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AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 1
BACHELOR OF
SOCIAL WORK PROGRAM
Assessment Report AY 2015-2016
“Thebroadreachofthecurriculumdoeswelltopreparestudentsingeneralistpractice.Itappealstohumancompassionwhilebeingacademicallygrounded.Itrequiresustoreallyunderstandourselves,ourhistories,ourbiases,andthelensthroughwhichwetheworldthroughguidedreflectionanddiscernment.“
SeniorExitSurveyComment,June2016
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 2
Seattle University Bachelor of Social Work Program
Assessment Report AY 2015-16
Faculty Mary Kay Brennan, LICSW Clinical Professor and Program Director Joseph N. DeFilippis, PhD Assistant Professor Amelia Seraphia Derr, MSW PhD Assistant Professor Gerson Kleinberg, MSW Instructor and Field Liaison Riva Zeff, MSW Clinical Professor and Field Director Adjunct Faculty Madeline Lovell, MSW PhD Professor Emerita Timothy McTighe, MS, AAMFT Tracee Parker, PsyD Greg Randall, BA Kelly Thompson, LICSW Jennifer Tilghman-Havens, MSW MBA Norma Timbang, MSW Staff Naomi Rosenberg, MACJ
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 3
SOCIAL WORK PROGRAM COMMUNITY ADVISORY COMMITTEE
2015-2016
Community Member Agency Jaime Clark, MSW BSW Alumni, Class 2009 University of Washington, MSW student
Kimberly Rixon BSW Alumni, Class of 2012
Youth Eastside Services University of Washington, MSW student
Lauren Cutright, BSW BSW Alumni 2013
Gates Foundation
Sauntia Griffin, M.Ed BSW Alumni, Class of 2011 Seattle Goodwill Industries
Mary Kahler, MSW, LICSW BSW Alumni, Class of 2005 Childhaven
Brenda McGhee Seattle Public Schools
Joan Miller, MSW Dept. of Social Health & Services-Child Welfare-retired
Jahna Shoecraft, MSW BSW Alumni King County Office of Public Defense
Samantha Stork, BSW BSW Alumni, Class of 2010
First Place
Kathleen Walter, MSW BSW Alumni, Class of 2011 Olive Crest
Cathy Blanchard, LICSW Veteran Affairs Social Work Department
Rocco Bagala, LICSW Veterans Affairs, Social Work Department
Seattle University Members Jennifer Tilghman-Havens, MSW, MBA, MDiv
Seattle University Mission & Ministry
Social Work Program Faculty
Mary Kay Brennan, MSW, LICSW Program Director Social Work Program
Gerson Kleinberg, MSW Field Liaison SOCW Seattle University
Riva Zeff, MSW Field Director Seattle University
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 4
Seattle University Bachelor of Social Work Program
AY 2015-16 Assessment Report Summary Evaluation Data & Analysis for Program Improvement
OVERVIEW
TheAY2015-16AssessmentReportcontainsasummaryofassessmentfindingsbycompetencythataffirmorindicateaneedforprogramimprovement.Evaluationdataisreviewedandanalyzedbysocialworkprogramfacultyforthepurposeofcontinuousprogramimprovement.AllCouncilonSocialWorkEducation(CSWE)accreditedprogramsmustmeasure,providesummarydataandoutcomesfortheassessmentofeachoftheidentifiedcompetenciesintheformofthepercentageofstudentsachievingtheprogram’sestablishedbenchmark(AccreditationStandard4.02).FurtherexplainedbyCSWE:
StudentsareassessedontheirmasteryofthecompetenciesthatcomprisetheaccreditationstandardsoftheCouncilonSocialWorkEducation.Thesecompetenciesaredimensionsofsocialworkpracticethatallsocialworkersareexpectedtomasterduringtheirprofessionaltraining.Ameasurementbenchmarkissetbythesocialworkprogramsforeachcompetency.Anassessmentscoreatorabovethatbenchmarkisconsideredbytheprogramtorepresentmasteryofthatparticularcompetency.
‘
CSWE’sEducationalPolicyandAccreditationStandards(EPAS)of2008identify10competenciesand41generalistpracticebehaviorsforallBSWprograms.Ourassessmentincludesareviewoftheprogram’sExplicitCurriculum,thatisthedegreetowhichourstudentsarepreparedtomeetthecompetenciesandpracticebehaviors,andtheImplicitCurriculum,thatisthecontextinwhichourstudentlearn.GRADUATINGCLASSOF2016:EMPLOYED,GRADUATESCHOOL,ANDSERVICEThe2016Cohorthad17BachelorofSocialWorkgraduateswhohavesuccessfullylaunchedintosocialworkpractice,graduateschool,andservice.DrawingfromtheExitSurveycompletedinJune2016inwhich94%(16)responded:
• Employed:36.36%(4)obtainedfull-timeemploymentinthefieldofSocialWork,9.%(1)securedemploymentinanotherfield
• Seekingemployment:45.45%(5)areseekingemployment;• Graduateschool:23.1%(3)arepursuinggraduateschoolinsocialwork,ofthe23.1%studentswere
acceptedtoUniversityofWashington,UniversityofKansas,UniversityofMichigan,andUniversityofDenver;70%plantoapplytosocialworkgraduateschoolinthefuture
• 7%(1)isvolunteeringwithAmericorpSAMPLEOFFINALSUMMARYCOMMENTSFROMEXITSURVEY“Iamsogratefulforthewaythisprogramhasnurturedmeoverthelastfouryears.Thankyousomuchtoallofthefacultywhomakethisdepartmentsospecial!”“Thefacultyisextremelycommittedtoourlearningandwellbeing.Ifeelsoblessedtohavebeenpartofsuchanamazingdepartment.”
