Indiana University
Request for a New Credit Certificate Program
Campus:
Indianapolis
Proposed Title of Certificate Program:
Child Abuse and Neglect
Projected Date of Implementation:
Fall 2013
TYPE OF CERTIFICATE: (check one)
x UNDERGRADUATE CERTIFICATES – These programs generally require 12-29
credits of undergraduate-level academic work. 
I.
Why is this certificate needed? (Rationale)
The IU School of Social Work (IUSSW) is proposing a 21 credit Certificate in Child Abuse and Neglect to
provide additional pathways for preparation to students interested in careers in public child welfare as
well as in supporting children and families vulnerable for child abuse and neglect in other social services
systems. In addition, students who may not intend to have a primary career in child welfare may need
more in-depth knowledge, values and skills to provide effective services to children and families from
schools, hospitals, nursing homes and other social institutions. The Certificate will build from the
current curriculum of IUSSW and be open to social work majors as well as students from other majors.
Consistent with its mission (see Appendix 1 for IUSSW mission), the Indiana University School of Social
Work (IUSSW) and the Indiana Department of Child Services (DCS) have an ongoing partnership to
prepare students for careers in public child welfare. Beginning in 2001, IUSSW has provided part-time
Masters level education for DCS employees and in 2006, began coordinating a statewide program for
Bachelors level students in six public Indiana universities for pre-service BSW education leading to
employment. However, these programs cannot meet the demand for employment around the state as
DCS has increased their workforce substantially in the past five years. In addition, turnover continues to
be a problem as many prospective employees are not well-prepared for the demands of front-line child
welfare practice. And despite the best efforts of the public child welfare system to address this social
problem, child abuse and neglect is increasingly seen as requiring interdisciplinary collaboration across
agencies and institutions (human service agencies, schools, health and recreational facilities, etc.) to
fully address.
In the State of Indiana, public child welfare has experienced radical changes in the past ten years. The
IU School of Social Work has been a partner to improve services and increase the preparation of workers
for frontline positions as well as to address the challenge of turnover in those frontline positions
(See Appendix 2 for Indiana retention data and Letter of Support from DCS). In a news release dated
February 11th, 2013, DCS announced that they were planning to hire an additional 120 new case
managers and 75 case management supervisors to address high caseloads and low retention rates for
1
workers. Marion County has had one of the highest rates of turnover among Indiana counties, leading
to regular job openings for front-line case managers.
Child protective services positions have grown substantially over the past ten years, however, worker
turnover continues to be a problem in this highly stressful and emotionally draining job. Research by
the IU School of Social Work (McGuire, Slater & Kirby, 2012) has demonstrated a relationship between
worker preparation, perceived self-competency and retention in frontline child welfare workers in
Indiana. This certificate would complement BSW and MSW educational programs to provide additional
educational preparation for students considering careers in public child welfare, but who A) may already
have too many credits to see the BSW degree, B) be interested in adding this educational focus to a
different major or C) for graduates of other undergraduate degrees who are preparing for a career
change.
The workforce challenges in public child welfare are not limited to the state of Indiana. Child abuse and
neglect continues to be a major social problem and a workforce issue across the nation. Organizations
such as the American Public Human Services Association (APHSA), the Child Welfare League of America
(CWLA), the National Association of Public Child Welfare Administrators (NAPCWA), the Annie E. Casey
Foundation and the Center for Law and Social Policy (CLASP) all have identified challenges in the public
child welfare workforce. In a major study conducted jointly by the APHSA, CWLA and the Alliance for
Children and Families, it was found that ”… both state and private agencies are experiencing the
workforce challenge. They confront similar recruitment and retention problems and attempt similar
strategies to improve recruitment and retention” (2001, p. 6). Despite ten years of research and efforts
to address these challenges, public child welfare agencies have struggled to make comprehensive
changes in the way child welfare workers are recruited, trained and supervised, leading to continuing
challenges.
More recent research continues to stress the importance of preparation and retention of front-line
workers. “The effective delivery of services to children, youth, and families is dependent on a
competent, well-trained workforce capable of addressing the safety, permanency, and well-being of all
children in need” (APHSA, 2009, p. 27). Employment in public child welfare has always been and
continues to be emotionally and sometimes physically demanding, and requires workers, who often
have little academic preparation, to make life and death decisions on behalf of children and their
families. It is not surprising, then, to learn that turnover is a problem. “In the child welfare field,
