising, retention, and termination policies that reflect the program’s commitment to ADEI. Programs also recognize the need to resource student-centered activities and initiatives designed to further student professional identity and comportment as well as student preparation for professional practice. These resources include but are not limited to academic advising, career services, alumni services, networking and mentoring opportunities, licensure preparation, and community engagement and advocacy opportunities.

Accreditation Standard 4.1: Student Development— Admissions; Advisement, Retention, and Termination; and Student Participation

Admission

The program’s admissions policies are equitable and inclusive, with particular attention to underrepresented as well as historically and currently oppressed groups.

1. The program describes how its admissions policies make the program equitable and inclusive, with particular attention to underrepresented as well as historically and currently oppressed groups.
2. The program addresses all program options.

B4.1.2

The program has criteria for admission, a process for application evaluation, and a process to notify students of admission decisions.

1. The program provides its:
   1. criteria for admission;
   2. process for the evaluation of applications;
   3. admission decision types; and
   4. process for the notification of each decision type. 
2. The program describes how the admission criteria and processes are articulated.
3. The program addresses all program options.

M4.1.2

The program has criteria for admission, a process for application evaluation, and a process to notify students of admission decisions. The criteria for admission to the master’s program must include an earned baccalaureate degree from a college or university accredited by a recognized regional accrediting organization.

1. The program provides its:
   1. criteria for admission, which include an earned baccalaureate degree from a college or university accredited by a recognized regional accrediting organization;
   2. process for the evaluation of applications;
   3. admission decision types; and
   4. process for the notification of each decision type.
2. The program describes how these admission criteria and processes are articulated.
3. The program addresses all program options.

M4.1.3

The program offers advanced standing to graduates holding degrees from baccalaureate social work programs accredited by CSWE. The program has a policy to ensure that students from CSWE-accredited baccalaureate social work programs do not repeat generalist content at the master’s level that has been achieved at the baccalaureate level.

1. The program provides its policy for awarding advanced standing.
2. The program provides its policy for ensuring that students from CSWE-accredited baccalaureate social work programs do not repeat generalist content at the master’s level that has been achieved at the baccalaureate level.
3. The program describes how these policies are articulated.
4. The program addresses all program options.

4.1.4

The program has policies for the transfer of social work course credit.

1. The program provides its policies for the transfer of social work course credit.
2. The program describes how these policies are articulated.
3. The program addresses all program options.

4.1.5

The program does not grant social work course credit for life experience or previous work experience.

1. The program provides the policy indicating that it does not grant social work course credit for life experience or previous work experience.
2. The program describes how this policy is articulated.
3. The program addresses all program options.

Advising, Retention, and Termination

The program has policies for academic advising and professional advising. Professional advising is provided by social work program faculty or staff.

1. The program provides its policy for academic advising.
2. The program provides its policy for professional advising, including that professional advising is provided by social work program faculty or staff.
3. The program describes how these policies are articulated.
4. The program addresses all program options.

4.1.7

The program has policies for evaluating student academic performance, evaluating professional performance, and termination from the program. The program also has policies related to due process for reasons of academic performance, professional performance, and termination from the program. 

1. The program provides its policies for evaluating academic performance.
2. The program provides its policies for evaluating professional performance.
3. The program provides its policies for student termination from the program.
4. The program provides its policies related to due process for reasons of academic performance.
5. The program provides its policies related to due process for reasons of professional performance.
6. The program provides its policies related to due process for reasons of student termination from the program.
7. The program describes how these policies are articulated.
8. The program addresses all program options.

Student Participation

4.1.8

The program has policies that ensure equitable and inclusive opportunities for student input and participation in the implicit and explicit curriculum.

1. The program provides its policies for ensuring equitable and inclusive opportunities for student input and participation in the implicit curriculum.
2. The program provides its policies for ensuring equitable and inclusive opportunities for student input and participation in the explicit curriculum.
3. The program describes how these policies are articulated.
4. The program addresses all program options.
   