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 5
ASSESSMENTPLANTheSocialWorkprogramsystematicallyassessesbothexplicitandimplicitcurriculumannuallythroughmultiplemeasurestoensurecontinuousreviewforprogramimprovement.Themeasuresemploydirectandindirectmethodsyieldingquantitativeandqualitativedata.Eachfacultymemberisresponsibleforcoordinatinganassessmentmeasureoftheprogram’sassessmentplan.TheassessmentdataiscompiledbytheSocialWorkprofessorwhoteachestheresearchsequence(Dr.AmeliaSeraphiaDerr).ThedataiscontainedwithintheAssessmentReporttable(includedinthisreport)andcopiesofthemeasurementtoolsareincludedasanAppendixtothisreport.SocialWorkfacultythenanalyzeanddiscussdata,andidentifyareasandactionsforprogramimprovementduringtheannualfallretreat.Proposedactionsarebasedonfacultyagreement.Dr.DerrsummarizesandwritesthefinalAssessmentReport.TheannualAssessmentReportisdisseminatedtotheprogram’sCommunityAdvisoryCommittee,PracticumAdvisoryBoard,theCollegeandUniversityAssessmentcoordinators,andvariousCollegeandUniversityadministratorseachfall.TheCSWEcompletedFormAS4(B)AssessmentofStudentLearningOutcomesispostedannuallyontheprogram’swebsite.Allindividualsummaryreportsofcollecteddataareavailableuponrequest.EXPLICTCURRICULUMASSESSMENTMETHODSTheprogram’sassessmentplanemploysthreemeasuresusedtoevaluatethe10programcompetenciesand41practicebehaviorsrequiredbyCSWE.Supplementarytothesemeasures,aseniorfocusgroupisheldeachJunecoveringoverallcurriculumcoherence,programstrengthsandareasofgrowth,andotherimplicitprogrammaticactivities(i.e.,advising,accessibility,attentivenesstodiversitywithinprogramanduniversity).EXPLICITCURRICULUMASSESSMENTMEASURES
1. FinalFieldPerformanceEvaluationofstudentsasratedbyMSWPracticumInstructoroneachpracticebehavior.MSWPracticumInstructorsrateplacedsocialworkstudent’sabilitytodemonstratepracticebehaviorsusingtheALCEAdevelopedinstrument.ALikertscaleof1-5(1=Unsatisfactory,2=Marginal,3=Satisfactory,4=Good,5=Excellent)isused.Thismeasureprovidesdataonstudentattainmentofeachpracticebehavior.Studentpracticebehaviorrawscoresareaveragedtoobtainthescorefortherelevantcompetency(e.g.practicebehaviors1-6arerelatedtocompetency#1,7-10tocompetency#2,etc.).Eachstudent’scompetencyratingistalliedtogainthepercentageofstudentsachievingthebenchmarkof3.0orhigherforeachcompetency.Theprogram’scompetencybenchmarkisthat90%ofallstudentswillreceivearatingof3.0orhigher.Ascoreof3.0indicatesthatstudentshaveachieved,anddemonstrated,averagecompetencyandpracticebehaviorskillsataBSWlevel.Theprogram’saspirationalgoalisfor75%ofstudentstoachievearatingof4.0orhigher,indicatinganaboveaveragecompetencyandpracticebehaviorskills.
2. SeniorFinalFieldPerformanceSelf-Evaluationoneachpracticebehavior.SeniorsocialworkstudentsratetheirperceivedattainmentandabilitytodemonstratepracticebehaviorsusingtheALCEA
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 6
developmentinstrument.Alikertscaleof1-5(1=Unsatisfactory,2=Marginal,3=Satisfactory,4=Good,5=Excellent)isused.Thismeasureprovidesdataonstudentattainmentofeachpracticebehavior.Studentpracticebehaviorrawscoresareaveragedtoobtainthescorefortherelevantcompetency(e.g.practicebehaviors1-6arerelatedtocompetency#1,7-10tocompetency#2,etc.).Eachstudent’scompetencyratingistalliedtogainthepercentageofstudentsachievingthebenchmarkof3.0orhigherforeachcompetency.Theprogram’scompetencybenchmarkis90%ofallstudentswillreceivearatingof3.0orhigher.Ascoreof3.0indicatesthatstudentshaveachieved,anddemonstrated,averagecompetencyandpracticebehaviorskillsataBSWlevel.Theprogram’saspirationalgoalisfor75%ofstudentstoachievearatingof4.0orhigher,indicatinganaboveaveragecompetencyandpracticebehaviorskills.
SUPPLEMENTALMEASURE
3. SeniorCapstonePaperisanembeddedpracticeresearchassignmentintheprogram’sseniorsynthesiscourse,SOCW4030ResearchIII:Capstone.Arubricdevelopedbytheinstructorisusedtoevaluateandratestudents’abilitytodemonstratespecificpracticebehaviors.Thebenchmarkforattainmentis90%ofstudents’Capstonepapersareatorabove74%ofrubrictotal.Universityassessment“aspirational”standardisthepercentageofstudentsatorabove90%ofrubrictotaland“minimallymeetsorfailstomeet”standardisdefinedasatorbelow30%ofrubrictotal.