research shows that those who are most prepared to do the job are also the most likely to remain on
the job” (Social Work Policy Institute, 2010, para. 20). Recent research conducted by this author
(McGuire, Slater & Kirby, 2012) demonstrates that the BSW Child Welfare Scholars perceive themselves
as better prepared, and more competent to do the job, as compared with other new workers who go
through traditional agency training; this sense of competency seems to be a factor in retention, which is
significantly higher for the BSW graduates.
The Certificate in Child Abuse adds a special area of knowledge for students preparing for employment
in social services positions which are likely to encounter children and families who have experienced
child abuse and neglect. Students may elect to do the certificate along with their BSW degree, with
another major at IUPUI or as a stand-alone certificate. Most positions in social and human services
require a Bachelors degree in a social science or a concentrated number of hours in the social sciences In
order to qualify for employment. The United States Department of Labor lists two occupational codes
2
for which the certificate may qualify and the growth outlook for both positions is very positive. See the
table below for specific information.
Table 1. Department of Labor Information for Social Service positions
Position Title
DOL Code
National
Indiana Median Nation
Median Salary
Salary
Projected
Growth
Child, Family
and School
$40,680
20 to 28%
Social Worker
#21-1021.00
$34.100
Social and
Human
$28,740
20 to 28%
Services
#21-1093.00
$28,000`
Assistant
II.
Indiana
Projected
Growth
14%
24%
List the major topics and curriculum of the certificate.
The Certificate in Child Abuse and Neglect requires students to master content in basic theory about
human diversity, growth and development across the life cycle, basic knowledge of the development of
public and private social services, and specific content on child abuse and neglect and family dynamics.
In addition students will explore ethics and values required for working with vulnerable children and
families as well as gain basic critical thinking/communication skills necessary to engage in competent
practice. A minimum of 21 credit hours are required for the certificate, of which 12 credit hours must be
from social work courses.
Students are expected to participate in the service-learning component of S180 and/or S201 to
maximize their learning during coursework. Students may choose from the courses below:
Theoretical Foundation (6 credit hours required – 3 hours MUST be the diversity course)
Course #
Course Title
Department
SWK S102
Understanding Diversity in a Pluralistic Society
Social Work
(REQUIRED)
SWK S221
Human Growth & Development in the Social
Social Work
Environment OR
PSY B310
Life Span Development
Psychology
Public Policy Foundation (3 Credit hours required)
Course #
Course Title
SWK S251
History and Analysis of Social Welfare Policy OR
POLS Y213
Introduction to Public Policy
Department
Social Work
Political Science
Credits
3
Online?
3
Option
3
Credits
3
3
Online?
Option
3
Specific Content (12 credit hours required – 6 hours must be SWK S305 Child Abuse and Neglect AND SWK
S201 Introduction to Case Management; one course on substance abuse and one course on families is highly
recommended)
Course #
SWK S305
SWK S201*
SWK S180*
SWK S306
SWK S309
SWK S300
SOC R314
PSY B396
SOC S410
SWK 442***
Course Title
Introduction to Child Protection (REQUIRED)
Introduction to Case Management (REQUIRED)
Exploring Child Welfare in Indiana
Crisis Intervention
Working with Families
Domestic Violence
Families and Society (Pre-requisite SOC R100 Intro to
Sociology)
Alcoholism & Drug Abuse (Pre-requisite PSY B110
Introduction to Psychology or consent of the
instructor)
Alcohol, Drugs and Society (Pre-req. SOC R100 Intro
to Sociology or consent of instructor)
Practice-Policy Seminar in Fields of Practice: Public
Child Welfare** OR Substance Abuse*** OR Children
and Families*** (multiple pre-requisites and Senior
standing in social work major)
Department
Social Work
Social Work
Social Work
Social Work
Social Work
Social Work
Sociology
Credits
3
3
3
3
3
3
3
Psychology
3
Sociology
3
Social Work
3
Online?
Option
ONLY
ONLY
ONLY
Option
* This course is a service-learning course and non-BSW students are expected to participate in the volunteer
component for at least one course (either S180 or S201). BSW students are expected to either complete the
service-learning volunteer component or complete their practicum in an agency that works with vulnerable
children and families.
** This course is open ONLY to BSW Child Welfare Scholars
*** This course is open ONLY to social work majors.
Some substitution for transfer from other IU campuses or additional IUPUI courses may be made for the
electives, after a review of the syllabus by the BSW Program Director as long as students meet the 12
credit hours of social work courses requirement.
Students are required to complete all courses in the certificate with a minimum cumulative grade point
average (GPA) of 2.5 on a 4.0 scale. Students are also required to maintain a grade of C or better in each
course taken for the Certificate in Child Abuse and Neglect. A course grade of C- or below may result in
dismissal from the certificate program.
All courses required for the certificate are available to any IUPUI student subject to completion of
prerequisites and course availability.
4
III.
What are the admission requirements?
There will be a separate admissions process for the Certificate in Child Abuse and Neglect based
on the following criteria:

