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Undergraduate

Student Learning Outcomes

Bachelor of Social Work (BSW)

The BSW Program’s Educational Outcomes are derived from the Council on Social Work Education’s (CSWE) competencies as articulated in the Educational Policy and Accreditation Standards document (CSWE, 2015). The BSW Program is evaluated based upon students demonstrating, at the point of graduation, the ability to:

Competency #1: Demonstrate Ethical and Professional Behavior

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

Competency #2: Engage Diversity and Difference in Practice

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

Competency #3: Advance Human Rights and Social, Economic, and Environmental Justice

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

Competency #4: Engage in Practice-informed Research and Research-informed Practice

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

Competency #5: Engage in Policy Practice

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

Competency #6: Engage with Individuals, Families, Groups, Organizations, and Communities

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

Competency #7: Assess Individuals, Families, Groups, Organizations, and Communities

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

Competency #8: Intervene with Individuals, Families, Groups, Organizations, and Communities

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

Competency #9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

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

Child Abuse and Neglect Certificate

Indiana University School of Social Work offers a certificate in Child Abuse and Neglect at the undergraduate level on the IU Indianapolis campus. This certificate is open to students in all majors at IU Indianapolis.

Student Learning Outcomes:

The certificate in Child Abuse and Neglect provides students with the opportunity to learn:

  • Human Diversity
  • Growth and Development across the Life Cycle
  • Basic knowledge of the development of Public and Private Social Services
  • Specific Content on Child Abuse and Neglect and Family Dynamics

The Child Abuse and Neglect Certificate is a beneficial supplement to professions closely connected with children and families (i.e. nursing, teaching, child welfare). Students will have a deeper understanding of their clients and social services, and for this reason, may become more marketable in their chosen field.

 

Labor Studies

These SLOs apply to all Labor Studies programs.

  1. Apply knowledge of labor and working class movements from a global perspective.
  2. Apply knowledge from a labor studies perspective which draws from diverse fields including history, economics, industrial relations, political science, law, sociology, communications and others.
  3. Analyze the impact of globalization on working class and diverse groups.
  4. Analyze how global issues affect local, regional, and national labor markets.
  5. Apply strategies of advocacy and social change and related skills to strengthen the labor movement.
  6. Demonstrate the values and conduct of social and economic justice.
  7. Demonstrate knowledge and skills to effectively advocate for the well being of the working class and their organizations.
  8. Apply critical thinking skills and the process of inquiry to advance working class and social movement causes.
  9. Assess the role of liberal arts in bringing justice and equality to working people.
  10. Demonstrate commitment and skills to continue education and lifelong learning in an ever-changing world of work.
  11. Demonstrate commitment and skills to become agents of change to promote a just and equitable world of work.