IMPLICITCURRICULUMASSESSMENTMETHODSTheSocialWorkprogrammonitorsandevaluateshowwedeliverandadministeroureducationalprogram,termedtheimplicitcurriculum.Theimplicitcurriculum,asconceivedbyCSWEandexplicatedbyHolloway(2009),“suggeststhatstudentlearningoutcomesarenotonlyaffectedbytheformalcourseinstructionbutalsothepoliciesandprocedureswhichgovernprogramconductandguidesocialinteractionwithintheeducationalsetting.”Inotherwords,itisthelargercontextorclimateinwhichourstudentslearn.IMPLICITCURRICULUMASSESSMENTMEASURESeniorExitSurvey:Duringspringquarteroftheirsenioryear,studentsareaskedtocompletea20itemquestionnaireusingSurveyMonkey.Evaluationquestionscontainratingscales(5pointLikertscale:1=StronglyDisagree,2=Disagree,3=Neutral,4=Agree,5=StronglyAgree)aswellasopen-endedcommentsections.ElementscontainedintheSeniorExitSurveyarethoughttopotentiallyimpactorhaveimplicationsforeducationaloutcomes.Theelementsare:
• Commitmenttodiversity
• Advising
• Participationinservice(includingacademicservicelearning)
• Capacityandcapabilitiesforleadership
• Resourceandsupportsutilization
• IdentificationofprogramstrengthsandareasofneededimprovementSUPPLEMENTALASSESSMENTMEASURES
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 7
ThereareseveralsupplementalmeasuresutilizedbytheSocialWorkprogramincluding:
• SeniorFocusGroup• CollegeCourseEvaluations• MultipleFieldPracticumAdministrationRatingTools
Theseadditionalmeasuresaredrawnuponwhenanalyzingcurriculumcompetencies.FieldEducationAnnualReportTheFieldEducationcomponentofthecurriculum,asledbytheFieldDirectorProf.RivaZeff,assessesitsownfunctioningincludingsuitabilityofsites,fieldpracticuminstructors’competencies,qualityofliaisonservices,andqualityofofferedtrainingseachyear.Studentsevaluatethequalityoftheirfieldsite,practicuminstructor,andfieldliaison.Agency-basedPracticumInstructorsareaskedtoevaluatetheoverallqualityoftheprogramanditsfieldliaison.FieldLiaisonsareaskedtoevaluatethequalityoftheagencies’experienceandPracticumInstructors.Datafindingsfromtheevaluationsareanalyzedandusedtoimprovethefieldeducationcomponent.AsummaryoffindingsispresentedtofacultyandthePracticumAdvisoryBoardeachfallandcontainedintheFieldEducationAnnualReport.ASSESSMENTREVISIONCOMMENCING2016TheprogramwillmigratetoCSWE2015EducationalPoliciesandAcademicStandards(EPAS)fromthe2008EPASduringAY2016-17.Thisprocessrequiresremappingofourcurriculum(learningobjectivesandcourseassessmentmeasures)tothe2015competencies,resultinginanewcurriculummatrix.Also,requiredinthe2015EPASaretwomethodsofassessmentforeachcompetency,whichwehaveestablished.However,onemeasure,theStudentEvaluationoftheirFieldperformanceishighlysubject.Allprogramsarebeingencouragedtohaveonemeasureuseembeddedassignments.TheCapstonepaperhasbeenapilotedmeasurelookingtowardthisgoal.Forthepastfiveyears,wehavebeenusingtheSeniorCapstonePaperandasadditionalmeasureofourexplicitcurriculumwithagoalof90%ofstudentsgettingatleasta74%ofoverallrubricpoints.Wearenotcurrentlyincludingthismeasuretocalculateourbenchmarkpercentage.Lookingforward,weareplanningtoincludethismeasureinourbenchmarkcalculationbyisolatingtheCapstonePaperrubricsectionsthatarerelateddirectlytoparticularpracticebehaviors,ratherthanusingtheoverallrubricscore,anddetermininghowwewouldliketoweighttheCapstonePapermeasureinrelationtotheothermeasuresexplainedabovewhencalculatingthebenchmarkpercentage.WewillenteraperiodofreviewregardinghowtointegratethismeasureintoourbenchmarkcalculationsaswetransitiontothenewCSWE2015EPAS.
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 8
EXPLICITCURRICULUMASSESSMENTFINDINGS:AFFIRMINGPROGRAMTheprogramsoundlymetestablishedbenchmarksforalltenprogramcompetencies:Competency1:Identifyasaprofessionalsocialworkerandconductoneselfaccordingly.100%ofourstudentswereratedbytheirsocialworkfieldsupervisoras“satisfactory”orabove(3)ontheirabilitytoidentifyasaprofessionalsocialworkerandconductoneselfaccordingly.Inaddition,81%wererated“good”orabove(4)and38%wererated“excellent”(5).Theaveragescoreforallstudentswasa4.41.Overall,drawingfromtheFocusGroup,studentsfeltverypreparedtoengageinprofessionalsocialworkpracticeandnotedmultipleopportunitiestoengageinprofessionalformation.Theycitedopportunitiesforin-classpeerconsultationandtheirFieldPracticumastheirmainlearningtoolforthisobjective.TheExitSurveydatanotedthat100%ofseniorsreportedparticipatinginservice,excludingtheirfieldpracticum;93%inacademicservicelearning,86%inNASWLobbyDay,and57%intheSocialWorkClub.Theprogramviewsparticipationinserviceasadditionalcontextualopportunitiestodevelopprofessionalskills.Competency2:Applysocialworkethicalprinciplestoguidesocialworkpractice.100%ofstudentswereratedas“satisfactory”orabove(3)ontheirabilitytoapplysocialworkethicalprinciplestoguidesocialworkpractice.Inaddition,81%ofstudentswererated“good”orabove(4)and28%wererated“excellent”(5).Theaveragescoreforallstudentswasa4.32.DrawingfromtheFocusGroup,therewere29commentsofwhich27werepositive.Studentsnotedvariousopportunities(“goingthroughethicalscenariosandtalkingthemthroughinclass”;“Ifeellikepracticumhelpedthemostwithlearningethicsandvalues.Also,seminarandsupervisionreallyhelped,butIstilldon’tfeeltotallyknowledgeableonmyown”.)andaspectsoflearningaboutvaluesandethics(“wecandistinguishbetweenourpersonalandprofessionalvalues;“valuesandethicsareaconstantthemeinallSWclasses”.)Itremainscentraltotheprogramtoensureprofessionalvaluesandethicsareaddressedinallcoursesandsupportedinthefield.
