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The Phylis Lan Lin Department

of Social Work

Bachelor of Social Work (BSW) Program Student Handbook of

Policy, Practices and Procedures 2021 - 2022

Health Pavilion

1400 E. Hanna Avenue Indianapolis, IN 46227-3697

E-Mail: socialwork@uindy.edu Web: http://www/socialwork.uindy.edu

Call: (317) 788-5007

“If you have the ability to value the person and draw them into their own strengths and powers, their heritage and diversity, their innate dignity even in despair, and if you have the tenacity to help them and

their neighbors achieve their highest potential, then welcome into my profession.” –Anonymous

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Introduction Completing an undergraduate degree involves many integrated activities, and this handbook, along with the BSW Field Manual, will be essential reference documents for you as you progress through the program. Additional information concerning University of Indianapolis policies and procedures is also available in the University of Indianapolis Academic Catalog and the Student Handbook of the University of Indianapolis.

At times, our policies and procedures may change, but you will be informed of any changes. Handbooks are also updated annually and are available through ACE. If you have any questions or comments concerning our policies or procedures, please see your advisor or any member of the faculty or department staff.

Rights Rights Reserved. The president and officers of the University of Indianapolis reserve the right to change the requirements for admission or graduation announced in this program description and to change the arrangement, scheduling, credit, or content of courses, the books used, fees charged, regulations affecting students, and to refuse to admit or readmit and to dismiss any student at any time, should it be deemed to be required in the interest of the student or the university to do so.

IT IS THE PERSONAL RESPONSIBILITY OF EACH STUDENT TO ACQUIRE AN ACTIVE KNOWLEDGE OF ALL REGULATIONS SET FORTH BY THE UNIVERSITY OF INDIANAPOLIS, COLLEGE OF APPLIED BEHAVIORAL SCIENCES AND THE PHYLIS LAN LIN DEPARTMENT OF SOCIAL WORK.

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Table of Contents

Introduction 2

Section I: Phylis Lan Lin Department of Social Work

College of Applied Behavioral Sciences (CABS) 5

History of Social Work Department 6

Mission of BSW Program 6

BSW Program Goals 7

Student Participation in Governance 7

Admissions 7

Admissions Criteria 8

Transfer Credit 9

Credit for Life and Previous Work Experiences 9

Scholarships 9

Section II: BSW Program Policies

Confidentiality 9

Family Educational Rights and Privacy Act (FERPA) 10

Incident Reporting/ Field Practicum 10

Code of Conduct 11

Professional Conduct 13

Social Media 13

Student Advising 14

NASW Code of Ethics 14

NASW Standards and Indicators for Cultural Competence 14

CSWE Core Competencies 15

Section III: Course Curriculum Curriculum 15

Description of Courses 16

Description of Elective Courses 19

Section IV: Academic Policies

Attendance 19

Grade Consequences for Missed Classes 20

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Late Assignments 20

Course Incomplete 20

Academic Expectations 21

Examinations 21

Professional Writing Standards 21

Academic Integrity 22

Professional Conduct 22

Electronic Devices 23

Classroom Confidentiality 23

Section V: Grievance and Corrective Action

Suspensions 24

Leave of Absence 24

Termination 25

Petitions 26

Exceptions 26

Grievances 26

Appeals 27

Withdrawal from Program 27

Section VI: Additional Campus Resources and Opportunities

Social Work Association 27

Center for Aging and Community 28

Center for Service Learning and Community Engagement 28

University Support Services 28

Appendix A NASW Code of Ethics 30

Appendix B NASW Standards and Indicators of Cultural Competence 31

Appendix C CSWE Core Competencies 34

Appendix D Registered Student Organizations 38

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The Phylis Lan Lin Department of Social Work

College of Applied and Behavioral Sciences (CABS) The Phylis Lan Lin Department of Social Work is part of the College of Applied Behavioral Sciences (CABS), which contains both traditional and innovative accredited programs in behavioral sciences and mental health. Programs in CABS focus on helping students develop an understanding of human behavior in contextual environments, human diversity, social welfare policies and services, and research and scientific principles. CABS offers unique holistic training opportunities to address behavioral health issues, promote healthy individual functioning, strengthen families and communities, and enhance agencies and organizations. Coursework offered in psychology, mental health counseling, and social work emphasizes individual psychological functioning, assessment and diagnosis, and case conceptualization. Mental health counseling helps to address normative developmental transitions and the importance of career, family, and school adjustment. Social work focuses on the importance of improving the well- being and social functioning of individuals, families, and communities, especially oppressed and vulnerable populations and their communities, by employing direct services, advocating for social and economic justice and social change that relies heavily on the ecological and strengths perspectives. Psychology emphasizes intrapsychic processes, understanding the mind, and diagnosing and treating mental and emotional issues.

Students in CABS also have opportunities to engage in interdisciplinary course work in the areas of behavioral health and families and children. Interprofessional training in integrated health care is designed to prepare graduates to improve the health care and psychological functioning of individuals in Indiana and across the United States. Interprofessional clinical training is provided for students via an integrated clinic at UIndy and at specialty places in the city. Students may also specialize in training that focuses on empowering families and children through culturally responsive practice with families and children. Coursework and clinical experiences will help graduates understand development through biological, intrapsychic, interpersonal, and sociocultural levels of analysis as well as contextual and environmental factors including poverty, domestic violence, mental illness, and substance abuse. The framework for programs includes the importance of transforming lives. We work to transform the lives of students through training, self-reflection, and preparation for service and leadership in the communities in which they will serve. Graduates from programs in CABS will transform the clients, families, agencies and organizations, and the communities in which they serve and live.

Graduates from programs in CABS are prepared to transform lives through science, using principles from behavioral and psychological science to solve complex problems. Course work includes the scientific study of behavior and mental processes, psychological disorders and how they are assessed and treated, the interrelationships between culture, mind, and behavior, and social welfare, and environmental and contextual influences on psychological functioning and well-being.

Graduates are prepared to transform lives through learning and service. Graduate programs include clinical experiences working with diverse clients to develop exceptional competence for generalist and specialized practice and service. Undergraduate programs similarly engage in clinical work or service learning opportunities reflecting the university’s motto, Education for Service.

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Graduates are prepared to transform lives by changing behaviors. This may include engaging in clinical work, individual, family, and group therapy, prevention, and outreach services, as mental health technicians. As programs prepare generalists for service, students are exposed to a variety of approaches to changing behaviors and improving mental health.

Finally, graduates are prepared to transform lives through improving communities. The University’s mission states that programs prepare graduates for effective, responsible, and articulate membership in the complex societies in which they live and serve. Program philosophies highlight the need to promote individual and community well-being. The college prepares its graduates to advocate for social justice, to examine and enhance programs in social service agencies, to reduce mental health stigma, and to give voice to the marginalized.

History of the Social Work Department The social work department is a direct extension of a core value of UIndy, Education for Service. Planning for a BSW program at UIndy began in the late 1970s, although a few social welfare courses had been offered since the early 1950s. A preliminary social work program was established in the Department of Behavioral Sciences by Dr. Phylis Lan Lin, and the first three graduates were matriculated in 1982. By the mid-1980s the program had established itself as a viable major at UIndy and, as a result, the administration and faculty began the accreditation process with the Council on Social Work Education (CSWE). The BSW program was granted formal candidacy for accreditation on October 25, 1993, and received full accreditation in February 1997. In the same year, the program’s name was changed to The Phylis Lan Lin Social Work Program to honor the founder of social work at UIndy. The BSW program was granted unconditional reaffirmation in February of 2001 and was re-accredited in 2008 and in 2019. In 2014, Social Work became a full-fledged department and was named The Phylis Lan Lin Department of Social Work in the College of Arts and Sciences. In response to a University priority to increase graduate programs, a feasibility study was completed in 2014 which demonstrated a need for additional graduate programs in social work in Indiana. UIndy’s Board of Trustees approved the creation of an MSW program in 2015 and the accreditation process with CSWE commenced. The program received candidacy status with CSWE in 2016. Effective June 2019, the program is fully accredited through CSWE. The first cohort of MSW students began their study in 2016 and graduated in 2018. In 2016, the department became a part of the newly-formed College of Applied Behavioral Sciences.

Mission of the BSW Program Educating professional and ethical generalist social work practitioners in an interdisciplinary environment to meet the needs of an evolving city, state, national and global communities with attention to serving vulnerable and oppressed groups.

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The Mission of the Bachelor of Social Work (BSW) Program at the University of Indianapolis is to prepare graduates with the knowledge, skills, values, and ethics of the profession. Graduates of the BSW program will be competent and ethical generalist social work practitioners able to provide service to individuals, families, organizations, and communities. Graduates will work to enhance the quality of life and improve the well-being and social functioning of all individuals, families, and communities, particularly oppressed and vulnerable populations and their communities, by employing direct services, advocating for social, economic, and environmental justice, and planned social change to enhance human rights. Graduates will develop a strong theoretical basis for interventions, relying heavily on the ecological and strengths perspectives.

The BSW Program develops and enhances scientific and critical inquiry and ethical decision-making in practice and provides students with the knowledge base to work, live, and pursue economic and social justice in a diverse and global society. As education and development does not stop at graduation, the BSW Program instills in students an awareness of their responsibility to engage in continuing professional development and lifelong learning.

BSW Program Goals At the end of this program, graduates will be able to:

1. Demonstrate the development of professional orientation and identity as a social worker. 2. Apply legal and ethical standards in social work practice. 3. Apply critical thinking and evidence-informed practice to inform social work practice. 4. Synthesize and apply theories of human growth and development, with an emphasis on the

ecological and strengths perspective, in meeting the needs of diverse populations. 5. Apply and model the professional core values of service, social justice, dignity and worth of

human beings, the importance of human relationships, integrity, competence, human rights, and scientific inquiry.