Regular admission to the university

Current pursuit of an undergraduate degree with a minimum of 26 credit hours OR

Completion of an undergraduate degree

A minimum cumulative grade point average (GPA) of 2.5 on a 4.0 scale
IV.
List the major student outcomes (or set of performance based standards) for the proposed
certificate.
As a result of completing courses in the Child Abuse and Neglect certificate, students will be able
to demonstrate the following learning outcomes:
1. Students demonstrate an understanding of values and ethical consideration in the
provision of services to vulnerable children and families.
2. Students demonstrate effective oral and written communication in working with
vulnerable children and families.
3. Students demonstrate self-awareness to reduce the influence of personal biases and
values in working with diverse groups served by the public child welfare system.
4. Students demonstrate knowledge of the person and environment in working with
vulnerable children and families.
5. Students understand the impact of child abuse and neglect on the physical, emotional,
psychological and social development of children and adults across the life cycle.
6. Students understand the role of working with families to support the healthy
development of children and to prevent past and future abuse and neglect.
7. Students apply basic knowledge about the case management process in working with
vulnerable children and families.
8. Students demonstrate an understanding of the public policy and its impact to services
for vulnerable children and families.
9. Students demonstrate basic skills in assessing client strengths and limitations.
10. Students identify case management interventions that may address the problems of
vulnerable children and families.
At this time, there is no formal certification or licensure for Family Case Managers or other child
abuse and neglect workers. Students who elect this certificate in addition to the BSW degree
will be able to apply for licensure as a Certified Social Worker through the state of Indiana. The
information provided in the certificate should make them clearly marketable to agencies which
provide services to vulnerable children and families, particularly in the public child welfare
system.
5
V.
Explain how student learning outcomes will be assessed (student portfolios, graduate follow
up, employer survey, standardized test, etc.) and describe the structure/process for
reviewing assessment findings for the purpose of ensuring continuous improvement of the
certificate.
Students in the Child Abuse and Neglect certificate will be required to maintain a GPA of 2.5 as
well as earn a grade of C or better in each course they are applying to the certificate curriculum.
Their progress will be monitored by an academic advisor in the BSW program.
Students are expected to maintain a portfolio of learning assignments completed in the
designated courses for the certificate. Research on portfolios has identified that students may
be more involved in the learning process when they are in charge of selecting the products for
inclusion and that is the strategies planned for the assessment of the learning from this
Certificate program.
Instructors for social work courses required for this certificate will provide consultation to
identify the most appropriate assignments that may demonstrate the learning outcomes for
this, as well as other certificates and the BSW program (which also uses a portfolio for program
assessment). These products will be initially assessed by classroom instructors to determine
their level of achievement for inclusion as a product of learning.
Students will be encouraged to ONLY upload products which have received a grade of C or
better. These products in the portfolio will be submitted to the BSW program director for review
to ensure that students are achieving basic competency on each of the Learning Outcomes and
make changes as needed in the curriculum choices, with formal oversight and approval of any
changes through the BSW curriculum committee and IUSSW Faculty Senate.
Certificate Assessment
 Student enrollment numbers will be carefully tracked through our recorder office and by
the BSW program director to monitor the growth of the certificate.
 In addition, the BSW program director will monitor assessment data on an annual basis
to ensure continuous improvement of the certificate.
The overall effectiveness of the certificate will be assessed on a regular basis for the purpose of
continuous improvement. The following mechanisms will be used to garner data related to