Competency3:Applycriticalthinkingtoinformandcommunicateprofessionaljudgments.100%ofstudentswererated“satisfactory”orabove(3)ontheirabilitytoapplycriticalthinkingtoinformandcommunicateprofessionaljudgments.81%wererated“good”orabove(4),and25%wereratedexcellent(5).Theaveragescorewasa4.24.TheCapstonePaperisusedasasupplementalmeasuretoassessacademicwritingandoveralllearningattheendoftheBSWcoursework.Ourgoalisfor90%ofstudentstoget74%orhigherontheCapstonePaperrubric.Thisyearwefelljustshortofthatwith88%ofstudentsreachingthatbar.However,47%ofstudentsmetouraspirationalgoalofgetting90%orhigherontheCapstonerubric,suggestingthatthereisawiderangeofwritingabilitiesinourstudents,withmostdoingwellandafewneedingadditionalsupports.85%ofourstudentsreportedusingtheWritingCenter,whichfacultyencourage.Competency4:Engagediversityanddifferenceinpractice.100%ofourstudentswererated“satisfactory”orabove(3)ontheirabilitytoengagediversityanddifferenceinpractice.97%wererated“good”orabove(4),and44%wererated“excellent”(5).Theaveragescorewas4.6.Studentscitedexperiencesgainedinpracticecoursesandtheirfieldpracticumasformational.Ingeneral,studentsfeltwellpreparedtoworkwithdiversepopulationsnotingFieldpracticumandcallingoutHBSE,FieldSeminar,RaceandEthnicity,andSocialJusticecoursesespeciallyhelpful.
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 9
Programeffortsareaffirmedand,therefore,wewillmaintaincurrentstrategiesinteachingstudentstoengagediversityanddifferenceinpractice.Wewillcontinuetoplacestudentsinfieldpracticumagenciesthatservemanydifferentcommunitieswithdiversesocialserviceneeds.StudentswillcontinuetoreflectonandengagewithacademicmaterialregardingculturallyresponsiveandresponsiblesocialworkpracticeintheIntroductiontoSocialWork,SocialJusticeinSocialWork,andPracticeclasses. Competency5:Advancehumanrightsandsocialandeconomicjustice100%ofstudentswereratedas“satisfactory”orabove(3)ontheirabilitytoadvancehumanrightsandsocialandeconomicjustice.84%ofthestudentswererated“good”orbetter(4),and34%wererated“excellent”(5).Theaveragescorewas4.31.Theprogram’seffortstoprovidemeaningfulcurriculumandexperiencestodevelopstudents’capacitiestoanalyzeinjusticesandadvancesocialjusticeisaffirmed.In2015Fall,theprogrambeganrequiringinsophomoreyear,anewlydesignedcourse,SocialJusticeandSocialWork.Thiscoursespecificallystartswithstructuraloppression.Thiscohortmainlytookthepriorrequirement,RaceandEthnicity.Competency6:Engageinresearch-informedpracticeandpractice-informedresearch.100%ofstudentswererated“satisfactory”orabove(3)ontheirabilitytoengageinresearch-informedpracticeandpractice-informedresearch.Weachievedouraspirationalgoalforthisbenchmark,with72%ofstudentsrated“good”orabove(4).22%ofstudentswereratedexcellent(5).Theaveragescorewas4.15.TheCapstonePaperisusedasasupplementalmeasureforthiscompetencybecauseitassessesforcriticalengagementwithresearchtoinformtheirsocialworkpracticeandcriticalproductionofresearchtoinformtheiragenciesandthefield.88%ofstudentsachievedourgoalof74%oraboveintheoverallCapstonerubricand47%metouraspirationalgoalof90%ofrubricpoints.Individualsectionsoftherubricthatpertaintothiscompetencyare:76%metthebarforthe“Introductionandliteraturereview”section;71%forthe“Methods”section;53%in“Results”section;and88%inthe“Discussionandimplications”section.SeniorFocusGroupresponsesallconveyedaviewandexperienceofcomfortandpreparednessinusingresearchasapractitioner.Studentsrepeatedlyhighlightedtheresearchsequenceasbeingformationalintheirabilitytouseresearchasatoolforadvocacyandtoapplyacriticallenswhenreviewingresearchforevidence-basedpractice.Facultywillcontinuetoencouragepracticuminstructorstoactivelyengagestudentsintheliteraturerelevanttotheirpractice.ThoughstudentsfeelconfidentandwereratedwellbytheirpracticuminstructorsintheFinalFieldEvaluation,theCapstonePapershadmorevariationinstudentsuccess,whichweattributetowritingskillsandability,ratherthanresearchskills.WeaddressstrategiesforsupportingstudentwritingintheProgramImprovementssectionofthisreport.