6. Demonstrate knowledge and skills in the areas of engagement, assessment, intervention, and evaluation with individuals, families, groups, organizations, and communities.

Student Participation in Governance

The Social Work Department welcomes and encourages student input and participation in formulating and modifying policies affecting academic and student issues. Students may be represented at regular Department meetings by two students elected by the members of the Social Work Association (SWA). The names of students selected as student representatives by the SWA will be given to the program directors at the beginning of each semester. Elected student representatives can suggest items for the agenda of department meetings by notification to the Director. Items must be in the Director's office 48 hours prior to the Department meeting. Agenda items may be deferred at the discretion of the Program Director when there is not ample time for a complete discussion. Student representatives will be excused from the meeting if/when personnel issues or specific students’ issues are discussed.

Admissions The BSW program at UIndy is committed to accepting students from different cultural, economic, and educational backgrounds. We firmly believe that diversity in our students leads to enriched educational opportunities. Students can apply to the BSW program in Semester I or Semester II of each academic year. Students must attend a mandatory informational session prior to applying to the program and all students interested in the social work program must apply through an online portal to the BSW

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program. Students will be provided with additional application information upon attending the mandatory information session.

Admission to the BSW Program is a mutual process. The applicant must demonstrate that they meet the admission criteria (described below):

Admission Criteria – BSW Program (60 credits)

Students are required to have a total of 120 credit hours for a bachelor’s degree; however, students must satisfy the 60 credit hours for the BSW Program as part of the 120 total credit hours.

● Satisfactory completion, with a minimum grade of 2.70 (B- or better) In SOWK 110 and SOWK 230 courses.

● Minimum cumulative GPA of 2.3 (C or better) in all coursework. ● Social work major-specific courses need to be a B- or better to be accepted into the BSW

program (see social work major curriculum guide). ● Students must attend a mandatory BSW Program Informational Session (which will be held at

least one time each semester). ● Upon acceptance into the program, social work students will be required to maintain a 2.7 (B- or

better) in all social work courses. ● Evidence of values consistent with the Social Work Profession (assessed through

Personal Statement Narrative) ● Evidence of satisfactory critical thinking skills (assessed through writing sample) ● Evidence of satisfactory writing skills (assessed through writing sample)

Each candidate who applies to the BSW Program will be assessed and reviewed through an equitable admissions process. The BSW Admissions Committee, includes the Director of the BSW Program, the Field Director, and two or three other faculty members of the social work department. This committee will review all completed applications and determine the status of each applicant. The status of applicants will be one of the following:

● Unconditional Admission-the student is granted full admission into the program; ● Provisional Admission - the student may be provisionally admitted into the program with

specific conditions or recommendations that will be documented in a letter to the student; ● Deferred Decision- occasionally, the program faculty may have concerns about the applicant’s

suitability or commitment to the program and may elect to defer a decision. Specific conditions or recommendations will be documented in a letter to the student. Unresolved deferred decisions become decisions of denial if not reconciled within the specified timeframe;

● Denial of Admission- The program faculty may deny the application. In this case, specific reasons for rejection will be provided. Denial may stem from several conditions, such as the failure to attain the grade point averages stipulated above, serious problems encountered by the student while attending another social work program, or problems or conditions that may seriously undermine the student’s ability to engage in professional practice, such as substantiated allegations of cheating or plagiarism.

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Each student will receive a letter from the Director of the BSW Program notifying them of their status.

Transfer Credits Students who have completed undergraduate social work courses at other schools of social work accredited by the Council on Social Work Education can request to have credit for these courses evaluated for transfer and application toward the BSW degree requirements. Transfer credit will only be given for social work courses in which the student has received a grade of B - (2.7) or higher.

Credit for Life and Previous Work Experiences Credit will not be awarded for life experiences or previous work experience.

Scholarships Students must contact the University of Indianapolis Financial Aid Office for a complete detailing of scholarships and grants that may be available to them. In addition, there are three scholarships that are specifically targeted to students pursuing a BSW. The scholarships include the following:

● Phylis Lan Lin Scholarship: The Phylis Lin Lan scholarship, developed by Dr. Phylis Lan Lin, the

founder of the Department of Social Work at UIndy, supports social work students from traditionally underrepresented groups who have a commitment to social work and social justice.

● Toni Peabody: The Toni Peabody Scholarship is funded by Toni Peabody and Mr. Richard King.

This award was created to provide financial assistance for Social Work students enrolled in a practicum course. Ms. Peabody is a social worker and retired faculty member who served the Social Work Department for over 20 years at the University of Indianapolis. This scholarship is given annually to help offset financial hardships encountered by BSW students working to complete their practicum experience.

● Mildred Reynolds Scholarship: Dr. Mildred Reynolds, a 1952 graduate of the University of

Indianapolis who led a distinguished life in the profession, developed this scholarship for social work students who work with the late adult population.

Information about how to apply for these scholarships is distributed to students after they have been accepted to the BSW program. More information can also be found through the Admissions Office and the BSW program website.

Section II: BSW Program Policies Confidentiality Policy

The department strictly adheres to the NASW Code of Ethics regarding confidentiality. Thus, most communications of a personal nature are to be considered confidential and will remain so unless there are compelling professional reasons to breach that confidentiality. In other words, student disclosures that can result in possible harm to clients or disruption in the education of other students cannot be held in confidence. However, no personal information will be shared about a student without that student’s knowledge and opportunity to participate in discussions or actions regarding the disclosure of that information.

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Family Educational Rights and Privacy Act Department faculty enjoy meeting family members and are happy to include parents, with student consent, in matters such as advising or problem resolution. However, because the department honors and must comply with the Family Educational Rights and Privacy Act (FERPA), information about a student’s performance cannot be given to family members without the written consent of the student. Faculty prefer, in these instances, that any parental or familial involvement occurs via meetings in which the student and the family member(s) are present.

Incident Reporting Policy/Field Practicum

As part of the undergraduate curriculum, students’ complete practicums in agencies and other community settings. The department is committed to continuing these practices in a way that is structured, supervised, and effective and these activities are developed through professional relationships that are carefully monitored. Should a student have any concern that behaviors or circumstances in an agency may place them at professional, ethical, or perhaps even physical risk, this must be communicated immediately. Circumstances include, but may not be limited to, the following:

• Concern about adequate physical safety at a field site; • Being presented with alcohol or any other drug by any individual in the community; • Questionable professional behaviors by agency staff which create personal discomfort for

the student, including infringement of personal boundaries or any potential form of harassment;

• Asked to work with a client that may be volatile or to do a home visit unaccompanied; • Expected to participate in unethical or deceptive practices.

Should one of these circumstances arise, the student should immediately do the following:

1. Report the situation promptly to the faculty member supervising that field experience or

community component. Together the faculty member and student will complete an Incident Report Form.

2. The Program Field Director/Program Director will then investigate the circumstances by first interviewing the student(s) and the faculty member.

3. Should further investigation be required, the Program Director will then interview other involved parties and/or review pertinent documents. No person will be contacted without first notifying the student(s) who filed the Incident Report Form. Should an event be serious, it may involve notification of the Dean of the College of Applied Behavioral Sciences or other University administrators.

4. Any indication that students may be exposed to these risks will result in removing students from that setting and no longer using that agency or placement. In the event that it is warranted, reporting of the concern to appropriate bodies, such as NASW, may occur.

5. Disposition of each case will be shared with the student(s) initiating the concern. The Incident Reporting Form will remain on file indefinitely.

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Code of Conduct The Social Work Department at UIndy requires the highest standards of professional and personal conduct from all students. Each student must abide by the policies and procedures of the university and comply with its standards. Failure to comply with the standards of conduct may result in suspension or termination from the program.

Students must exhibit behavior consistent with the NASW Code of Ethics (see Appendix A), NASW Standards, and Indicators of Cultural Competence (see Appendix B) and CSWE Core Competencies (see Appendix C). The Code of Conduct addresses the expectations of students in four areas: interpersonal skills, attitudes and self-awareness, academic performance, and professional behavior. The general expectations of students include but are not limited to:

(a) Interpersonal Skills ● Establishes and maintains professional, collaborative, and collegial relationships consistent with

the NASW Code of Ethics despite social differences and level of authority (e.g., professional boundaries, empathy, self-determination, non-judgmental attitude, respect, integrity).

● Assumes responsibility for own choices and assesses and adjusts their impact on others and systems.

● Hears and considers diverse viewpoints. ● Functions within the structure of organizations and service delivery systems during learning

experiences (e.g., service learning, practicum, academic field experience) by observing organizational policies and professional ethics.

● Uses proper educational and organizational channels for conflict resolution and advocacy.

(b) Attitudes and Self Awareness ● Self-directed, assertive, and takes initiative (e.g., asks questions related to advising, learning, and

personal needs, responding to strengths and weaknesses). ● Willingness to risk self in new experiences and groups (e.g., active participation in learning

experiences that challenge and develop skills and values clarification). ● Demonstrate respect for physical, social, economic, religious, gender, cultural, sexual orientation,

and racial differences. ● Exhibits knowledge of how one’s own values, attitudes, beliefs, emotions, and past experiences

affect thinking, behavior, and relationships. ● Accurately assesses own strengths, limitations, and suitability for professional practice (e.g.,

evaluates own learning style and preferences and acquires useful learning strategies to integrate those preferences).

● Demonstrates willingness to seek and accept feedback through supervision and uses feedback for professional development.

● Exhibits commitment to the mission, goals, core values, and ethical principles of social work as outlined in the NASW Code of Ethics.

(c) Academic Performance ● Communicates ideas clearly and concisely both verbally and in writing. ● Uses correct grammar and spelling.

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● Accurately uses writing style outlined in the American Psychological Association Handbook, including the use of citations and references to avoid plagiarism.