overall effectiveness:
 A survey will be conducted on an annual basis with students scheduled to complete the
certificate. Through this survey, qualitative data will be provided that will provide
student perceptions of the effectiveness, connectedness, and usability of the certificate
 Every three years, an alumni survey will be conducted to determine how the certificate
has impacted the career direction of students
 From a demand perspective, certificate enrollment numbers will be examined and
tracked. This will also ensure sufficient course availability.
 The certificate will be examined as a component of the regular program review process
See the chart below for the relationship of Student Learning Outcomes to the PULs, their
location in the program, as well as the nature of their assessment.
6
Program goals
and Student
Outcomes
1. Students
demonstrate an
understanding of
values and
ethical
consideration in
the provision of
services to
vulnerable
children and
families.
Where will
students
learn this
knowledge
or skill?
S201 and
S305; other
social work
courses
PUL/RISE
How will student
achievement of the outcome
be assessed?
In what setting will
the assessment take
place?
PUL: #VI
Values and
Ethics
Course assignments in S201
and S305; written reflection
papers with specific focus on
values and ethics and
vulnerable children and
families
Formative
Assessment: Passing
work on studentidentified product as
measured by
classroom instructor
One assignment relating to
values and ethics must be
included in portfolio
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
Formative
assessment: Passing
work on studentidentified product as
measured by
classroom instructor
S201 is a RISE
course
2. Students
demonstrate
effective oral
and written
communication
in working with
vulnerable
children and
families.
Content
PUL #I: Core
from preCommunication
requisite
Skills
composition
course will
provide the
foundation
for all
courses,
where skills
will be
developed
and refined.
Course assignments in all
Certificate courses will require
students to demonstrate both
oral and written
communication;
3. Students
demonstrate
self-awareness
to reduce the
influence of
personal biases
and values in
working with
diverse groups
served by the
public child
welfare system.
S102; S201;
S305
Course assignments in S102,
as well as assignments in S201
and S305 will allow students
to demonstrate this learning
outcome;
PUL #V:
Understanding
Society and
Culture
One assignment
demonstrating oral and
written communication with
vulnerable children and
families must be included in
portfolio.
One assignment
demonstrating self-awareness
and personal biases possible
in work with vulnerable
children and families must be
included in portfolio.
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
Formative
assessment: Passing
work on studentidentified product as
measured by
classroom instructor
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
7
Program goals
and Student
Outcomes
Where will
students
learn this
knowledge
or skill?
S221 OR
4. Students
B310 and
demonstrate
knowledge of the S305;
elective
person and
S306 and
environment in
S442
working with
vulnerable
children and
families.
5. Students
understand the
impact of child
abuse and
neglect on the
physical,
emotional,
psychological
and social
development of
children and
adults across the
life cycle.
S221 OR
B310 and
S305;
electives
S180, S306
B396, R410,
and S442
6. Students
understand the
role of working
with families to
support the
healthy
development of
children and to
prevent past and
future abuse and
neglect.
S305;
electives
S180; S300
Domestic
Violence;
S309; R314
PUL/RISE
How will student
achievement of the outcome
be assessed?
In what setting will
the assessment take
place?
PUL #III:
Integration and
Application of
Knowledge
Course assignments in S221
OR B310, as well as
assignments in S305 will allow
students to demonstrate this
learning outcome;
Formative
assessment: Passing
work on studentidentified product as
measured by
classroom instructor
One assignment
demonstrating understanding
the interplay between
persona and environment in
work with vulnerable children
and families must be included
in portfolio.
PUL #IV:
Intellectual
Depth, Breadth
and
Adaptiveness
Course assignments in S180
OR S305 (as well as electives)
will allow students to
demonstrate this learning
outcome;
One assignment
demonstrating understanding
the impact of child abuse and
neglect on vulnerable children
and adults across the life cycle
must be included in portfolio.
PUL #IV:
Intellectual
Depth, Breadth
and
Adaptiveness
Course assignments in S180