Competency7:Applyknowledgeofhumanbehaviorandthesocialenvironment.100%ofstudentswererated“satisfactory”orabove(3)ontheirabilitytoapplyknowledgeofhumanbehaviorandthesocialenvironment.84%ofstudentswererated“good”orabove(4),and31%wererated“excellent”(5).Theaveragescorewas4.33.ThesectionoftheCapstonePaperthatpertainstothiscompetency,“TheoreticalFrameworks”,assessesforknowingandapplyingtheorytoresearch/practice.88%ofstudentsmetthebarinthissection.Facultyeffortstoincreasestudentcapacitytorecallandapplytheorytotheircapstoneprojects,asdiscussedinthe2014-15report,havebeensuccessful.Programeffortsareaffirmedand,
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 10
therefore,wewillmaintaincurrentstrategiesteachinghumanbehaviorandthesocialenvironment.Tocomeclosertoouraspirationalgoalinthiscompetency,therewillbecontinuedefforttoclearlyidentifyessentialHumanBehaviorintheSocialEnvironmenttheoriesandassiststudentinapplicationofthosetheoriesinpractice.StrategiesforthiseffortareaddressedintheProgramImprovementssectionofthisreport.Competency8:Engageinpolicypracticetoadvancesocialandeconomicwell-beingandsocialworkservices.100%ofstudentswererated“satisfactory”orabove(3)ontheirabilitytoengageinpolicypracticetoadvancesocialandeconomicwell-beingandsocialworkservices.69%ofstudentswererated“good”orabove(4),and28%wererated“excellent”(5).Theaveragescorewas4.06.Ofthe28comments,89.3%(25)wereofapositivenature.Studentsalmost,unanimousattributedtheirskillduetotheirpolicyadvocacycourseandmacropracticecoursebothtaughtbyDr.McEachern.Manynotedincreasedinterest,enthusiasm,andconfidence.Thisisasignificantimprovementfromtheprioryear.Dr.McEachernrealignedSOCW3040coursecontent,renamingfromContemporaryU.S.PolicytoPolicyAdvocacyforSocialChangeandsharpeningthefocusonadvocacy.Themacropracticecourse:SocialWorkwithCommunitiesandOrganizationsreturnedtoitscommunityprojectfocus.Thesecurriculumchangeshavebornresults.Competency9:Respondtocontextsthatshapepractice100%ofstudentswererated“satisfactory”orabove(3)ontheirabilitytorespondtocontextsthatshapepractice.69%ofstudentswererated“good”orabove(4),and16%wererated“excellent”(5).Theaveragescorewas4.0.Theintentionofthiscompetencyistopromptstudentstoremaincurrentwiththemanycontextsthatshapeandinformservicedeliveryandpracticeresultingintheimprovementofthequalityandrelevancyofservices.Itisourintentiontosupportandprovideourstudentswithopportunitiesforleadershipformationandhencethedevelopmentofinformedselfagencyintheprogram,college,university,communityandultimatelyinthefieldofsocialwork.75%(12)ofseniorsstatedthattheydemonstratedleadershipcapacityandcapabilitiestoimprovehumanwell-being.Ofthisgroup,seniorsmentionedengaginginleadershipinthefollowingsettings:66.7%attheirfieldpracticumsite,25%campusclub,16.7%NewStudentOrientation,16.7%SeattleUniversityYouthInitiative,8.3%DEEPorPeerHealthAdvocates,8.3%StudentGovernance,33.3%Other/Community.Theprogramispleasedwiththeseoutcomesandwillcontinueitsexistingeffortstosupportstudentstoflexiblyrespondtocontextstoshapepractice.Competency10:Engage,assess,intervene,andevaluatewithindividuals,families,groups,organizations,andcommunities100%ofstudentswererated“satisfactory”orabove(3)ontheirabilitytoengage,assess,intervene,andevaluatewithindividuals,families,groups,organizations,andcommunities.78%ofstudentswererated“good”orabove(4),and28%wererated“excellent”(5).Theaveragescorewas4.36.StudentsreferencedexperiencesgainedinPracticecoursesandtheirFieldPracticum.Specificcourseactivitiesmentionedwereecomaps,interviewingskills,groupnormsandcommunityorganizingprojects.Studentsexcelledinthefielddemonstratingtheirabilitytousegeneralistpracticeskillsasratedbythemselvesandpracticuminstructors.100%ofthosewhodidaninterventionintheircapstoneprojectsmetthebenchmarkinthe“Assessment&Intervention”section.
IMPLICITCURRICULUMASSESSMENTFINDINGS:AFFIRMINGPROGRAM
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 11
DiversityStudentsfelttheirclasseswereplacesthattheycouldraiseanddiscussissuesaboutdiversityanddifference.Studentssawacommitmenttodiversityinthecurriculum,inselectionoffieldsettingsandinco-curricularactivities.Studentsweretreatedrespectfullybyfaculty,staff,andtheirfellowstudents.
• 87.5%ofstudentsagreedorstronglyagreedwiththestatement,“SU’sSocialWorkclassesencouragediscussionsaboutdiversityanddifference(Surveyitem#1).OnaLikertscaleof1-5,studentratingsaveraged4.25.
• 78.8%ofstudentsagreedorstronglyagreedthattheyfeltfreetoraiseissuesaboutdiversitythatwereimportanttothemintheirsocialworkcourse(Surveyitem#2),withameanscoreof3.81.
• Programdemonstratesacommitmenttodiversity(Surveyitem#3)inits:o Curriculum-60%studentsagreeorstronglyagree(μ=3.87)o Selectionoffieldsettingsandtheirclientele–100%ofstudentsagreeorstronglyagree
(μ=4.27)o Co-curricularactivities–60%ofstudentsagreeorstronglyagree(μ=3.6)
• StudentsaretreatedwithrespectinSU’sSocialWorkprogramby:o Faculty–73.34%studentsagreeorstronglyagree(μ=4.07)o Administrationandstaff–73.33%studentsagreeorstronglyagree(μ=3.87)o Fellowclassmates–80%studentsagreeorstronglyagree;11%neutral(μ=4.07)
AdvisingStudentsreportedreceivingtimelyadvisingthatwasaccurateandhelpful.
• 86.66%ofstudentswereabletoaccesstimelyadvisingintheSocialWorkprogramand/ortheCollege’sAdvisingCenter(μ=4.13)
• 73.34%ofstudentsreceivedaccurateandhelpfuladvisingintheSocialWorkprogramand/ortheCollege’sAdvisingCenter(μ=3.93)
ServiceStudentsoverwhelminglycontinuetoparticipateinservicerelatedactivities(excludingtheirfieldpracticum)whileatSeattleUniversity,whichfacultyandstudentsseeasexcellentpreparationforthefieldandanopportunityforincreasedlearning.