● Demonstrates sufficient skills in English to understand the verbal and written course content and to fulfill the requirements for the academic field experience.

● Demonstrates an understanding of social work concepts, theory, language, values, and skills. ● Sustains the academic qualities or conditions required to maintain or achieve full admission

status. ● Fulfills objectives in active student learning plans as described in the field manual for practicum. ● Academic integrity (NASW Code of Ethics)

(d) Professional Behavior ● Understand and exhibit professional behaviors consistent with the NASW Code of Ethics. ● Exhibits behavior consonant with institutional policies, department policies, policies of agencies

supporting the student’s experiential learning, and professional standards. ● Demonstrates effective coping (e.g. seeking professional assistance for medical, emotional, or

substance abuse problems; developing supportive relationships with colleagues, peers, or others) with personal issues so these issues do not interfere with academic or practicum endeavors.

● Exhibits professional appearance (e.g., grooming, hygiene, dress, demeanor). ● Demonstrates responsible and accountable behavior by knowing and practicing within the scope

of social work by: o fulfilling obligations to the program, academic field agency, clients, and colleagues o respecting others o being punctual and dependable o prioritizing responsibilities o attending class regularly o observing deadlines o completing assignments accurately and on time and o keeping appointments or making acceptable alternative arrangements.

The department recognizes the importance of personal and professional competencies in addition to traditional academic skills. Students are holistically evaluated by all members of the learning community on standards of professional performance, development, and functions that include, but are not limited to:

● their interpersonal and professional competence (e.g., consistently establishing positive interpersonal relationships, demonstrating an active commitment to education and training, communicating professionally, demonstrating integrity, affirming individual and cultural differences);

● their self-awareness and self-reflection (e.g., awareness of own various roles in diverse contexts, recognizing limitations and training/learning needs, awareness of own cultural values);

● their openness to feedback; and their proactive, engaged resolution of issues that may interfere with their professional development or functioning.

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Students in violation of the code of conduct standards will be required to complete a Student Development Plan. This plan is created with input from the student, the student’s advisor, the Program Director, and other relevant faculty members.

Professional Conduct As part of its commitment to integrity and respect in the community in which it operates, it is expected that students will conduct themselves in a professional and respectful manner at all times, both when interacting within the university community and when representing the university at events outside the institution. In that regard, students will not at any time engage in unduly disruptive, threatening, unethical, disrespectful, or abusive conduct toward other members of the university community.

All social workers and social work students are expected to abide by the National Association of Social Worker’s (NASW) Code of Ethics and use it to guide their behavior.

Social Media Policy The Phylis Lan Lin Department of Social Work, BSW Program social media policy is outlined below: Students should be aware that social media is a web-based technological communication tool that allows people to interact. Students are responsible for all content that is posted regardless of the social media outlet. The student is responsible for growing familiar with the advantages and disadvantages of participating in social media and should operate their usage of social media is fair, ethically appropriate, and legal manners while engaging in all social media activities. Therefore, students must consider the significance of these concepts for functioning in web-based communication in order to preserve their reputation and professional development. Students must be cognizant that information presented in a public format can be observed by anyone and can be traced back to the individual. Students must comply with the following tenants as members of the BSW social work program: • Discussions intended for educational purposes that include identifiable information related to students, families, faculty, staff, or other institutional employees. • Non-public proprietary or confidential information that includes but is not limited to photos, videos of students, families, faculty, staff, and other institutional employees. • Comments that are damaging to UIndy or the Phylis Lan Lin Department of Social Work, other students, faculty, staff, and clinical institutions and employees. • Comments that purport threats of violence, harassment, obscenities, profanity, derogatory statements that can be perceived as racially motivated, sexually explicit, homophobic, or other offensive comments. • Social media postings that violate state or federal laws designed to protect privacy. Such violations may result in criminal and civil penalties.

Such violations may result in further disciplinary actions including: • Program Dismissal • Dean Notification • Course Failure • Student Conduct Hearing

The Phylis Lan Lin Department of Social Work Faculty can offer you guidance in identifying solutions that may potentially help you to avoid harmful implications. In addition, the NASW has established technology standards for social workers that can be found at this link:

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https://www.socialworkers.org/includes/newIncludes/homepage/PRA-BRO- 33617.TechStandards_FINAL_POSTING.pdf.

Student Advising

Each incoming BSW student will be assigned to Centralized Advising and Student Achievement (CASA) as well as a BSW faculty member once the student has declared social work as their major. This faculty advisor assignment is made by the BSW Program Director. Social Work advisors will meet with their advisees at least once each semester. The function of the social work advisor is to assist students with the selection of courses, professional and academic development, to assess issues affecting academic performance and develop plans to resolve these issues and to assist students in accessing services within the University and/or the community when needed.

NASW Code of Ethics A defining characteristic of the social work profession is identification with an explicit mission statement, a clearly articulated ethical foundation, and an associated value system. According to the preamble of the NASW Code of Ethics (see Appendix A):

The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual well-being in a social context and the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to and address problems in living.

From this mission, NASW has developed six core values and associated ethical principles that all social workers adhere to. (https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics- English).

NASW Standards and Indicators for Cultural Competence In order to operationalize cultural competence, students are required to intentionally familiarize themselves with the tenants needed to work with marginalized groups. The ten (10) standards and indicators have been identified below:

1. Standard 1. Ethics and Values 2. Standard 2. Self-Awareness 3. Standard 3. Cross-Cultural Knowledge 4. Standard 4. Cross-Cultural Skills 5. Standard 5. Service Delivery 6. Standard 6. Empowerment and Advocacy 7. Standard 7. Diverse Workforce 8. Standard 8. Professional Education 9. Standard 9. Language and Communication 10. Standard 10. Leadership to Advance Cultural Competence

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CSWE Core Competencies The social work department at UIndy is designed for students to master the nine (9) core competencies developed by the Council on Social Work Education (CSWE) (see Appendix B). An individual social worker’s competence, however, is developmental and dynamic and will change over time in relation to new experiences and life-long learning. Each student graduating from the BSW program will be able to:

1. Demonstrate ethical and professional behavior. 2. Engage diversity and difference in practice. 3. Advance human rights and social, economic, and environmental justice. 4. Engage in practice-informed research and research-informed practice. 5. Engage in policy practice. 6. Engage with individuals, families, groups, organizations, and communities. 7. Assess individuals, families, groups, organizations, and communities. 8. Intervene with individuals, families, groups, organizations, and communities. 9. Evaluate practice with individuals, families, groups, organizations, and communities.

Section III: Course Curriculum Curriculum

Preparatory Studies: Liberal Arts Preparation The University of Indianapolis is committed to the liberal arts tradition and has been since its inception. The liberal arts tradition, shared by all undergraduates, is called the “General Education Core.” All of the core requirements for baccalaureate degree students are integral to preparation for the study of social work. The program recommends that students seeking admission have completed or are nearing completion of all core requirements prior to application, or have mastered similar requirements at other institutions. This is because many of the upper-division courses are predicated on the student’s prior mastery of the general education core.

The BSW program follows the CSWE (2015) conceptualization of generalist practice:

Generalist practice is grounded in the liberal arts and person-in-environment framework. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with diverse individuals, families, groups, organizations, and communities based on scientific inquiry and best practices. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research- informed practice and are proactive in responding to the impact of context on professional practice (2015 Educational Policy and Accreditation Standards, p. 11).

The program interprets this conceptualization as preparing graduates for generalist social work practice in an immense variety of possible settings, working with micro, mezzo, and macro systems with at-risk populations, mirroring the program’s mission statement. The program utilizes a foundation curriculum that addresses practice at all levels and systems. The BSW program produces graduates that embrace a multidimensional practice approach.

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The program’s foundation level generalist practice curriculum emphasizes a strengths perspective. The strengths model is incorporated throughout the BSW course curriculum through assignments and coursework. Following the CSWE Educational Policy for Generalist Practice (EPAS) that students must “recognize, support, and build on the strengths and resiliency of all human beings” (2008), students are asked to explore and identify the strengths of individuals, groups, families, and communities throughout the courses on this level. Based on Saleeby’s work (2012), students are taught that all clients, regardless of circumstance, have the ability to overcome adversity. Students are taught how to help their clients identify, assess, and then utilize their own skills, resources, and assets to address the presenting concern. Students learn to focus on the opportunities rather than the perceived deficits that can lead to the clients developing pathologies.

The curriculum design emphasizes the integration of content, in theory, practice, research, and policy. Specific learning experiences are then planned by individual instructors. Learning experiences are not the same as the content that is the focus of the course, nor the activities performed by the instructor. The term “learning experience” refers to the interaction between the learner, other students, the instructor, and the classroom environment. “Hands-on” learning experiences are emphasized and include such things as role-playing, simulations, presentations, and projects that build upon the content and competencies mastered in other courses, culminating in the practicum experience where practice behaviors associated with competencies are formally assessed. The explicit and implicit connections between course content, learning experiences, and practicum result in the achievement of the program goals and social work competencies, preparing students to work in a variety of settings. In line with generalist principles, the curriculum is designed to expose students to micro, mezzo, and macro practice.

Descriptions of Courses The courses in the BSW program are excerpted from the general catalog. BSW Program courses are generally offered at least once per academic semester.

SOWK 110: The Field of Social Work Introduction to Social Work. This course examines social work concepts, functions, roles, and value base. The class examines social conditions and problems for vulnerable populations and the service delivery systems in which social work is practiced. Tours of local agencies and interviews with professional social workers are included.

SOWK 230: Foundations of Social Work Practice This course examines generalist intervention strategies from a systems perspective. Various models for problem-solving at the level of individuals, families, groups, neighborhoods, organizations, and communities are studied. Fundamental skills in interpersonal communications and interviewing are included. Laboratory experiences include simulations, role plays, and videotaping. (Satisfactory completion of or concurrent enrollment in SOWK 110 is highly recommended. This course is required for admission into the BSW Program.)