OR S305 (as well as the
electives) will allow students
to demonstrate this learning
outcome;
One assignment
demonstrating understanding
the role of families in
supporting health
development and preventing
abuse must be included in
portfolio.
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
Formative
Assessment: Passing
work on studentidentified product as
measured by
classroom instructor
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
Formative
assessment: Passing
work on studentidentified product as
measured by
classroom instructor
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
8
Program goals
and Student
Outcomes
7. Students
apply basic
knowledge about
the case
management
process in
working with
vulnerable
children and
families.
Where will
students
learn this
knowledge
or skill?
S201
PUL/RISE
How will student
achievement of the outcome
be assessed?
In what setting will
the assessment take
place?
PUL #IV:
Intellectual
Depth, Breadth
and
Adaptiveness
Course assignments in S201
will allow students to
demonstrate this learning
outcome;
Formative
assessment: Passing
work on studentidentified product as
measured by
classroom instructor
S201 is a RISE
course
8. Students
demonstrate an
understanding of
the public policy
and its impact to
services for
vulnerable
children and
families.
S251 OR
Y213 and
then S305
9. Students
demonstrate
basic skills in
assessing client
strengths and
limitations.
S201 and
S305
PUL #III:
Integration and
Application of
Knowledge
One assignment
demonstrating the ability to
apply basic knowledge of the
case management process
must be included in portfolio.
Course assignments in S251
OR Y213, and also S305 will
allow students to demonstrate
this learning outcome;
One assignment
demonstrating understanding
the role of public policy in
impacting services for
vulnerable children and
families must be included in
portfolio.
PUL IV:
Intellectual
Depth, Breadth
and
Adaptiveness
S201 is a RISE
course
Course assignments in S201
and S305 will allow students
to demonstrate this learning
outcome;
One assignment
demonstrating basic skills in
assessing client strengths and
limitations of vulnerable
children and families must be
included in portfolio.
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
Formative
assessment: Passing
work on studentidentified product as
measured by
classroom instructor
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
Formative
assessment: Passing
work on studentidentified product as
measured by
classroom instructor
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
9
Program goals
and Student
Outcomes
10. Students
identify case
management
interventions
that may address
the problems of
vulnerable
children and
families.
VI.
Where will
students
learn this
knowledge
or skill?
S201 and
S305
PUL/RISE
How will student
achievement of the outcome
be assessed?
In what setting will
the assessment take
place?
PUL #II: Critical
Thinking AND
PUL # III
Integration and
Application of
Knowledge
Course assignments in S201
and S305 will allow students
to demonstrate this learning
outcome;
Formative
assessment: Passing
work on studentidentified product as
measured by
classroom instructor
S201 is a RISE
course
One assignment
demonstrating the ability to
identify appropriate case
management interventions in
working with vulnerable
children and families must be
included in portfolio.
Summative
Assessment: Review
of products in
portfolio by BSW
Program Director
Describe student population to be served.
The certificate will be open to social work majors as well as students from other majors.
It will be available as a free-standing certificate for students who already have completed a
baccalaureate degree or may be taken in combination with an undergraduate degree.
See also Section I and VIII.
VII.
How does this certificate complement the campus or departmental mission?
Consistent with its mission (see Appendix 1 for IUSSW mission), the Indiana University School of
Social Work (IUSSW) and the Indiana Department of Child Services (DCS) have an ongoing
partnership to prepare students for careers in public child welfare. Graduating well-prepared
students who will contribute to the community also supports IUPUI’s mission.
As stated in the rationale, there continues to be a shortage of front-line public child welfare
workers in Indianapolis as well as across the state. Graduates with a Certificate in Child Abuse and
Neglect will be well-prepared to apply for these positions at the Indiana Department of Child
Services as well as other governmental and non-profit agencies which provide services to