   
   
   
   
   
   
   
   

Educational Policy 4.2: Faculty

Appropriate and qualified faculty representing diverse perspectives are essential for developing an educational environment that promotes, emulates, and teaches students the knowledge, values, and skills expected of professional social workers. Through their teaching, research, scholarship, and service—as well as their interactions with one another, administration, students, and community— the program’s faculty model the behavior and values expected of professional social workers in the context of ADEI. Faculty are available to function as appropriate role models for students in their learning and socialization into the discipline and profession. Faculty incorporate recognition of the program’s essential functions, which may include recruitment; enrollment; advising; student engagement; retention; curriculum development; teaching; research; scholarship; mentorship; oversight of student research; assessment; service on institutional or program committees; field education support and program management; appropriate class sizes and sufficient course offerings to meet program aims; and monitoring and evaluation of student progress.

Faculty demonstrate sufficient educational qualifications and experience related to the nine social work competencies. Programs demonstrate that faculty are qualified to teach the courses to which they are assigned. Learning experiences are to be designed, delivered, and assessed by faculty (fullor part-time) or other appropriate professionals who are qualified for the positions they hold and the work they do. Faculty are provided with opportunities, resources, and support for professional growth and innovation.

Accreditation Standard 4.2: Faculty

B4.2.1

The baccalaureate social work program identifies no fewer than two full-time faculty, with a full-time appointment in social work, whose principal assignment is to the baccalaureate program. Inclusive of all program options, the majority of the full-time social work program faculty whose principal assignment is to the baccalaureate program have a master’s degree in social work from a CSWE-accredited program.

1. The program submits Form AS 4.2.1.
2. The program submits a Faculty Data Form for each full- and part-time baccalaureate social work program faculty member.
3. The program identifies the total number of full-time faculty whose principal assignment is to the baccalaureate program. Of those faculty, the program identifies the number that have a master’s degree in social work from a CSWE-accredited program.
4. The program includes faculty for all program options.

M4.2.1

The master’s social work program identifies no fewer than four full-time faculty with a full-time appointment in social work, whose principal assignment is to the master’s program. Inclusive of all program options, the majority of the full-time social work program faculty whose principal assignment is to the master’s program have both a master’s degree in social work from a CSWE-accredited program and a doctoral degree, preferably in social work.

1. The program submits Form AS 4.2.1.
2. The program submits a Faculty Data Form for each full- and part-time master’s social work program faculty member.
3. The program identifies the total number of full-time faculty whose principal assignment is to the master’s program. Of those faculty, the program identifies the number that have a master’s degree in social work from a CSWE-accredited program and a doctoral degree.
4. The program includes faculty for all program options.

4.2.2

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 post-master’s social work degree practice experience in social work.

1. The program identifies its social work practice courses.
2. The program identifies the faculty who teach each social work practice course and affirms that they have the requisite experience and credentials.
3. The program includes faculty and practice courses for all program options.

B4.2.3

Inclusive of all program options, the baccalaureate program has a full-time equivalent faculty-to-student ratio not greater than 1:25. For programs that do not meet the 1:25 faculty-to-student ratio, the program has evidence to demonstrate achievement of student competence [AS 5.0.1(b)] and program outcomes (AS 5.0.3).

1. The program provides its full-time equivalent faculty-to-student ratio.
2. The program describes how this ratio is calculated.
3. For programs that do not meet the 1:25 faculty-to-student ratio, the program provides evidence demonstrating achievement of student competence [AS 5.0.1(b)] and program outcomes (AS 5.0.3).
4. The program’s calculation is inclusive of all program options.

M4.2.3

Inclusive of all program options, the master’s program has a full-time equivalent facultyto-student ratio not greater than 1:12. For programs that do not meet the 1:12 facultyto-student ratio, the program has evidence to demonstrate achievement of student competence [AS 5.0.1(b)] and program outcomes (AS 5.0.3).

1. The program provides its full-time equivalent faculty-to-student ratio.
2. The program describes how this ratio is calculated.
3. For programs that do not meet the 1:12 faculty-to-student ratio, the program provides evidence demonstrating achievement of student competence [AS 5.0.1(b)] and program outcomes (AS 5.0.3).
4. The program’s calculation is inclusive of all program options.
   