• 100%ofourstudentsparticipatedinservice(i.e.,academicservicelearning,internationalservice,orvolunteerism)includingthefollowingtypesofservice:
o 92.86%AcademicServiceLearninginaSocialWorkcourseo 85.71%NASWLobbyDayo 57.14%Volunteero 57.14%SocialWorkClubo 42.86%Servicelearninginotherclasseso 28.57%ininternationalservice,o 21.43%SUYouthInitiativeo 21.43%Othercampusclub
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 12
o ExamplesServicesitesincluded:SUYIBaileyGatzertprograms,WashingtonMiddleSchoolJustServe,PlymouthCasaLatina,HealingCommunity,SpruceStreet,St.JamesCathedral-SoupKitchen,Youth-Care,CollegeDiabetesnetwork,IgnatiusChapel,CatholicCommunityServices,Childhaven,FirstPlace,andSeattleChildren’sHospital.
LeadershipStudentsdemonstratedleadershipcapacitiesandcapabilitiestoimprovehumanwell-beinginavarietyofoncampusandoffcampussettings,Including:
• 66.67%whileintheirfieldpracticum
• 16.67%inSUYI
• 16.67%inNewStudentOrientation
• 25%eachinacampusclub
• 33.3%inothercommunitysettings
• Examplesofleadershiprolesincluded:StudentCampusMinisterforLiturgy,Newstudentretreatleader,RedhawkAcademicMentoringProgram,SUYI–JustServe,andNavigationAssistantatBCforAutismSpectrumNavigatorsProgram
UtilizationofResources&SupportsOverhalfofsocialworkstudentsusedfacultyforreferencesandalloverthreequartersreceivedfinancialaidwhileinschool.TwothirdofourstudentsusedtheCareerCenter,thoughallreceivedoneworkshop,ResumeWriting,intheirPracticumSeminarandareinvitedtoaProfessionalDevelopmentnightwithalumniandagencydirectors.Almostall(84.62%)ofourstudentsusetheWritingCenter,whichisadesiredoutcome.Approximately8%ofourstudentsutilizedDisabilityServices.
• 84.62%usedtheWritingCenter
• 100%receivedfinancialaidand92.31%receivedscholarships
• 53.85%usedfacultyforawrittenreferenceorrecommendation
• 7.69%utilizedDisabilityServices
• 61.54%usedtheCareerCenter
• 30.77%wenttoCollegiumsGraduateSchoolInthegraduatingseniorclass,23%immediatelyappliedandwereacceptedtograduateSocialWorkschools(i.e.,UniversityofWashington,UniversityofKansas,UniversityofMichigan,UniversityofDenver).Oftheremainingstudents,70%saidtheyplantoattendgraduateschoolinthefuture.ProgramStrengthsInadditiontotheprogramstrengthslistedabove,explicitandimplicitcurriculumstrengthsasnotedintheSeniorExitSurvey(n=12)andSeniorFocusGroup(n=16)include:
• Kindandknowledgeablefacultyandothernotedattributes(i.e.,professionalexperience,differentteachingstyle,challenging,inspirational,committed
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 13
• Cohortmodel(i.e.,support,collegiality,developmentofalearningcommunity)andclasssize
• 9mosFieldPracticum–professionalpreparation
• Timeforself-reflectionandself-awarenessassignments
• Professorsaskingstudentstoconsistentlyuseacriticallensandsupportingstudentadvocacyefforts
• TheCapstoneprojectandresearchsequence“Thebroadreachofhecurriculumdoeswelltopreparestudentsingeneralistpractice.Itappealstohumancompassionwhilebeingacademicallygrounded.Itrequiresustoreallyunderstandourselves,ourhistories,ourbiases,andthelensthroughwhichwetheworldthroughguidedreflectionanddiscernment.“
EXPLICITCURRICULUMASSESSMENTFINDINGS:PROGRAMIMPROVEMENTAtthefallfacultyretreat,pertheprogram’sassessmentplantheanalyzedresultswerediscussed.Althoughtheprogrammetallbenchmarksforprogramoutcomes,theprogramseekstomaintaincontinuityasnewsectionsofcoursesareofferedandnewfacultyjointheprogram.Activities,approaches,programinfrastructurethathavebeencentraltooursuccessarehighlightedbelowtocallouttheircontinuance.Areasthattheprogramcancontinuetoimprovearealsoproposed.
1. Continueeffortstolinkcoursecontenttopractice.Theprogramseekstocontinuetofocusonapplicationofknowledgeandskillsviaacademicservicelearning(IntroductiontoSocialWork),project-basedlearning(PracticewithCommunities&Organizations;Capstone);policyanalysis(PolicyAdvocacyforSocialChange)useofcasestudies,etc.
2. Continuedevelopmentandsupportofcohortasanemergingprofessionalgroupofcolleagues.Forexample,pedagogicallyincludecaseconsultation,peerreview,project-basedlearning,practicefeedback,workshopprocessforprojects,in-classtimetoprocessdifficultiesifneeded.
3. Continueeffortstostrengthstudent’sacademicandprofessionalwriting.Thisrequires:a. Attentionannuallytotheteachingofscaffoldwritingassignmentsacrossthecurriculumb. CoordinationanduseofLibraryLiaisonforsupportc. Explorethesoftware“Grammerly”orlikeproducts
4. Continuetosharpenfocusontheoreticalunderpinningstopractice.Revisitscopeandsequenceoftheoryinstructionacrossthecurriculum.
5. Strengthenprogram’scommitmenttodiversitywithincurriculumbyexplicitlyincorporatingatleast50%ofreadingsbyunrepresentedandoftenmarginalizedauthorsnallcourses.Reviewhowweasfacultytalkaboutdiversityanddifferenceintheclassroom.