vulnerable children and families. This preparation may help them be better prepared for this highly
demanding work, and thus, improve retention in frontline public child welfare positions, thus
improving services to families and saving agency costs related to turnover.
See Section V for how the program supports IUPUI’s Principles of Undergraduate Learning. For
more on the Principles, see Appendix 3.
See Section V for how the program supports the RISE to the IUPUI Challenge. For more on RISE see
Appendix 4.
10
VIII.
Describe any relationship to existing programs on the campus or within the university.
In addition to the BSW, the School of Social Work offers certificates in Case Management and in
Family Life Education. We are not aware of other similar programs at IUPUI.
Admissions and enrollment in the BSW degree have been steadily increasing over the past three
years. Participation in our Case Management and Family Life Education certificate programs are
also increasing. Many students transferring to IUPUI from Ivy Tech Community College and
other community colleges may have too many credits to complete the BSW degree but have
been increasingly considering completing their Bachelors in General Studies combined with one
of our certificates.
We believe that many of those students might consider entry-level positions as Family Case
Managers with the Indiana Department of Child Services through the preparation of the child
Abuse and Neglect certificate program.
We have specifically included courses from Psychology, Political Science and Sociology to
encourage students from other disciplines to consider the certificate and receive credit for
coursework already taken that fits the requisite learning outcomes for this certificate.
At this time, we have no collaborations developed with similar or related programs on other
campuses. Because IUSSW is a system school, other BSW programs at IU Bloomington, IU East,
IU Northwest, IUPU Ft. Wayne or IU South Bend could decide to offer the certificate on their
campuses.
All courses are already taught at the IUPUI campus.
IX.
List and indicate the resources required to implement the proposed program. Indicate
sources (e.g., reallocations or any new resources such as personnel, library holdings,
equipment, etc.).
All faculty and staff required to implement this certificate are already in place. This certificate
was modeled after two existing certificates already offered at IUPUI, Case Management and
Family Life Education, which will provide the administrative structure for application and
academic advising for the new Child Abuse and Neglect certificate. The Child Abuse and Neglect
certificate is a combination of existing courses from the undergraduate social work curriculum
as well as courses from other disciplines that cover similar content. Advising for the Child Abuse
and Neglect certificate will be provided by existing program advisors. It is anticipated that the
additional of this certificate will be cost-neutral. No additional facilities or library resources will
be necessary to implement it.
No reallocation of resources will be necessary to implement the certificate. We do not
anticipate that any programs will be eliminated or down-sized with the addition of this
certificate. We do anticipate that the enrollment in some courses will expand which may
11
require offering an additional section or two over the academic year. There will be no fees over
baseline tuition needed to support this program.
X.
Describe any innovative features of the program (e.g., involvement with local or regional
agencies, or offices, cooperative efforts with other institutions, etc.).
As noted above IUSSW has an ongoing partnership with the Indiana Department of Child
Services.
The program has an experiential learning requirement that can be satisfied either through a
service-learning option or a practicum.
The BSW Program has Articulation Agreement with Ivy Tech Community College’s Human
Services program. Students may present syllabi courses taken at other academic institutions to
be considered for credit toward the Child Abuse and Neglect certificate.
12
Appendix 1 Mission and Strategic Plan of IUSSW
Mission Statement: The mission of the IUSSW is excellence in education, research and
service to promote health, well-being, and social and economic justice in a diverse world.
Vision Statement: An exemplary university and community-based collaboration advancing
social and economic justice, empowerment, and human well-being in a changing global
landscape.
Underlying Values:
SOCIAL and ECONOMIC JUSTICE