   
   
   
   

Educational Policy 4.3: Administrative and Governance Structure

Social work faculty and administrators, based on their education, knowledge, and skills, are best suited to make decisions about the delivery of social work education. Faculty and administrators exercise autonomy in designing an administrative and leadership structure that reflects and affirms respect for anti-racism, diversity, equity, and inclusion. Faculty develop curriculum and formulate and implement policies that support the education of culturally competent social workers.

Administrative sufficiency includes distribution of resources across program options and program levels, and numbers of students enrolled in social work programs and registered in field practicum, modalities, and locations in order to carry out the program’s mission. In recognition of the importance of field education as the signature pedagogy, programs implement administrative structures for the field program that provide adequate and equitable resources, based on the number of students in field practicum, for systematically designing, supervising, coordinating, and evaluating the quality of the field education curriculum within all program options.

Accreditation Standard 4.3: Administrative and Governance Structure

4.3.1

The program has the necessary autonomy to achieve its mission.

1. The program provides an organizational chart of its administrative structure.
2. The program describes how it has the necessary autonomy to achieve its mission.
3. The program addresses all program options.

4.3.2

The social work faculty has responsibility for defining program curriculum consistent with the Educational Policy and Accreditation Standards (EPAS).

1. The program describes how the social work faculty has responsibility for defining program curriculum consistent with the EPAS.
2. The program addresses all program options.

4.3.3

The program’s administration and faculty participate in formulating and implementing equitable and inclusive policies and/or practices for the recruitment and hiring, retention, promotion, and if applicable, tenure of program personnel.

1. The program describes how the administration and faculty participate in formulating and implementing equitable and inclusive policies and/or practices for the:
   1. recruitment and hiring of program personnel;
   2. retention of program personnel;
   3. promotion of program personnel; and
   4. tenure of program personnel (if applicable).
2. The program addresses all program options.

4.3.4(a)

The program has a program director who administers all program options. The program director has a full-time appointment to social work, with a principal assignment to the program they administer. Institutions with accredited baccalaureate and master’s social work programs have a separate director appointed for each program.

1. The program identifies the program director who administers all program options.
2. The program provides documentation that the program director has a full-time appointment to social work, with a principal assignment to the program they administer.
3. Institutions with accredited baccalaureate and master’s programs identify the separate directors appointed to each program.

B4.3.4(b)

The baccalaureate program director has a master’s degree in social work from a CSWE-accredited program. The program director has the ability to provide leadership through teaching, scholarship, curriculum development, administrative experience, and/or other academic and professional activities in social work.

1. The program attests that the program director has a master’s degree in social work from a CSWE-accredited program.
2. The program describes the program director’s ability to provide leadership to the social work program.

M4.3.4(b)

The master’s program director has a master’s degree in social work from a CSWEaccredited program. In addition, it is preferred that the master’s program director have a doctoral degree, preferably in social work. The program director has the ability to provide leadership through teaching, scholarship, curriculum development, administrative experience, and/or other academic and professional activities in social work.

1. The program attests that the program director has a master’s degree in social work from a CSWE-accredited program.
2. The program describes the program director’s ability to provide leadership to the social work program.

B4.3.4(c)

The baccalaureate program director has sufficient assigned time for administrative oversight of the social work program, inclusive of all program options. It is customary for the program director to have, at minimum, 25% assigned time to administer the social work program.

1. The program provides the program director’s workload.
2. The program describes the procedures for calculating the program director’s assigned time to administer the baccalaureate social work program.
3. The program provides the program director’s percentage of assigned time to administer the baccalaureate social work program.
4. The program describes whether this time is sufficient to administer the social work program, inclusive of all program options.

M4.3.4(c)

The master’s program director has sufficient assigned time for administrative oversight of the social work program, inclusive of all program options. It is customary for the program director to have, at minimum, 50% assigned time to administer the social work program.

1. The program provides the program director’s workload.
2. The program describes the procedures for calculating the program director’s assigned time to administer the master’s social work program.
3. The program provides the program director’s percentage of assigned time to administer the master’s social work program.
4. The program describes whether this time is sufficient to administer the social work program, inclusive of all program options.