SOWK 250: Micro/Mezzo Social Work Practice This course integrates and consolidates theories from prerequisite social, behavioral, and biological sciences courses from human growth and development perspective. Themes include assessing and understanding human diversity in varying social contexts, social injustice, oppression, cultural heritage, and concerns for specific vulnerable populations. Emphasis is on

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individuals, families, and groups, and the reciprocal interactions between them.

SOWK 260: Macro Human Behavior in the Social Environment This course is similar to SOWK-250 in that it integrates and consolidates theories from prerequisite social, behavioral, and biological sciences courses. Themes include assessing and understanding human diversity in varying social contexts, social justice, oppression, cultural heritage, and concerns for specific vulnerable populations. The primary focus is on organizations, communities, institutions, and the reciprocal interactions between individuals and these systems.

SOWK 295: Diversity and Environmental Justice

The premise of this course recognizes that the United States is a multicultural society. This course asserts that in order to operationalize competent social work practice, students must understand and have knowledge of people's biases and examine the intentionality of how diversity strengthens and enriches us all. This course prepares students to work with diverse groups of people residing in the United States, including racial and ethnic groups and other populations defined by gender, sexual orientation, income, physical and mental ability, age, and religion. Emphasis will be placed on defining and developing skills for culturally competent social work generalist practice with these populations through students' self-examination, experiential learning, and critical reading of class materials. The course will place an emphasis on theoretical content that focuses on diverse populations, historical, political, and economic factors that contribute to privilege, power, oppression, and social injustices. THE PRACTICE COURSES are open only to students admitted to the BSW program. The three practice courses are SOWK 310, 320, and 330. The student can take SOWK 310 prior to or concurrently with SOWK 350 Junior Practicum. Prior to enrolling in SOWK 450 Senior Practicum, the student must take SOWK 310 along with two out of the three remaining practice courses. The remaining practice course can be taken concurrently with SOWK 450 Senior Practicum.

SOWK 310: Social Work Practice with Individuals and Families Social work practice with an emphasis on small-systems perspectives. Emphasis is on theories, methods, and techniques of practice within the contexts of individuals, families, and small social networks. Documentation, assessment, intervention, networking, and the development and use of resources are examined. This will facilitate the student's development of a theoretical framework and model for evaluating and intervening with individuals, families, and small systems across cultures. Approaches for integrating practice with larger systems are included. Content on values, ethics, diversity, social and economic, justice, and populations at risk are infused throughout the course. Laboratory work includes role-playing, simulations, and videotaping as an integral part of the course. (Admission to the Social Work Program and satisfactory completion of SOWK-250 is required prior to enrollment in this course.)

SOWK 320: Mezzo Social Work Practice Social work practice with an emphasis on medium-sized systems perspectives. Emphasis is on

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theories, methods, and techniques of practice within the contexts of secondary social systems such as reference, peer, and support groups. Approaches for integrating practice with smaller and larger systems are included. Laboratory work includes role-playing, simulations, and videotaping as an integral part of the course. (Satisfactory completion of SOWK 250 Micro/Mezzo HBSE is required prior to enrollment in this course. SOWK 310 is a recommended prerequisite to SOWK 320.)

SOWK 330: Macro Social Work Practice Social Work practice with an emphasis on a large-systems perspective. Emphasis is on theories, methods, and techniques of practice within organizational, neighborhood, and community contexts. Change strategies such as mobilization, social action, citizen participation, advocacy, popular education, and service development are explored. Approaches for integrating practice with smaller systems are included. Laboratory work includes structured events, simulations, and electronic conferencing as an integral part of the course. (Satisfactory completion of SOWK 260 Macro HBSE is required prior to enrollment in this course.)

SOWK 340: Social Work Research This course examines research in practice. Qualitative and Quantitative theories, methods, and techniques for generating and interpreting research are studied. Practice and value-based issues and ethics are explored as relevant to research. Content on practice evaluation is included.

SOWK 350: Junior Practicum in Social Work Junior practicum in social work at a prearranged and approved social services agency. Obligations includes 168 clock hours of direct experience at an agency plus additional classroom integration seminars, readings, and assignments. Six hours of credit are earned. (Students must be currently enrolled in or have successfully completed SOWK 310 and be in good standing in the program in order to progress into Junior Practicum. In addition, students must be in good standing in the BSW Program.)

SOWK 370: Social Welfare Policy and Services This course examines the characteristics of contemporary social welfare policies and services. Models for understanding intent, adequacy, effectiveness, costs, and equity are emphasized. Policy implications for practice within culturally diverse contexts are studied. Implications for practice with different sizes and types of systems and populations at risk are explored.

SOWK 450: Senior Practicum in Social Work Senior practicum in social work at a prearranged and approved social services agency. Obligations include 336 clock hours of direct experience at an agency plus additional classroom integration seminars, readings, and assignments. Course may be taken during one semester for a total of 12 semester hours or over a two-semester period for six semester hours per semester. ***Students may not accrue more than 12 hours for the senior practicum requirement. (Students must be currently enrolled in or have successfully completed SOWK 310 and be in good standing in the program in order to progress into Junior Practicum. In addition, students must be in good standing in the BSW Program . In addition, students must be in good standing in the BSW Program.)

SOWK 460: Capstone Seminar in Social Work This course provides a final opportunity for the integration of previous coursework. A group project is designed, implemented, and measured by students. Emphasis is on preparing for generalist practice in social work and integrating coursework previously mastered by the student.

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Descriptions of Elective Courses

The following electives are available and open to all University students:

SOWK 200: Working with and For Youth Survey of child welfare services and intervention strategies. This course examines developmental, health, risk, service, legal, and advocacy problems and issues for human services professionals engaged in practice with children and youth. Assessment and intervention strategies for children and adolescents are included.

SOWK 220: Forensic Social Work: An Introduction

This course will allow students to learn to integrate socio-legal knowledge when working with diverse populations in a variety of settings. Using a human rights and social justice approach, this course will examine the use of forensic lenses when working with individuals, families, organizations, and communities that struggle with social justice issues. SOWK 375: Supervision and Administration This course is designed to prepare students for their roles as supervisors, leaders, and administrators in non-profit organizations. Students receive academic preparation focused on leadership theory and strategies for leadership development, ethical practice as supervisors, and roles of administrators in social service organizations. Students participate in activities that develop their skills in critical decision-making to address some of the complex problems that are common to leaders and administrators in social service organizations. As a result of this course, students should understand the competencies of supervisors, leaders, and administrators and identify a plan for their own continued development in these areas.

SOWK 390: Understanding Addictions This course explores a variety of dependency symptoms. The primary focus will be the abuse of mind-altering chemicals, with emphasis upon the progression of use, signs and symptoms, treatment options, recovery, relapse, prevention, and intervention aspects. We will explore several models of dealing with addiction. Teaching modalities will include lectures, discussions, guest speakers, and experiential activities. Based upon the model of chemical dependency presented, other dependencies will then be examined, primarily through student research and class presentations. (Course cross-listed with CRIM-390.) SOWK 430: Topical Seminar: Social Work Study of a particular area of social work not covered in one of the other advanced courses. The topic for a given semester is announced prior to registration for the semester, having been selected in response to student needs and interests. A student may receive credit more than once for SOWK-430 if a different topic is covered each time.

Section IV: BSW Academic Policies Attendance Policy With all social work courses, considerable learning occurs during the class session that cannot be easily “made up” when a class is missed. Therefore, students are required to attend all scheduled classes.

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Students are expected to arrive on time for each class and to remain until the class is dismissed. Students who miss three or more classes are expected to consult with the instructor.

Grade Consequences for Missed Classes Absences of 10% or more of class sessions will result in an automatic drop in the final grade by a half letter grade (a B becomes a B minus), and absences of 20% or more of class sessions will result in an automatic drop in the final grade by one full letter grade (an A becomes a B). Students who miss 25% of the class sessions can earn a maximum grade of “B-” for a course regardless of grades on written assignments or quizzes. Those students missing 33% of the class sessions will have their final grade lowered by two full-letter grades. Students receiving below a grade of B- will be required to repeat the class and go on academic probation. Excessive absences are also reported to the department director and may impact progress forward in the program.

Late Assignment Policy All assignment due dates are listed on the course syllabus. Assignments are to be submitted electronically via Brightspace. Assignments cannot be turned in late without prior permission from the instructor. Late papers will be graded down ten percent per class day (Monday-Friday). No assignments will be accepted and graded after the last class session of the semester, except at the discretion of the instructor. True emergencies may warrant an incomplete (see “Policy Regarding Course Incompletes” below).

Policy Regarding Course Incompletes Students are expected to complete all work before the final class session of each course. Incompletes are not granted automatically. The granting of an Incomplete “I” ultimately must be approved at the end of the semester by the Program Director, who retains one copy of the Incomplete form and sends a copy to the student. A grade of "I" may be assigned only in cases of illness, accident, or other dire occurrences beyond the student's control. It is the responsibility of the student to request an Incomplete prior to the final class session of the course. Students may also receive a deferred grade (“DE”) in some cases in order to complete practicum hours or other assignments as deemed appropriate by the instructor and the Program Director.

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Academic expectations of BSW students 1. Achieve a minimum GPA of 2.3 in all coursework each semester 2. Achieve, at a minimum, a grade of B- in all Social Work courses each semester (not including

Practicum)

3. Achieve, at a minimum, a grade of B in Practicum courses 4. Regularly attend and participate in all classes

5. Complete reading and other assignments on time 6. Observe all course policies as outlined in course syllabi

If a student fails to meet one or more of these expectations, the BSW Program Director will be notified. The BSW Program Director will then meet with the student, his/her advisor, the Field Director if the student is, and, if needed, other faculty members to assess the reason(s) why the student could not meet the expectation(s) and to develop a professional development plan for remediation.