IMPLICITCURRICULUMASSESSMENTFINDINGS:PROGRAMIMPROVEMENTDiversityOverhalfofthestudentswhorespondedtotheSeniorExitSurveythoughttheprogramdidnotdisplayacommitmenttodiversitythroughitshiringoffaculty.Studentsnotedthelackofgenderandracialdiversityinfaculty.
§ Programdemonstratesacommitmenttodiversityinits:
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 14
o Faculty–40%agreeorstronglyagree,53.33%ofstudentsdisagreeorstronglydisagree,(µ=2.73)
TwofacultysearchesconductedinAY14-15andonesearchinAY15-16recruitedandsoughtadiversehiringpoolofcandidatesandresultingfinalists.Ourtopcandidatesandeventualhirescontributedtobothracialandgenderdiversityofthefaculty.Weanticipatestudentexperienceofprogramcommitmenttodiversitytoincreaseastheyareabletointeractwithnewfacultymembers.TheprogramwillcontinueeffortstoenhancefacultydiversitythroughthecurrentAY16-17facultysearch,adjuncthires,guestlectures,andspeakers.ProgramImprovementsInadditiontoaboveimprovements,studentswereaskedintheSeniorExitSurveyandSeniorFocusGroupforareaswheretheprogramcouldimprove.Ofthe11commentsintheExitSurvey,10spoketotheissueofdiversifyingfaculty.Thisclearlywillbeoncontinuedgoal.
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 15
SeattleUniversityBachelorofSocialWorkProgram
StudentScholarshipandFieldPracticumAY2015-16
CapstoneResearchPapers
Spring2016
ChloeTorres YouthEngagementinFamilyInterventionandRestorativeServices(FIRS)
HeidiBuyak Re-Entry&ReleasePlanningPractices:PerceptionsoftheDefenderAssociationSocialWorkers
JoshSpell EatingDisorderEducationforPractitionersinCommunityMentalHealth
MalloryLuteran WhereAretheDads?:IncreasingFatherInvolvementattheNorthSeattleFamilyResourceCenter
ThuyTruong SoutheastAsianYoungMen’sCulturalIdentity
ShawnaSullivan PerceivedBarrierstoSuccessfulDischargesattheVA
AshlenOlmsted ExperiencesofLatinaImmigrantParentswithChildrenwithDisabilities
CassieRoth ExperiencesofEmployeesinaFaith-BasedOrganization
TheresiaNguyen ChallengesandImpactsofToday’sRecentImmigrantYouth
KristaThomson ServiceProviderPerceptionsoftheExperiencesofYouthinSchool-BasedMentalHealthPrograms
SageLittle Re-offenseacrossDifferingCriminalHistoriesinLow-levelSupervision
LatanyaJenkins JuvenileswithMentalHealthNeedsinDetainmentFacilities
MichaelLott TheRoleofAdultDayTreatmentintheCareofOlderLatinoAdults
HeatherMimms InterventionsUsedinResponsetoMaladaptiveBehaviorsfromPreschoolerswithChildMaltreatmentHistory
IyonnaSpears ExclusionaryDisciplineandtheOverrepresentationofStudentsofColor:TheRoleofMentorServicesinPublicSchools
MayanPerkins EmpowermentPerspectiveswithintheClubhouseSetting
JessWoolen UnstableHousing&Waiting
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 16
SocialWorkProgramStudentScholarshipandFieldPracticumAY2015-16
FieldPracticum:BSWSenior,Agency,andPracticumInstructor
BSWSenior AgencyPlacement Practicuminstructor
HeidiBuyak TheDefenderAssociation CynthiaSkow,MSW
LatanyaJenkins AssociatedCounselfortheAccused JahnaShoecraft,MSW
SageLittle KingCountyJuvenileProbation RosemaryFraine,MSW
MichaelLott ConsejoCounseling&ReferralService IvanSanchez,MSW
MalloryLuteran NorthSeattleFamilyServices JanetStClair,MSW(PI)AnnFuller(TS)
HeatherMimms Childhaven MaryKahler,MSW
HuyenNguyen AsianCounseling&ReferralServices SaulCornwall,MSW(PI)Tran(TS)
AshlenOlmsted NorthSeattleFamilyServices JanetStClair,MSW(PI)AnnFuller(TS)
MayanPerkins SoundMentalHealth JimNielsen,MSW(PI)JamesMorales(PI)
CassandraRoth RytherChildrensCenter ColinPowers,MSW
IyonnaSpears RentonAreaYouth/FamilyServices MorganWells,MSW(PI)DamenCrump(TS)
JoshSpell HarborviewOutpatientMentalHealthServices OwenRiley,MSW
ShawnaSullivan Veteran’sAdministration:Hospital VickiKirk,MSW
KristaThomson FullLifeCare AprilPrepotente,MSW
ChloeTorres KingCountyJuvenileProbation RosemaryFraine,MSW
ThuyTruong AsianCounseling&ReferralServices SaulCornwall,MSW
JessicaWoolen ProvidenceVincentHouse GwenUrrutia-Peterson,BSW(PI)&JenniferBachholder
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 17
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 18
BachelorofSocialWorkProgramAssessmentData:CompetencyAttainmentSummaryAY2015-16
COMPETENCY#1
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#1
Identifyasaprofessional
socialworkerandconduct
oneselfaccordingly.
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPracticum
Instructor(PI)andstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)Scale:1=Unsatisfactory,2=Marginal,
3=Satisfactory,4=Good,5=Excellent
100
(AG=81%;
Grandmeanof
competencyscore
forallstudents=
4.41)
AnalysisofBenchmarkBenchmarkachieved.FieldEvaluations:100%ofstudentswererated
satisfactory(3)oraboveoncompetency1,resultingin
successfulbenchmarkachievement.Inaddition,81%of
studentswereratedgood(4)orhigherand38%were
ratedexcellent(5).