4.3.5(a)

The program has a field education director who administers all program options. The field education director has a full-time appointment to social work. Institutions with accredited baccalaureate and master’s social work programs may have the same field education director appointed to both programs.

1. The program identifies the field education director, who administers all program options.
2. The program provides documentation that the field education director has a full-time appointment to social work.
3. Institutions with both accredited baccalaureate and master’s social work programs identify the field education director for each program.

B4.3.5(b)

The baccalaureate field education director has a master’s degree in social work from a CSWE-accredited program and at least two years of post-baccalaureate social work degree or post-master’s social work degree practice experience in social work. The field education director has the ability to provide leadership to the field education program through practice experience, field instruction experience, and administrative and/or other relevant academic and professional activities in social work.

1. The program attests that the field education director has a master’s degree in social work from a CSWE-accredited program and at least two years of post-baccalaureate social work degree or post-master’s social work degree practice experience in social work.
2. The program describes the field director’s ability to provide leadership to the field education program.

M4.3.5(b)

The master’s field education director has a master’s degree in social work from a CSWEaccredited program and at least two years of post-master’s social work degree practice experience in social work. The field education director has the ability to provide leadership to the field education program through practice experience, field instruction experience, and/or administrative or other relevant academic and professional activities in social work.

1. The program attests that the field education director has a master’s degree in social work from a CSWE-accredited program and at least two years of post-master’s social work degree practice experience in social work.
2. The program describes the field director’s ability to provide leadership to the field education program.

B4.3.5(c)

The baccalaureate field education director has sufficient assigned time for administrative oversight of the field education program, inclusive of all program options. It is customary for the field education director to have, at minimum, 25% assigned time to administer the field education program.

1. The program provides the field education director’s workload.
2. The program describes the procedures for calculating the field education director’s assigned time to administer the field education program.
3. The program provides the field education director’s percentage of assigned time to administer the field education program.
4. The program describes whether this time is sufficient to administer the field education program, inclusive of all program options.

The master’s field director has sufficient assigned time for administrative oversight of the field education program, inclusive of all program options. It is customary for the field education director to have, at minimum, 50% assigned time to administer the field education program.

1. The program provides the field education director’s workload.
2. The program describes the procedures for calculating the field education director’s assigned time to administer the field education program.
3. The program provides the field education director’s percentage of assigned time to administer the field education program. 
4. The program describes whether this time is sufficient to administer the field education program, inclusive of all program options.

4.3.6

The program has sufficient personnel and technological support to administer the field education program.

1. The program provides an organizational chart for the administration for field education.
2. The program describes whether its resources are sufficient to administer field education, including: i. personnel, and ii. technological support.
3. The program addresses all program options.
   
   
   
   
   
   
   
   
   
   
   
   
   
   

Educational Policy 4.4: Resources

Accreditation Standard 4.4: Resources

4.4.1

The program uses its budget development and administration process to achieve its mission and continuously improve the program. The program has sufficient financial resources to achieve its mission.

1. The program describes the process for budget development and administration it uses to:
   1. achieve its mission, and
   2. continuously improve the program.
2. The program submits a program-level Form AS 4.4.1 for the baccalaureate or master’s social work program.
3. The program describes whether its financial resources are sufficient to achieve its mission and continuously improve the program.
4. The program addresses all program options.

4.4.2

The program has sufficient support staff to carry out its educational activities and achieve its mission. 

1. The program describes its support staff or other personnel structure.
2. The program describes whether its support staff is sufficient to carry out its educational activities and achieve its mission. 
3. The program addresses all program options. 

4.4.3

The program has sufficient access to library resources that provide social work and other informational and educational resources to achieve its mission.

1. The program submits Form AS 4.4.3 to demonstrate access to social work and other informational and educational resources.
2. The program describes whether its library resources are sufficient to achieve its mission. 
3. The program addresses all program options.

4.4.4

The program has sufficient technological access, technology support, and if applicable, office and classroom space to achieve its mission.