equity

fairness

security

inclusion

DIVERSITY:

equal access

commitment to diversity

celebration of diversity

recruitment of diversity for students,
faculty and staff
access to resources

embraced and embodied diversity

ethics

equity

nurturance

fairness security

respect

inclusion

commitment

stability

transparency
EFFECTIVENESS:

continuing improvement

leadership

adaptability

balance

critical thinking

professionalism

joy in work
EXCELLENCE

professionalism
EMPOWERMENT

maximizing on individual and collective
potential

individual and collective critical
consciousness

continuous questioning of the world
around us
INTEGRITY

honesty

cooperation

openness

commitment

trustworthiness

balance

accountability

adaptability

personal and professional standards

continuous improvement

respect of differences

critical thinking

leadership
commitment to our mission
13
Appendix 2
Summary of Indiana Department of Workforce Development Data
and Letter of Support from the Indiana Department of Child Services
Data drawn from the Indiana Department of Child Services Human Resources department demonstrates
that turnover is a significant problem for front-line child welfare workers, who are titled Family Case
Managers (FCMs). Less than 40% of workers are retained in the first year of employment and then after
the first anniversary of employment, only 55% of them make it to their second year. Recent research
(McGuire, Slater & Kirby, 2012) showed that new workers trained through their BSW education in a
special program focused on child welfare have statistically significant retention rates when compared to
new employees who receive traditional training.
Please see attached letter from the Deputy Director of Staff Development of the Indiana Department of
Child Services, who endorses this certificate.
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Appendix 3
IUPUI Principles of Undergraduate Learning (PULs)
The Principles of Undergraduate Learning are the essential ingredients of the undergraduate
educational experience at Indiana University Purdue University Indianapolis. These principles form a
conceptual framework for all students' general education but necessarily permeate the curriculum in
the major field of study as well. More specific expectations for IUPUI's graduates are determined by the
faculty in a student's major field of study. Together, these expectations speak to what graduates of
IUPUI will know and what they will be able to do upon completion of their degree.
I. Core Communication and Quantitative Skills
[Definition:] The ability of students to express and interpret information, perform quantitative analysis,
and use information resources and technology--the foundational skills necessary for all IUPUI students
to succeed.
[Outcomes:] Core communication and quantitative skills are demonstrated by the student’s ability to
a. express ideas and facts to others effectively in a variety of formats, particularly written, oral, and
visual formats;
b. comprehend, interpret, and analyze ideas and facts;
c. communicate effectively in a range of settings;
d. identify and propose solutions for problems using quantitative tools and reasoning;
e. make effective use of information resources and technology.
II. Critical Thinking
[Definition:] The ability of students to engage in a process of disciplined thinking that informs beliefs
and actions. A student who demonstrates critical thinking applies the process of disciplined thinking by
remaining open-minded, reconsidering previous beliefs and actions, and adjusting his or her thinking,
beliefs and actions based on new information.
[Outcomes:]
The process of critical thinking begins with the ability of students to remember and understand, but it is
truly realized when the student demonstrates the ability to
a.
apply,
b.
analyze,
c.
evaluate, and
d.
create
knowledge, procedures, processes, or products to discern bias, challenge assumptions, identify
consequences, arrive at reasoned conclusions, generate and explore new questions, solve challenging
and complex problems, and make informed decisions.
III. Integration and Application of Knowledge
[Definition:] The ability of students to use information and concepts from studies in multiple disciplines
in their intellectual, professional, and community lives.
[Outcomes:] Integration and application of knowledge are demonstrated by the student’s ability to
a. enhance their personal lives;
b. meet professional standards and competencies;
c. further the goals of society; and
d. work across traditional course and disciplinary boundaries.
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IV. Intellectual Depth, Breadth, and Adaptiveness
[Definition:] The ability of students to examine and organize disciplinary ways of knowing and to apply
them to specific issues and problems.
[Outcomes:] Intellectual depth, breadth, and adaptiveness are demonstrated by the student’s ability to
a. show substantial knowledge and understanding of at least one field of study;
b. compare and contrast approaches to knowledge in different disciplines;
c. modify one's approach to an issue or problem based on the contexts and requirements of particular
situations.
V. Understanding Society and Culture
[Definition:] The ability of students to recognize their own cultural traditions and to understand and
appreciate the diversity of the human experience.