A letter documenting the professional development plan will be sent to the student within 7 days by the BSW Program Director. The student will be placed on probation until the conditions specified in the plan (e.g., retaking courses with satisfactory grades) are met. The BSW Program Director is responsible for monitoring the student’s progress and determining when the conditions have been met.

The student has the right to appeal the probation decision and/or the professional development plan to the Dean of the College of Applied Behavioral Services. Such an appeal must be made within 14 days of the receipt of the letter notifying the student of the determination of probation and the remedial plan. Students on probation will not be allowed to graduate. Examination/ Final Examination/ Quiz Policy Courses that have examinations and/or quizzes are required of all students. Prior arrangements must be made if a student is unable to take the quiz at the scheduled time. Only in exceptional situations will a student be permitted to arrange to take a quiz prior to or after the scheduled examination/quiz time.

Professional Writing Standards Professionals are often judged by others based upon the quality of their written work. Carelessness in spelling and editing suggests that there may also be mistakes in the substance of the work.

All typed work submitted should be prepared in accordance with the Publication Manual of the American Psychological Association (7th ed). Information on APA can also be at the APA website http://www.apastyle.org/learn/faqs/index.aspx

Written assignments are expected to address the content/ideas in a clear and concise manner. Papers will be graded for sentence and paragraph structure, organization, grammar, punctuation, and spelling. Students are expected to use a computer in preparing written assignments. Papers should be double-spaced, use 11- or 12-point font and one-inch margins, and include page numbers and a title page. Sources should be cited/ documented using APA format.

Academic Integrity Policy Honesty, trust, and personal responsibility are fundamental attributes of the University community. Academic dishonesty by a student will not be tolerated, for it threatens the foundation of the institution

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dedicated to the pursuit of knowledge. To maintain its performance, the University of Indianapolis is committed to maintaining a climate that upholds and values the highest standards of academic integrity. Academic dishonesty includes, but is not limited to the following: Violations of procedures that protect the integrity of a quiz, examination, or similar evaluation, such as:

· Possessing, referring to, or employing open textbooks or notes or other devices not authorized by the faculty member;

· Copying from another person’s paper;

· Communication with, providing assistance, or receiving assistance from another person in a manner not authorized by the faculty member;

· Possessing, buying, selling, obtaining, giving, or using a copy of any unauthorized materials intended to be used as or in the preparation of a quiz or examination or similar evaluation;

· Taking a quiz or examination or similar evaluation in the place of another person;

· Utilizing another person to take a quiz, examination or similar evaluation in place of oneself;

· Changing material on a graded examination and then requesting a re-grading of the examination;

· Cooperating with someone else on a quiz, examination, or similar evaluation without the prior consent of the faculty member.

Plagiarism or violations of procedures prescribed to protect the integrity of an assignment, such as:

· Submitting an assignment purporting to be the student’s original work which has been wholly or partly created by another person;

· Presenting as one’s own work, ideas, representations or words of another person without customary and proper acknowledgment of sources;

· Submitting as newly executed work, without faculty member’s prior knowledge and consent, one’s own work which has been previously presented for another class at the University of Indianapolis or elsewhere;

· Knowingly permitting one’s work to be submitted by another person as if they were the submitter’s original work;

· Cooperating with another person in academic dishonesty, either directly or indirectly, as an intermediary agent or broker;

· Knowingly destroying or altering another student’s work, whether in written form, computer files, artwork, or other formats;

· Aiding, abetting, or attempting to commit an act or action which would constitute academic dishonesty.

Professional Conduct Policy Students in a professional program should conduct themselves as professionals in relation to the class and assignments. Full participation is encouraged as long as it is appropriate for the course content. Respect for the opinions of others is expected. Frequent lateness or professionally unbecoming class conduct is likely to result in a lowered grade. Students are evaluated on their personal and professional behavior or conduct in this class as described in the NASW Code of Ethics.

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With the exception of legally prescribed medications, any use of consciousness-altering substances before, during, or between class sessions obviously impairs learning and is unacceptable.

Electronics Policy Cell phone use during class is disruptive. Cell phones should be turned to silent mode and students should NOT TEXT in class. Exceptions to this policy will be granted with prior arrangements with the instructor and can be granted for on-call employment obligations, medical or dependent care emergencies. Students granted exceptions to the cell phone policy should sit close to the door, set their cell phones in a non-audible setting, and if they receive a call exit the room quietly to take the call. Failure to comply with this policy may impact class participation points.

Laptop use not related to the class is also disruptive, so in general, laptops are not allowed to be used in class. The instructor may give students permission to use a laptop for note-taking related to PowerPoint or to complete reference work related to in-class business.

Virtual Learning The expectations and levels of professionalism in a virtual platform are synonymous with that of a traditional course environment unless otherwise stated by the social work course instructor. As such, students are expected to illustrate professionalism by utilizing the camera feature on electronic devices (phone, tablet, laptop, etc.) in synchronous class sessions unless otherwise communicated with the instructor. Observations of professional behavior include, but are not limited to: sitting upright, being focused, and engaged as well as interacting in the learning process. Students attempting to multitask by operating a motor vehicle during class time, watching television, laying down, and otherwise disengaged illustrates a lack of compliance with social work competency one and is unbecoming of a UINDY social work student. Such behavior will be assessed for readiness to practice in the field.

Classroom Confidentiality Policy

Social work classes are confidential environments. This means that all personal and organizational communication remains within the learning system. This is consistent with the NASW Code of Ethics. Participants in social work classes may share private information regarding their personal or professional lives. This information MUST be treated as confidential material that is NOT to be shared outside the classroom.

Section IV: Grievances and Corrective Actions

Should questions arise concerning a student meeting these standards or others specified by the program, such as excessive absences, academic performance below program expectations, or inappropriate behaviors based on professional standards for the discipline of social work, the following process will be used. Exceptions to this process do exist in the case of academic misconduct or an unresolved incomplete in practicum or a course. A grade below B- in any course will immediately result in a review (third step below).

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First, the faculty member will discuss the concerns with the student. The faculty member will provide a written statement documenting the conversation and a plan of action to remedy the situation.

Second, if the faculty member’s concern remains unresolved, the faculty member will notify the Program Director. The Program Director will convene a conference between all relevant parties. The goal of this meeting will be to determine an equitable and workable resolution/plan of action. Written warnings will be placed in the student’s file.

Third, if the student fails to follow through on the plan of action, has an unresolved incomplete, or a grade below a B- in any social work class, the Program Director and faculty members will determine the next steps based on a review process with the following options:

1. Take No Action - The findings of the Director/faculty may indicate that no action is necessary

at the time.

2. Probation - A student who is placed on probation may continue coursework in the program under the specified process and conditions outlined by the Program Director and faculty members. Probationary status may prohibit a student from progressing into field placement.

3. Suspension - A student placed on suspension is immediately removed from courses in

progress. This is subject to the review and approval of all relevant administrative parties in the university.

4. Dismissal - In the case of egregious academic/behavioral misconduct, or if an emergency

offers no alternative, the Program Director and faculty may immediately dismiss the student from the program and, potentially, the University as well. This is subject to the review and approval by all relevant administrative parties in the University.

Suspension Policy A student who is placed on probation for academic and/or misconduct reasons for two consecutive semesters will be suspended from the BSW Program for one year. After the suspension period, the student can write a letter to the BSW Program Director to request reinstatement at least six (6) weeks before the start of the semester in which the student wishes to enroll. The BSW Program Director, the Field Director, and the student’s advisor will then meet with the student to establish a reinstatement plan.

The student has the right to appeal the suspension to the Dean of the College of Applied Behavioral Sciences. Such an appeal must be made within 14 days of the receipt of notifying the student of the determination.

Leave of Absence Students needing to temporarily take time away from their studies may request a leave of absence. A student who is requesting a leave of absence from the program must meet with their faculty advisor and compose a formal petition detailing the rationale. The student subsequently submits this written request to the Director of the BSW Program stating the reasons for the proposed leave and providing a plan on how they propose to make up the missed program requirements. A student may not go on a leave of absence without approval from their Director. A leave of absence is typically granted only for

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serious situations that truly prohibit the student from temporarily continuing their studies. As a rule, such leaves are granted on a one-term basis.

Unless otherwise approved, it is expected that students will re-enroll for the next term following the expiration of the authorized leave. The most extensive leave of absence would be limited to three terms total. Students who are unable to resume taking courses at the end of a leave of absence may apply for an honorable withdrawal from the program. Students who do not follow the proper procedures for requesting leave or who do not receive approval for their leave will be administratively withdrawn from the Program. The date of withdrawal for students who do not return from an approved leave of absence will be the date of the student’s last recorded date of attendance.

A student who is unable to return to active status at the conclusion of an approved leave of absence because of illness or other special circumstances may petition the Director of the BSW Program for an extension. This request must be received a minimum of 30 days prior to the official registration period for the term in which the student is scheduled to return. Being on a leave of absence does not extend the deadline for incomplete course requirements or for degree completion.

Termination Policy The student may be terminated from the Social Work Program if violations of ethical, professional, academic, and/or misconduct reasons have occurred. These violations include but are not limited to the following:

1. Failure to meet or maintain the grade point averages stipulated above. 2. A second failed attempt to successfully complete a social work course requirement. 3. A student is placed on academic probation after returning from suspension. 4. Behavior judged by program faculty to be in violation of the NASW Code of Ethics, or field

behavior that violates the Field Contract, Rights and Responsibilities, and Letter of Intent signed at the onset of a practicum.

5. Academic misconduct as described in the University of Indianapolis Student Handbook 2020- 2021 (defined on pages 23-28).