1. The program describes its:
   1. technological access;
   2. echnology support; and
   3. office and classroom space (if applicable).
2. The program describes whether these resources are sufficient to achieve its mission.
3. The program addresses all program options.

4.4.5

The program has sufficient resources and supports, including supportive technology, student services, and if applicable, physical space, that reduce barriers while optimizing accessibility and equity for all its students. 

1. The program describes its resources and supports that reduce barriers while optimizing accessibility and equity for all its students, including:
   1. supportive technology,
   2. student services, and 
   3. physical spaces (if applicable). 
2. The program describes whether its resources and supports are sufficient in reducing barriers and optimizing accessibility and equity for all students.
3. The program addresses all program options
   
   
   
   

Assessment

Educational Policy 5.0: Assessment

Assessment is an integral component of competency-based education and continuous programmatic improvement. Assessment involves the systematic gathering of data that serve as evidence of student learning outcomes; anti-racism, diversity, equity, and inclusion (ADEI); and program outcomes through demonstration of the nine social work competencies at both the generalist and specialized levels of practice. Assessment reflects the intentional and continuous improvement that is anchored in competency-based research, student learning outcomes, student learning experience feedback, professional practice community, and higher education practices.

Assessment of student learning outcomes is best done while students are engaged in practice tasks or activities that approximate social work practice as closely as possible. Practice often requires the demonstration of multiple competencies simultaneously; therefore, assessment of those competencies is optimally carried out at the same time.

Programs assess students’ demonstration of the nine social work competencies through the use of multiple and effective assessment methods. Effective assessment incorporates internal and external input relevant to the knowledge, values, skills, and cognitive and affective processes that students have developed and demonstrated and uses recognized methods of evaluating explicit and implicit criteria. Field education curriculum data are included in the overall data collection methods that will help programs make decisions about the delivery of social work education.

Assessment also involves gathering data about the implicit curriculum, with a particular focus on the program’s efforts to foster ADEI in the student learning environment. Data from ADEI assessment continuously inform and promote change in the explicit curriculum and the implicit curriculum to enhance attainment of nine social work competencies.

Program outcomes are assessed as evidenced by the program’s graduation rates and at least one additional outcome. Data related to program outcomes are used to foster ongoing program evaluation, informing decision making for continuous program improvement. Assessment information is used to guide student learning, assess student outcomes, assess and improve effectiveness of the curriculum and program overall, and strengthen the assessment methods used. Program assessment methods and data are transparent and publicly available. Data are recent and presented clearly for stakeholders to make informed decisions about the program.

Accreditation Standard 5.0: Assessment

5.0.1(a)

The program has a systematic plan for ongoing assessment of student achievement of the nine social work competencies (and any additional competencies added by the program) of generalist practice for baccalaureate social work programs and of generalist and specialized practice for master’s social work programs. The program assesses each competency, using at least two instruments, at least one of which is based in real or simulated demonstration of student achievement in field education. The instruments, the expected level of achievement for each instrument, and the expected level of achievement for each competency are determined by the program. Student competence must be assessed by program faculty or field personnel.

1. The program submits Form AS 5.0.1(a).
2. The plan includes:
   1. a description of at least two instruments that assess each competency (and any additional competencies added by the program). At least one of the assessment instruments is based in real or simulated demonstration of student achievement in field education;
   2. how each instrument is implemented;
   3. when each competency is assessed;
   4. by whom each competency is assessed;
   5. an explanation of the expected level of student achievement, including:
      • the expected level of achievement of each competency and for each instrument;
      • how the program calculates student achievement for each instrument; and
      • how the program calculates student achievement for each competency, including all instruments used.
   6. copies of all instruments used to assess the nine social work competencies (and any additional competencies added by the program), including assignment descriptions, scoring rubrics, and other relevant materials.
3. The program addresses all program options.

5.0.1(b)

The program has a method of analyzing outcomes for the nine social work competencies (and any additional competencies added by the program) in its assessment plan.

1. The program submits Form AS 5.0.1(b) to provide its most recent year of outcomes from its assessment plan submitted in Accreditation Standard 5.0.1(a).
2. The program provides the calculations for the nine social work competencies (and any additional competencies added by the program), including all instruments.
3. The program provides its outcomes in relation to its expected level of student achievement for each competency. 
4. The program provides outcomes for each program option and in aggregate. 