[Outcomes:] Understanding society and culture is demonstrated by the student’s ability to
a. compare and contrast the range of diversity and universality in human history, societies, and ways of
life;
b. analyze and understand the interconnectedness of global and local communities; and
c. operate with civility in a complex world.
VI. Values and Ethics
[Definition:] The ability of students to make sound decisions with respect to individual conduct,
citizenship, and aesthetics.
[Outcomes:] A sense of values and ethics is demonstrated by the student’s ability to
a. make informed and principled choices and to foresee consequences of these choices;
b. explore, understand, and cultivate an appreciation for beauty and art;
c. understand ethical principles within diverse cultural, social, environmental and personal settings.
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Appendix 4 RISE to the IUPUI Challenge Initiative
The RISE to the IUPUI Challenge initiative engages students more deeply in their learning and
contributes to their intellectual and professional development in unique ways. Each undergraduate
student is challenged to include at least two of the four RISE experiences - research, international,
service learning, and experiential learning - into their degree programs.
The RISE to the IUPUI Challenge initiative enhances the teaching and learning process that occurs during
formal classroom coursework. The initiative builds on IUPUI's long tradition and commitment to
experiential learning. Each RISE category incorporates qualified experiences, integration of knowledge,
reflection, and assessment, and will be documented on students' transcripts.
The IUPUI undergraduate educational experience is distinctive because it intentionally uses experiential
learning to prepare students for graduate school, careers, and citizenship. It provides skills, knowledge,
and experiences that are highly prized by employers and establishes the foundation for future leaders.
RISE to the Challenge is focused on increasing undergraduate student participation in research,
international, service and experiential learning programs. The RISE initiative will offer students special
opportunities to engage in concrete experiences associated with research, global learning, community
service, and careers. With guidance and mentorship, students will go on to relate these experiences to
classroom learning in structured, educationally meaningful ways. RISE will engage students more deeply
in their learning and contribute to their intellectual and professional development in unique ways. The
initiative’s goal is for IUPUI graduates to have exposure to at least two RISE categories.
Research conducted under the mentorship of a faculty member. Undergraduate research experiences
include any scholarly or artistic activities that lead to the production of new knowledge; to increased
problem solving capabilities, including design and analysis; to original critical or historical theory and
interpretation; or to the production of art or artistic performance. The research requirement will not be
met by courses that teach about research; rather, it is a credit-bearing educational experience that
involves the student in conducting research under the mentorship of a faculty member.
International experience, such as study-abroad courses or independent study. International
engagement will include credit-bearing coursework or independent study in which students directly and
intensively engage with a national community outside their own, reflect on this engagement in an
informed and thoughtful way, and enhance their skills of international understanding and interaction.
Study abroad (outside the 50 states and District of Columbia) is the preferred mode for fulfilling this
goal, but exceptionally interactive and immersive experiences with immigrant groups, organizations
concerned with global issues, or campus-based courses employing interactive distance technologies may
sometimes also count. Students who are not U.S. citizens or permanent residents may apply to develop
faculty-guided, credit-bearing formats for reflecting on their experiences in the U.S.
Service-Learning Courses. A course-based, credit bearing educational experience in which a student
participates in an organized service activity that meets identified community needs and reflects on the
service activity in such a way as to gain further understanding of course content, a broader appreciation
of the discipline, and an enhanced sense of personal values and civic responsibility.
Experiential Learning Courses. Coursework specifically designed with increased requirements outside
of the classroom can qualify as experiential learning (integration of knowledge, activity, reflection and
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assessment to translate learning into action). This requirement may be met with specially designated
credit-bearing classes or by one of the following instruction formats:
1. Clinical Education
2. Cooperative Education
3. Field Work
4. Internship Practicum
5. Student Teaching
6. Mentoring Practice
7. Other categories
Consistent with the other components of the RISE challenge, experiential learning courses will
incorporate knowledge, activity, reflection, and assessment and carry academic credit discernable on
the students’ transcript.
For more on RISE, visit http://academicaffairs.iupui.edu/plans/rise.cfm.
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