6. It is determined that one Category “B” and/or Category “C” social misconduct offenses as described in the University of Indianapolis Student Handbook 2020-2021 (defined on pages 57- 58) occurred.

7. Conviction of any felony involving actual or threatened assault or injury to a person. 8. Discovery of any false, incomplete, deceptive, or misleading oral or written statements when to

the program. 9. A student is suspended or expelled from the University.

When any of the above events occur, the BSW Program Director, the student’s advisor, the Field Director, and, if needed, other faculty members meet with the student to review and discuss the event(s). These parties will then determine if termination from the Program is necessary. The student will be notified of the determination in a letter from the BSW Program Director within one week.

The student has the right to appeal the determination to the Dean of the College of Applied Behavioral Sciences/designee. Such an appeal must be made within 14 days of the receipt of notifying the student of the determination.

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Petitions Students, either as individuals or a group, may petition the program to consider exceptions or alternatives to curricular requirements and/or program policies or to assist in the resolution of grievances concerning any policy or the conduct of the program’s faculty. Specific policies for these types of actions are as follows:

Exceptions Petitions to be exempt from, modify, or substitute coursework, or to forego program policy are subject to review and determination by the full social work faculty. The faculty strives to balance issues of equity, academic preparation, and accreditation standards with those of being sensitive to the individual needs of students. In general, if a student is considering requesting an exception, (s)he should:

● Discuss the issue/s with her or his faculty advisor. ● Students must submit a written request outlining the requested exemption/modification and

justification for the request to the Program Director.

The faculty reviews the petition and determines whether or not an exception to policy will be made and further specifies any conditions or contracted activities that must be undertaken. During this review, the following issues are considered:

● The nature and cause of the student’s current dilemma. ● Other alternatives to resolving the student’s conflict, including whether or not the program has

been adequately responsive to the student’s unique circumstances. ● Effects of the request upon the individual student’s learning. ● Effects of the request upon the program’s accreditation status, other students, and the program

as a whole. ● Student’s overall performance in the program.

As a general rule, the faculty meets at its earliest convenience, makes a determination, and then informs the student of the decision plus any additional specifications or concerns. It is possible that the student may be asked to meet with the faculty, or the student may request such a meeting. In the absence of a consensus of the faculty, final decisions are made by the Program Director. Letters regarding the outcome are placed in the student’s file and are also copied to other involved individuals, including the student’s faculty advisor.

Grievances The Social Work Department is subject to the same dynamics and disagreements as any other group or organization. Therefore, despite efforts to communicate clearly and to follow a reasoned process, there may be times that a student disagrees with a decision made by the faculty or a faculty member. Should a student, or group of students, have an issue with the action or decision of a faculty member, a concern about program expectations or equity, discomfort with class climate, or questions about a grade received, they are strongly encouraged to pursue appropriate and assertive means to resolve it. They are discouraged from responding in passive, indirect, or aggressive ways that may harm themselves, their grades, their peers, or the program itself. In general, the following procedures apply:

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1. The student must first meet with and discuss the issue(s) directly with the involved faculty member(s). In most circumstances, the problem is a misunderstanding, and this is all that is required for resolution.

2. If the student believes that s(he) cannot go to the faculty member, s(he) may take the issue to the Program Director.

3. If the student has met with the faculty member but is not satisfied with the outcome, then the issue should be pursued. If the Program Director is not a direct party, students must then consult with the Program Director. If the Program Director is a direct party, students may consult with the Dean of the College of Applied Behavioral Sciences.

4. Grievances or appeals beyond the program level are subject to the regular administrative policies and procedures of the University of Indianapolis (see University of Indianapolis Student 2020-2021 Handbook, page 74, Section VIII: Grievances).

Appeal of Decisions Students may appeal decisions made by the Program Director and/or faculty that affect the student’s ability to pursue or continue in the program through the normal channels and mechanisms specified by the University of Indianapolis. Appeals of decisions may be initiated by contacting the Dean of the College of Applied Behavioral Sciences according to the UIndy policies outlined in the university handbook (see University of Indianapolis Student 2020 - 2021 Handbook, pages 22-24, 25-28).

Withdrawal from Program A student who wishes to withdraw in good standing must meet with their faculty advisor, then subsequently submit a letter requesting a withdrawal to the Program Director. Students should include the following information:

· Briefly describe the reason for withdrawal.· State the requested term when the withdrawal would go into effect (e.g., Summer 2019).· Any additional information regarding the logistics of the withdrawal (e.g., transferring to

another institution).

Withdrawal letters become a part of the student’s cumulative educational record; therefore, students are discouraged from over- disclosing personal information. A student cannot withdraw in good standing if they are up for review for remediation or probation, on remediation, on probation, or have funds owed to the university. Students who withdraw in good standing are given a letter of “honorable withdrawal” from the program.

Section VI: Additional Campus Resources and Opportunities

Social Work Association The Social Work Association is an independent organization on campus that seeks to promote professionalism, encourage cooperation between students and between students and faculty, and provide support for social work students. The organization seeks to keep students and the campus community informed of current trends in social work and social work education. Members are involved in campus-based activities and community service and have the opportunity to work on state-level issues and concerns as well. Membership is voluntary but strongly encouraged.

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Center for Aging and Community The University of Indianapolis’ Center for Aging and Community is one of Indiana’s leading gerontology centers, serving as a nationally recognized model for its interdisciplinary approach to developing partnerships between higher education and the community. The Center is a champion for advancing the new reality of older adults as community and family assets and improving the quality of life for older adults. Through programs such as Aging in Place and Meaningful Work for Older Adults, the center offers services specifically designed to improve the ability of community organizations to serve older adults effectively.

As a Center of Excellence of the University of Indianapolis, the Center for Aging and Community enhances and broadens the institution’s reputation, making it the University of choice for students committed to improving knowledge and skills related to gerontology in a community context.

Center for Service-Learning and Community Engagement The Center for Service-Learning and Community Engagement (CSLCE) of the University of Indianapolis is a resource center for students, faculty, staff, and community partners involved in service-learning programs and community engagement activities. The CSLCE provides:

● Information for Service-Learning and other community engagement opportunities● Support and information on external and internal grants for service-learning projects● Development of service-learning courses and/or initiatives● Identifying and developing community partnerships● Planning and development of community-based learning programs● Resources and materials on service-learning, community partnerships, and community-based

learning programs● Events that promote Education for Service and the importance of civic action and responsibility

University Support Services Many services exist on campus to assist students before problems develop. These are as follows: ● The Writing Lab, located in the library, assists students in organizing, developing, and/or proofing

written assignments. The use of this service is an excellent way to improve writing skills.● Computer labs are located in various buildings on campus. Many are open late at night. A lab

assistant is available to assist you, and printing is done using your UIndy ID card. However, it is advisable that students plan ahead during peak times of the semester, as the labs can get crowded.

● Information Technology, located in Schwitzer Student Center room 050, will provide each student with an email account and online services and Wi-Fi online services. Perhaps more importantly, they are available when there are technical problems with Wi-Fi or in the labs, and will answer questions about problems with computers and software off-campus as well. You can contact the help desk at help.uindy.edu or (317) 788-3318.

● The Office of Ecumenical and Interfaith Programs promotes opportunities on our campus for spiritual and religious growth and formation for students, faculty, and staff. Recognizing the plurality of voices (religious and non-religious) on the campus, the EIP Office seeks to create space(s) for individuals and groups to give and receive hospitality to one another. This is accomplished through pastoral encounters with the Chaplains, on-campus worship available for all Christians, and those of other religious traditions, the Lantz Center for Christian Vocation, as well as other programmatic initiatives.

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● Interlibrary Loan is available at Krannert Memorial Library to all students. It allows a student to obtain nearly any published source for papers, presentations, or projects. Students simply order the ILL items online but must do so a few weeks before the items are needed. The ILL items can be electronically e-mailed or the hard copy could be collected at the library desk. This service is free.

● The Services for Students with Disabilities office ensures that all students have equal access to UIndy's many educational and co-curricular activities by making reasonable and appropriate accommodations according to the Americans with Disabilities Act (ADA).

● The Health and Wellness Center is located on the first floor of Health Pavilion, suite 108. The Health and Wellness Center provides services for faculty, staff, and students. Visits will be at no cost and there will be minimal charges for medical services.

● Professional Edge helps students from all academic tracks streamline their career paths by offering opportunities to interact with business professionals, events to hone professional skills, and resources to connect with a variety of networks. Professional edge supports all UIndy students and is open Monday through Friday from 8:00 am to 4:30 pm in SCHW 209. Visit proedge.uindy.edu for more information.

● UIndy Student Counseling Center exists to support your emotional well-being and overall wellness. The Counseling Center offers individual and group counseling, workshops, consultation, and referral services. Stop by the Counseling Center or call 317-788-5015 to learn more or schedule appointments. Appointments typically last under an hour. Therapists and clients work together to determine the frequency of appointments.

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Appendix A: NASW Code of Ethics, Ethical Principles The following broad ethical principles are based on social work’s core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals to which all social workers should aspire.

Value: Service

Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems

Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values, and skills to help people in need and to address social problems. Social workers are encouraged to volunteer some portion of their professional skills with no expectation of significant financial return (pro bono service).

Value: Social Justice

Ethical Principle: Social workers challenge social injustice

Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers’ social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision-making for all people.

Value: Dignity and Worth of the Person

Ethical Principle: Social workers respect the inherent dignity and worth of the person.

Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients’ socially responsible self-determination. Social workers seek to enhance clients’ capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients’ interests and the broader society’s interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession.

Value: Importance of Human Relationships

Ethical Principle: Social workers recognize the central importance of human relationships.

Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance the well-being of individuals, families, social groups, organizations, and communities.

