
Photo illustration: Kelly Gibson
Adam Fiedler wanted to go into social work when he first started college. Growing up in a small town and experiencing foster care, Fiedler wanted to offer a voice in what he called a "flawed system."
But his passion for physics and math overruled his passion for helping foster families, and he changed his path to education, hoping to be a mentor in schools rather than devote his entire career to child welfare.
"I've been there, I've done that," said Fiedler, former president of the Kansas Youth Advisory Council, a board consisting of kids who have been or are currently in the foster care system. "I'd like to end up being a foster parent myself one day and maybe go back and get another degree in that area."
One of the biggest
challenges the
Michelle Levy, director of the Workforce Initiative, cites low wages, long hours, and tough work as some of the reasons why students don't consider a job in the field.
Enrollment in the school isn't the only disparity the social work field faces. There are constant vacancies in agencies across the state and the nation. With long hours, tough work and little pay, the turnover rate in the field is very high.
"Most social workers have upwards of 30 cases," Fiedler, KU junior, said. "Because of paperwork and everything, they can't treat the cases with as much care as they should. The turnover rate is huge."
The average length of time a social worker stays in the field is two years, according to Bruce Linhos, executive director of the Children's Alliance of Kansas, a privatized, non-profit organization working to facilitate foster and adoptive care. It's three years for a supervisor.
"It's not just a
In order to boost
enrollment in the school and encourage people to pursue careers in the field of
child welfare, the
The Workforce Grant,
one of five nationwide grants, will help fund program changes in the child
welfare field at nine universities around the state of
"We are doing this grant because social work education at the undergrad level has always been a generalist degree," said Alice Lieberman, co-principal investigator of the work force grant. "With this grant, we hope to provide some specialization in child welfare for undergraduates, and some additional training in child welfare for graduate students."
The funding will
help institute specialized courses for child welfare undergrads and offer an
opportunity to experience real-world situations through field work. They are
also working on a traineeship program, where students will be offered a
scholarship in exchange for them working in

On top of boosting enrollment for traditional students, the grant will also help with a distance learning program for people already associated with the field who live in smaller towns.
"We're trying to find somebody already living in that community and giving them the tools they need to further their education," said Michelle Levy, project director and co-principal investigator for the grant. "It's harder for folks out there to get to school and complete their degree. It's a great way to further their education and a great way for us to get good workers in the field."
Other agencies have implemented traineeship programs and have been successful. Linhos said nine out of 10 students stick around when they receive a stipend while in school in exchange for working in the field.
"What is interesting is that each grant has a different component," Linhos said. "We hope to create a quality improvement center to act as a repository for all of the information gathered. That way the other places can benefit."
While it is still unclear whether the changes will boost enrollment or stabilize turnover rates in the field, Lieberman has high hopes that the grant will help prepare students for the field.
"Research shows that when people feel good about their work, though, and have good supervision, they are likely to stay longer. And of course, the longer one stays, the better one gets," Lieberman said.