5.0.1(c)

The program has a process to formally review its assessment plan and outcomes related to student achievement of the nine social work competencies (and any additional competencies added by the program). The program makes specific changes to its explicit curriculum based on its outcomes, with clear links to data.

1. The program describes the process used to formally review its assessment plan and outcomes related to student achievement of the nine social work competencies (and any additional competencies added by the program). 
2. The program describes specific changes made to its explicit curriculum based on its most recent assessment outcomes, presented in Accreditation Standard 5.0.1(b), with clear links to the data.
3. The program addresses all program options.

5.0.1(d)

The program posts its assessment plan and summary outcomes publicly on its webpage using Form AS 5.0.1(d). The findings are updated every two years, at minimum.

1. The program submits Form AS B5.0.1(d) or Form AS M5.0.1(d) to report its assessment plan and most recent assessment summary outcomes.
2. The program provides a hyperlink to the program’s webpage where the assessment plan and summary outcomes are publicly displayed. 
3. The program provides outcomes for each program option and in aggregate.

5.0.2(a)

The program has a systematic plan to assess anti-racism, diversity, equity, and inclusion (ADEI) efforts within the program’s implicit curriculum.

1. The program identifies at least one of its ADEI efforts related to the implicit curriculum as reported in Accreditation Standard 2.0.2.
2. The program explains its assessment plan for the identified ADEI effort(s), including stakeholders involved.
3. The program explains its data collection procedures.
4. The program provides copies of all instruments used to assess ADEI efforts.
5. The program addresses all program options.

5.0.2(b)

The program has a process to formally review its ADEI assessment plan and outcomes. The program makes specific changes to its implicit curriculum based on its outcomes, with clear links to data.

1. The program presents its ADEI assessment outcomes from the most recent year.
2. The program describes the processes used to formally review its ADEI assessment plan as presented in Accreditation Standard 5.0.2(a). 
3. The program describes the processes used to formally review its ADEI assessment outcomes.
4. The program describes specific changes made to the implicit curriculum based on its most recent assessment outcomes, presented in Accreditation Standard 5.0.2(a), with clear links to the data.
5. The program addresses all program options.

5.0.3

The program monitors its program outcomes through graduation rates and at least one additional outcome (i.e., employment rates, higher education acceptance rates, time to program completion). The annual collection period and benchmarks for graduation rates and the chosen outcome(s) are determined by the program.

1. The program submits Form AS 5.0.3.
2. The program identifies the program outcome(s) it monitors.
3. The program provides the program-determined benchmark for its graduation rates and identified program outcome(s). 
4. The program provides the benchmark rationale for its graduation rates and identified program outcome(s).
5. The program explains how it calculates its graduation rates and identified program outcome(s). 
6. The program provides a minimum of the three most recent years of available graduation rates and identified program outcome(s) and presents the data.
7. Data are reported for each program option and in aggregate, including all program options.
8. The program explains how these data are used for continuous program improvement and decision making for improving graduation rates and identified program outcome(s).
   
   
   
   
   
   
   
   

Appendix B: BSW Independent Study

A. Process 

Appendix C: Grading Criteria for BSW Papers

When citing sources in APA format, follow these guidelines:

1. In-Text Citations (Author-Date Method):When referencing a source within the text of your paper, include the author’s last name and the year of publication. For example: (Jones, 1998). Each in-text citation corresponds to a full reference in the reference list at the end of the paper.
2. Reference List:

• The reference list should be on a new page at the end of your document.
• It should be centered and alphabetically arranged by the first author’s last name (or by title if the author is unknown).
• Include full references for all in-text citations used.

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

Guidelines for Effective Social Work Writing

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

Appendix D: Select Social Work Related Journals

Appendix E: Policy Against Sexual Harassment

Appendix F: Smoking Policies

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

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

Appendix G: School Records Confidentiality (FERPA)

Indiana University's Annual Notification of Student Rights under FERPA