Value: Integrity

Ethical Principle: Social workers behave in a trustworthy manner.

Social workers are continually aware of the profession’s mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers should take measures to care for themselves professionally and personally. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated.

Value: Competence

Ethical Principle: Social workers practice within their areas of competence and develop and enhance their professional expertise.

Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession.

The following broad ethical principles are based on social work's core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals to which all social workers should aspire.

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Appendix B: NASW Standards and Indicators for Cultural Competence The act of illustrating cultural competence includes activism and advocacy in order to shift structural oppression. Cultural competence in social work requires social work practitioners to provide quality serves to marginalized groups impacted by social injustices. Below is a list of standards followed by the indicators governing this process:

Standard 1. Ethics and Values

Social workers shall function in accordance with the values, ethics, and standards of the NASW (2008) Code of Ethics. Cultural competence requires self-awareness, cultural humility, and the commitment to understanding and embracing culture as central to effective practice.

Standard 2. Self-Awareness

Social workers shall demonstrate an appreciation of their own cultural identities and those of others. Social workers must also be aware of their own privilege and power and must acknowledge the impact of this privilege and power in their work with and on behalf of clients. Social workers will also demonstrate cultural humility and sensitivity to the dynamics of power and privilege in all areas of social work.

Standard 3. Cross-Cultural Knowledge

Social workers shall possess and continue to develop specialized knowledge and understanding that is inclusive of, but not limited to, the history, traditions, values, family systems, and artistic expressions such as race and ethnicity; immigration and refugee status; tribal groups; religion and spirituality; sexual orientation; gender identity or expression; social class; and mental or physical abilities of various cultural groups.

Standard 4. Cross-Cultural Skills

Social workers will use a broad range of skills (micro, mezzo, and macro) and techniques that demonstrate an understanding of and respect for the importance of culture in practice, policy, and research.

Standard 5. Service Delivery

Social workers shall be knowledgeable about and skillful in the use of services, resources, and institutions and be available to serve multicultural communities. They shall be able to make culturally appropriate referrals within both formal and informal networks and shall be cognizant of, and work to address, service gaps affecting specific cultural groups.

Standard 6. Empowerment and Advocacy Social workers shall be aware of the impact of social systems, policies, practices, and programs on multicultural client populations, advocating for, with, and on behalf of multicultural clients and client populations whenever appropriate. Social workers should also participate in the development and implementation of policies and practices that empower and advocate for marginalized and oppressed populations.

Standard 7. Diverse Workforce

Social workers shall support and advocate for recruitment, admissions and hiring, and retention efforts in social work programs and organizations to ensure diversity within the profession.

Standard 8. Professional Education Social workers shall advocate for, develop, and participate in professional education and training programs that advance cultural competence within the profession. Social workers should embrace cultural competence as a focus of lifelong learning.

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Standard 9. Language and Communication Social workers shall provide and advocate for effective communication with clients of all cultural groups, including people of limited English proficiency or low literacy skills, people who are blind or have low vision, people who are deaf or hard of hearing, and people with disabilities (Goode & Jones, 2009).

Standard 10. Leadership to Advance Cultural Competence

Social workers shall be change agents who demonstrate the leadership skills to work effectively with multicultural groups in agencies, organizational settings, and communities. Social workers should also demonstrate responsibility for advancing cultural competence within and beyond their organizations, helping to challenge structural and institutional oppression and build and sustain diverse and inclusive institutions and communities.

The specific ethical standard for culturally competent social work practice is contained under Section 1

of the NASW (2021) Code of Ethics—Social Workers’ Ethical Responsibilities to Clients. 1.05 Cultural Competence (a) Social workers should demonstrate understanding of culture and its function in human behavior and society, recognizing the strengths that exist in all cultures.

(b) Social workers should demonstrate knowledge that guides practice with clients of various cultures and be able to demonstrate skills in the provision of culturally informed services that empower marginalized individuals and groups. Social workers must take action against oppression, racism, discrimination, and inequities, and acknowledge personal privilege.

(c) Social workers should demonstrate awareness and cultural humility by engaging in critical self-reflection (understanding their own bias and engaging in self-correction), recognizing clients as experts of their own culture, committing to lifelong learning, and holding institutions accountable for advancing cultural humility.

(d) Social workers should obtain education about and demonstrate understanding of the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability.

(e) Social workers who provide electronic social work services should be aware of cultural and socioeconomic differences among clients’ use of and access to electronic technology and seek to prevent such potential barriers. Social workers should assess cultural, environmental, economic, mental or physical ability, linguistic, and other issues that may affect the delivery or use of these services.

Finally, the NASW (2021) Code of Ethics reemphasizes the importance of cultural competence in Section 6: Social Workers’ Ethical Responsibilities to the Broader Society.

6.04 Social and Political Action (a) Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice.

(b) Social workers should act to expand choice and opportunity for all people, with special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups.

(c) Social workers should promote conditions that encourage respect for cultural and social diversity within

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the United States and globally. Social workers should promote policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and social justice for all people.

(d) Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical ability.

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Appendix C: CSWE Core Competencies Competency 1: Demonstrate Ethical and Professional Behavior Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:

● make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;

● use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;

● demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;

● use technology ethically and appropriately to facilitate practice outcomes; and ● use supervision and consultation to guide professional judgment and behavior.

Competency 2: Engage Diversity and Difference in Practice Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity, and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social workers:

● apply and communicate an understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;

● present themselves as learners and engage clients and constituencies as experts of their own experiences; and

● apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human

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rights violations and are knowledgeable about theories of human needs and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected. Social workers:

● apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and

● engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage in Practice-informed Research and Research-informed Practice Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:

● use practice experience and theory to inform scientific inquiry and research; ● apply critical thinking to engage in analysis of quantitative and qualitative research

methods and research findings; and ● use and translate research evidence to inform and improve practice, policy, and service

delivery.

Competency 5: Engage in Policy Practice Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels, and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:

● Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;

● assess how social welfare and economic policies impact the delivery of and access to social services;

● apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and

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communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value the principles of relationship-building and inter- professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:

● apply knowledge of human behavior and the social environment, person-in- environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and

● use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of interprofessional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers:

● collect and organize data, and apply critical thinking to interpret information from clients and constituencies;

● apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;

● develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and

● select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence- informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional teamwork and

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communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, interprofessional, and inter-organizational collaboration. Social workers:

● critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;

● apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;

● use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;

● negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and

● facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:

● select and use appropriate methods for evaluation of outcomes; ● apply knowledge of human behavior and the social environment, person-in-

environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;

● critically analyze, monitor, and evaluate intervention and program processes and outcomes; and

● apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels

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Appendix D: RSOs - Registered Student Organizations

Accounting Club is an organization for future accountants to broaden their knowledge of the business world by visiting firms, listening to speakers, and other activities.Facebook Page: Accounting Club Twitter: @UIndyACCTClub

Active Minds is an organization devoted to changing the conversation about mental health. As an organization, we work to raise the conversation about matters related to mental health and fight the stigma surrounding mental illness.

Alpha Psi Omega Alpha Psi Omega exists at UIndy to provide a welcoming atmosphere for anyone interested in theatre, and to stimulate interest in theatre arts on campus and in our community by hosting a variety of events and collaborating with other RSO's on campus.

ARCHAIC We provide students with the opportunity to learn about the fields of Archaeology and Anthropology through movie showings, lectures, and relevant trips.Facebook Page: ARCHAIC Twitter: @UindyArchaic

Athletic Training Student Organization is for current athletic training students, and anyone interested in athletic training (including pre-AT students) to engage in learning opportunities, professional development, and fun events.

Better Together Interfaith If you're interested in serving your community while better getting to know the people involved in it, join us in community service with an interfaith focus.

Black Student Association BSA promotes academics, diversity, and service within the African- American community. Twitter: @UIndyBSA

Campus Program Board operates under a broad umbrella of specific divisions to provide various live performances, major events, and exciting recreational opportunities both on and off-campus for our students. We take pride in engaging students and fostering relationships that will last throughout individuals’ college experiences and beyond. Twitter: @UIndyCPB

CaLUB (Club for the Advancement of Learning and Understanding Biology) This organization provides educational, social, academic, service, and recreational programs for the development of students through biology. Facebook Page: CaLUB Twitter: UIndyBiology

Catholic Student Association The purpose of CSA is to serve God and His people by living, representing, and sharing the truth which He has revealed to us, while we ourselves are being

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transformed into the image and likeness of Christ by the power of the Holy Spirit and the grace of God.

Chemistry Club Chemistry Club encourages students with a passion for chemistry to collaborate with each other through educational and enjoyable activities. The Chemistry Club will also provide students with service opportunities to give back to the Indianapolis community. Website - https://sites.google.com/uindy.edu/chemclub/home Twitter - @UIndyChemClub Instagram - @uindychemclub Facebook - UIndy Chemistry Club

Chi Alpha Ministries Chi Alpha is a Christian organization whose goal is to live life together while sharing the love of Christ. We do this by worshiping, praying, eating, sharing life's ups and downs, and having fun together.Facebook Page: Chi Alpha

College Mentors for Kids An organization that pairs college students with elementary students from schools that are in the community. The pairs of students meet on UIndy's campus and focus on diversity learning, higher education, and service-learning at the weekly activities. Facebook Page: CMFK Twitter: @CMFK_UINDY

Criminal Justice Honors Society This RSO is interested in educating students, staff, and faculty about current events, job opportunities, and obstacles within the field of criminal justice. We would love to have any and all majors come out and learn about the field of criminal justice!

