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Accreditation and Social Equity. How Others Approach Social Equity and Diversity Concerns. Social Work. Educational Policy 1.1—Values

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accreditation and social equity

Accreditation and Social Equity

How Others Approach Social Equity and Diversity Concerns

social work
Social Work
  • Educational Policy 1.1—Values

Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, human rights, and scientific inquiry are among the core values of social work.

These values underpin the explicit and implicit curriculum and frame the profession’s commitment to respect for all people and the quest for social and economic justice.

social work1
Social Work
  • Educational Policy 2.1.5—Advance human rights and social and economic justice.

Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers understand the forms and mechanisms of oppression and discrimination; advocate for human rights and social and economic justice; and engage in practices that advance social and economic justice.

social work2
Social Work
  • Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

social work3
Social Work

Educational Policy B2.2—Generalist Practice

Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice. BSW practice incorporates all of the core competencies


4.2.4 Understand the different values and ethical standards affecting the practice of planning, demonstrating knowledge for:


  • 4.2.4. (a) comprehending and discriminating among the goals that an individual, group, community and organization holds when considering the future including the values of justice, equity, fairness, efficiency, order and beauty.
  • 4.2.4. (b) assessing and choosing among different forms of democratic decision making that support and improve the quality of plans and planning related activity including the values of fair representation, equal opportunity and non discrimination by race, ethnicity, gender, age, religion, nationality, sexual orientation or disability.
  • 4.2.4. (c) comparing and respecting the complex social, historical and ecological legacies that accompanies urban settlement across the globe including the values of social equity, cultural and historical preservation and environmental conservation and sustainability.

Mission Elements

The mission must state the program’s view of its role in training professional planners. Central to the mission of academic planning programs is the preparation of students to understand and serve a diverse society. In planning, diversity is broadly construed to encompass (but not be limited to) such characteristics as income, race, ethnic origin, gender and age. Because of this important role, planning programs must address the diverse needs and perspectives of people, including historically underrepresented groups, in educating their students to work in a multicultural society.



  • Diversity: The program's goals shall reflect the program's intent to achieve and maintain diversity in its student body and faculty and to incorporate into its curriculum the knowledge and skills needed to serve a diverse society. Consideration shall be given to a broad definition of diversity including race, ethnicity, sex, origin or background, disability, sexual orientation, economic status, and other factors pertinent to the program's mission. The program shall describe how its diversity goals relate to its mission and to the mission of planning education in general.


Curriculum Planners integrate knowledge, skills and values to anticipate the future and improve the quality of decision-making affecting people and places. They understand the dynamics of cities, suburbs, regions, and the theory and practice of planning. They attend to the diversity of individual and community values. They develop and implement ethical plans, policies and processes. The minimum curriculum criteria below reflect these educational goals.


Faculty Qualifications

Qualifications: The faculty of the program shall be appropriately qualified to serve the program's mission, and shall be capable of executing the program's goals and objectives, particularly as they pertain to teaching, research, and service. The faculty's educational diversity, educational attainment, familiarity with professional practice, and expertise in planning shall be utilized for the successful education and training of planning graduates.



The Self-Study Report and the accreditation review promote standards of quality and equity in the student composition of planning programs. Programs are expected to make every effort to attract the highest possible quality of students. Programs are also expected to strive for diversity in their student bodies, and particularly for the inclusion of underrepresented groups.


Student Recruitment

Recruitment and Composition: The program shall undertake creative and appropriate recruitment and retention mechanisms to achieve its aspirations regarding student composition. The program shall document its progress in reaching its aspirations for the quantity, quality, and diversity of its student body.


Standard 4: Diversity

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools.



They understand language acquisition; cultural influences on learning; exceptionalities;14 diversity of student populations, families, and communities; and inclusion and equity in classrooms and schools. They are able to appropriately and effectively integrate technology and information literacy in instruction to support student learning. They understand the importance of using research in teaching and other professional roles and know the roles and responsibilities of the education profession.


Curriculum Design


The unit has not articulated candidate proficiencies related to diversity identified in the unit’s conceptual framework. The curriculum and field experiences for the preparation of educators do not prepare candidates to work effectively with diverse populations, including English language learners and students with exceptionalities.



Candidates do not understand the importance of diversity in teaching and learning. They are not developing skills for incorporating diversity into their teaching and are not able to establish a classroom and school climate that values diversity.



They are not developing skills for incorporating diversity into their teaching and are not able to establish a classroom and school climate that values diversity.

Assessments of candidate proficiencies do not include data on candidates’ ability to incorporate multiple perspectives into their teaching or service, develop lessons or services for students with different learning styles, accommodate linguistically and culturally diverse students and students with exceptionalities, and communicate effectively with diverse populations.

  • Target

Curriculum, field experiences, and clinical practice promote candidates’ development of knowledge, skills, and professional dispositions related to diversity identified in the unit’s conceptual framework. They are based on well developed knowledge bases for, and conceptualizations of, diversity and inclusion so that candidates can apply them effectively in schools. Candidates learn to contextualize teaching and draw effectively on representations from the students’ownexperiences and cultures.


They challenge students toward cognitive complexity and engage all students, including English language learners and students with exceptionalities, through instructional conversation. Candidates and faculty regularly review candidate assessment data on candidates’ ability to work with all students and develop a plan for improving their practice and the institution’s programs.

healthcare management education
Healthcare Management Education
  • Diversity

Valuing and benefiting from personal differences. These differences address many variables including, race, religion, color, gender, national origin, disability, sexual orientation, age, education, geographic origin, and skill characteristics as well as differences in ideas, thinking, academic disciplines, and perspectives.

healthcare management education cahme
Healthcare Management EducationCAHME

IV.A.2 The Program will foster a diverse culture within the faculty and learning environment


The expectation is that the Program will prepare students within an environment that enables them to understand the diversity of cultures, values, and behaviors in contemporary healthcare organizations.