CRU (Campus Crusade for Christ) Cru is a community that creates the space to discuss important spiritual questions and to grow Christian students in their faith. We desire to know Jesus and make Him known, through weekly co-ed "Equip" meetings and small discipleship groups.Facebook Page: CRU

Delight Ministries UIndy Delight is a college women's ministry that is based on creating a community where any background, religion, or belief system is welcome. Our main goal is to create an engaging atmosphere as we come together to talk about living a Christ-centered life on a college campus. Facebook Page: Delight

Entrepreneurship Club provides an organization where social impact, innovation, and an entrepreneurial spirit can grow and become the forefront of UIndy. Open to ALL UIndy students, who are interested in developing their skills to make a meaningful impact on campus, and in your personal life.

Finance Club aims to provide networking opportunities and learning experiences pertaining to the field of finance to all student members.

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Forensics at UIndy (FOUND) The FOUND Club informs the University of Indianapolis students of current happenings within the world of forensics. Students have the opportunity to hear from and engage with individuals currently working in the field of forensics by attending lectures and workshops at the University of Indianapolis and in the surrounding community. Facebook Page: FOUND

Global Language Exposure Experience the world through the eyes of those around you. Come to hear stories, experience culture, utilize language, and so much more!

Healing Hounds is an organization established to provide a peer support network to students with mental health issues and/or addictions to drugs, alcohol, food, gambling, and/or sex. We provide fellowship and support for students with mental health issues and/or addiction in a non-clinical setting. carpenterdm@uindy.edu

Hound Pound is an organization of students who will attend athletic events and cheer together in the student section. It is a fun atmosphere that will include theme nights and giveaways as we cheer on our UIndy sports.

Impact Movement The Impact Movement is an African-American, Christian ministry that develops college students into community leaders. Our goal is to change lives and foster spiritual growth for our members, their college community, and the diaspora.

Indian Student Organization ISA is a club to bring all people of different cultures together through different cultural holidays. It is a good way to help international students feel like it’s home.

Indianapolis Student Government ISG is the voice of the student body at the University of Indianapolis. ISG acts as the liaison between the students and the administration.

Janus Club Janus Club is an organization for people who are passionate about history, political science, or international relations. We primarily put on cultural events, movie nights, and informational lectures. Twitter: @JanusClubUIndy Kappa Delta Pi Kappa Delta Pi is an Honor Society in Education founded to foster excellence in education among those who are dedicated to teaching. Twitter: @UIndyKDP

KEYS The goal of Keys is to shine a light on human trafficking around the world and in Indianapolis through education and volunteering with local organizations. Facebook Page: KEYS Twitter: @UIndyKeys

Kinesiology Club is a group of students from a diverse set of majors furthering their knowledge, and the knowledge of others, with regard to the seven dimensions of wellness. Our club is

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interested in improving and maintaining the wellness of the entire UIndy community.Twitter: @UIndyKinsClub

Lilly Scholars Network UIndy Chapter UIndy LSN brings together Lilly Scholars that attend the university to meet, network, serve the community, and build lasting relationships together.

Math Science Alliance Math Science Alliance is for any student interested in meeting like- minded individuals as well as pursuing any interest in learning more about mathematics and the mathematical sciences through games, group activities, and thought-provoking lectures.

Mu Phi Epsilon is a professional co-ed fraternity that recognizes musicianship and scholarship in its members. It strives to bring music into the community through service.

National Association for Music Educators NAFME initiates the study of music and pedagogy in preparation for the advancement of music education. It's an organization for Music Education Majors at UIndy.

Pi Kappa Delta Speech Team The UIndy Speech Team consists of a group of individuals who are not afraid to do public speaking; we actually love it! It's the thrill of meeting new people, competing, and developing our public speaking skills in ways that will stay with us for the rest of our lives.

Pre-Physical Therapy Student Organization educates those interested in the physical therapy field by offering guest speakers, service opportunities, and advice for the application process.

Project Regalia Project Regalia will serve as an organization to educate current students about strategies and resources available to succeed in both college and life after matriculation.

Psi Chi Psi Chi is UIndy's chapter of the International Honor's Society in Psychology. All students are welcome to join to help put on events around campus as well as host an annual induction ceremony at the end of the school year.

Psychology Club is a place for students to build relationships with other students who share the same passion for psychology; while hosting events for students to explore the many avenues of the psychology degree.

Public Relations Student Society of America (PRSSA) is a student-led organization devoted to helping students connect with others in the communication and public relations field. Facebook Page: PRSSA Twitter: @UIndyPRSSA

Residence Hall Association The Residence Hall Association is an organization that advocates for on-campus students to work on issues in their halls. We also plan campus-wide events to

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promote on-campus activities and work closely with resident assistants and halls to help promote events.Twitter: @UIndyRHA

Sigma Zeta Rho We are a chapter of the Sigma Zeta National Math and Sciences Honor Society that is dedicated to recognizing academic scholarship in the sciences and encouraging and foster scholarly activity, including research. We welcome all students who are interested in the sciences to participate in our activities and to become official members of Sigma Zeta!

Social Work Association is a student-run organization that strives to bring current and future Social Workers together in order to be present in the university community, as well as, the surrounding community. By participating in SWA, you will be guided through extracurricular opportunities that the Social Work program has to offer. Facebook Page: SWA

Student Education Association UIndy Student Education Association intends to help students develop an understanding of the educational profession and provide a united student voice in matters affecting the teaching profession. Twitter: @UIndySEA

Student Nurse Association Our RSO is for the school of Nursing and we enjoy coming together for activities and bring us closer together and become a closer-knit community. Bring upperclassmen and lowerclassmen together and supporting one another throughout our schooling. Facebook Page: SNA

Student Occupational Therapy Association The Student Occupational Therapy Association (SOTA) serves to increase the understanding of occupational therapy both on campus and in the community by inviting guest speakers to campus, promoting interdisciplinary collaboration, and providing members the opportunity to serve in the community.

Student Organization of Latinos The Student Organization of Latinos is a diverse and inclusive organization that focuses on the education of the Latino culture. Twitter: @SOL4UINDY

Sustainability Club Creates a positive environment for talking about the environment while working to make Uindy a more sustainable campus.

UIndy Circle K Circle K is one of the largest collegiate service organizations that fosters fellowship, leadership, and service. Facebook Page: Circle K Twitter: @UIndyCircleK

UIndy Club Water Polo is focused on teaching students of every level the ins and outs of water polo to eventually compete in tournaments. All are welcome, from beginning swimmers to advanced water polo players. Can't wait to see you in practice!

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UIndy College Libertarians A politically motivated organization committed to promoting the ideas of liberty and individual responsibility.

UIndy College Republicans The purpose of the UINDYGOP is to promote high political discourse within the UINDY Student Body and to advocate for conservative principles including capitalism, patriotism, originalism, limited small government.

UIndy Crimsonette's Dance Team We are the dance team. We perform at halftime of multiple sporting events, cheer from the sidelines with the cheerleaders, and participate in a national competition. We also volunteer our time for our community in hopes of lifting spirits and making every day on campus an enjoyable one!Facebook Page: Crimsonettes Twitter: @UIndy_DanceTeam

UIndy Dance Marathon We focus on year-round fundraising and awareness efforts benefiting Riley Hospital for Children. The dance marathon is a yearly six-hour event at the University of Indianapolis that includes themed activities, entertainment, stories from Riley kids and their families, and much more. Everyone is welcome to participate in the dance marathon, and the numerous fundraisers put on every year.Facebook Page: UIndy DM Twitter: @uindydm

UIndy Equestrian Team Bringing together students who love the Equine race. Building a team of strong, confident riders where everyone is equal.

UIndy Fashion Society is a ROS for students to come together and express themselves through the world of fashion. Build Relationships with others who may or may not have the same sense of style and more. Twitter: UIndyFashionSoc

UIndy Film Club UIndy Film Club is an RSO dedicated to allowing students to create their own films and allow other students to reach us for their own visual needs

UIndy Food Recovery Network The purpose of UIndy Food Recovery Network is to donate the food waste, especially that produced by our university cafeteria, to other not for profit and homeless shelters across Indianapolis through the use of student volunteers, and to educate the student body on the amount of food waste there is in their daily lives.

UIndy Gamers Club provides a rich gaming environment through all game types with an emphasis on social engagement.

UIndy Honor Student Association Honors Student Association provides a social environment for honors and non-honors students alike to interact, learn, prepare to complete the Ron and Laura Strain Honors College curriculum, and more.

UIndy Ice Hockey provides a distinct opportunity for students to participate in the sport of ice hockey while gaining valuable knowledge, friendships, and community service opportunities

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along the way.Facebook Page: UIndy Ice Hockey Twitter: @uindyicehockey

UIndy Keys The goal of Keys is to shine a light on human trafficking around the world and in Indianapolis through education and volunteering with local organizations.

UIndy PRIDE Gay-Straight Alliance is for members of the LGBTQ+ community and allies to come together and share experiences, learn about unfamiliar topics, and educate the rest of the campus and the outside community on LGBTQ+ interests!Facebook Page: PRIDE

UIndy Robotics Club We build robots that can be used for many different activities on campus, and while building them we provide a fun learning environment for students of any major.

UIndy Tennis Club We play in tennis tournaments throughout the school year in Indiana against other universities like Purdue, Ball State, University of Indiana, and IUPUI. We practice weekly at the UIndy Tennis Center. Twitter: @uindytennisclub

UIndy Ultimate (Frisbee) is a club that wants to have fun and play competitively at tournaments around the Midwest. We practice twice a week and go to tournaments on a few weekends throughout the year. Twitter: @uindyultimate

UIndy Volleyball Club UIndy Volleyball Club is a place to play volleyball and learn more about volleyball! We will watch games, support the UIndy team, and play volleyball each week.

United Methodist Student Association(UMSA) is an organization based on fellowship, devotion, and service within a friendly Christian atmosphere. Everyone is welcome; you don't have to be Methodist, you just have to be you!