SupplementalMeasures
Focusgroup:
SeniorFocusgroupthemesforthequestion:“Howpreparedareyoutoengageinprofessionalsocialworkpractice?Tousesupervisionandconsultation?Whatcourses,assignments,andexperiencescontributedmosttothatpreparation?”
Therewere25comments,20wereofapositivenature,1
neutral,and4highlightedreasonorideastobemore
fullyprepared.Noonesaidtheydidnotfeelpreparedto
engageinprofessionalpractice.Positivecomments
highlightedopportunitiesforpeerconsultationwithin
1.1Advocateforclientaccess
totheservicesofsocialwork
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedbytheir
PracticumInstructorsas3.0
SATISFACTORYorhigherona1-5scale
100
AG=100
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras3.0
SATISFACTORYorhigherona1-5scale
100
AG=88
1.2Practicepersonalreflection
andself-correctiontoassure
continualprofessional
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedbytheir
PracticumInstructorsas3.0
SATISFACTORYorhigherona1-5scale
100
AG=100
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 19
COMPETENCY#1
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
development;
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras3.0
SATISFACTORYorhigherona1-5scale
100
AG=100
classes(i.e.capstone,practiceI&II,seminar)and
numerouscommentsongrowthinconsultationskills
whileatpracticum(i.e.,seekingouttheirPIandasking
questions).Ofthe4commentssuggesting
improvements,2focusedonaccesstoPI,1onlackof
professionalismatplacement,and1onmoretimein
seminartoconsult.
ExitSurveyN=16:
100%reportedparticipatinginservice(notincluding
fieldpracticum)whileatSU(Q9);ofthat92.86%inSW
courseservicelearning,85.71%inLobbyDay,57.14%in
SWClub,42.86%othercoursesservicelearning,21.43%
SUYouthInitiative,and21.43%OtherSUcampusclubs.
ImplicationsforProgramImprovementProgrameffortsareaffirmedandthereforewewill
maintaincurrentstrategiesteachingprofessional
identityformationandconduct.Peerconsultationskills
andopportunitiesremainsimportant.Giventhemultiple
commentsondevelopedabilitytoseekoutsupervisor
andaskquestions,continuewithtrainingeffortsinthis
regard.
1.3Attendtoprofessionalroles
andboundaries;
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedbytheir
PracticumInstructorsas3.0
SATISFACTORYorhigherona1-5scale
100
AG=100
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras3.0
SATISFACTORYorhigherona1-5scale
100
AG=73
1.4Demonstrateprofessional
demeanorinbehavior,
appearance,and
communication;
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedbytheir
PracticumInstructorsas3.0
SATISFACTORYorhigherona1-5scale
94
AG=94
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras3.0
SATISFACTORYorhigherona1-5scale
100
AG=87
1.5Engageincareer-long
learning;FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedbytheir
PracticumInstructorsas3.0
SATISFACTORYorhigherona1-5scale
100
AG=94
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 20
COMPETENCY#1
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras3.0
SATISFACTORYorhigherona1-5scale
100
AG=74
1.6Usesupervisionand
consultation.
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedbytheir
PracticumInstructorsas3.0
SATISFACTORYorhigherona1-5scale
100
AG=88
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras3.0
SATISFACTORYorhigherona1-5scale
94
AG=80
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 21
COMPETENCY#2
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#2
Applysocialworkethical
principlestoguidesocialwork
practice.(EP2.1.2)
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPIandstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)
100
(AG=81%
Grandmeanof
competencyscore
forallstudents=
4.32)
AnalysisofBenchmarkBenchmarkachieved.
FieldEvaluations:
Wemetourbenchmarkonthiscompetencywith100%
ofstudentsratedassatisfactory(3)orabove.81%of
studentswereratedgood(4)orabove.28%wererated
excellent(5).
SupplementalMeasures
Focusgroup:
Senior Focus group themes on the question: “How aware and knowledgeable are you with regards to the values and ethics that guide social work practice? What courses, assignments, and experiences contributed most to that preparation?”
Therewere29comments,27werepositivenoting
variousopportunities(“goingthroughethicalscenarios
andtalkingthemthroughinclass”;“Ifeellikepracticum
helpedthemostwithlearningethicsandvalues.Also,
seminarandsupervisionreallyhelped,butIstilldon’t
feeltotallyknowledgeableonmyown”.)andaspectsof
2.1Recognizeandmanage
personalvaluesinawaythat
allowsprofessionalvaluesto
guidepractice;
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=100
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=100
2.2Makeethicaldecisionsby
applyingstandardsofthe
NASW2008CodeofEthicsand,
asapplicable,IFSW/IASSW.
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 22
COMPETENCY#2
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
learningaboutvaluesandethics(“wecandistinguish
betweenourpersonalandprofessionalvalues;“values
andethicsareaconstantthemeinallSWclasses”.)The2
commentsthatprovidedcorrectivefeedbackrequested
more“detailonwhatactuallytodoincertain
situtations”.
ImplicationsforProgramImprovementProgrameffortsareaffirmedthereforewewillmaintain
currentstrategiesteachingsocialworkvaluesandethics
forpracticethroughoutthecurriculum.Eachcourse
continuestohavealearningobjectiveonvaluesand
ethics.Opportunitiestoconsultonpotentialofethical
dilemmaswithincourseswillbemaintained.Students
areintroducedtoLoewberg&Dolgoff’sframeworkalong
withReamer’sworkonpracticedilemmasinPractice1.
2.3Tolerateambiguityin
resolvingethicalconflicts
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=81
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=88
2.4Applystrategiesofethical
reasoningtoarriveat
principleddecisions.
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=94
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=88
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 23
COMPETENCY#3
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#3
Applycriticalthinkingto
informandcommunicate
professionaljudgments.
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPIandstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)
100
(AG=81%;
Grandmeanof
competencyscore
forallstudents=
4.24)
AnalysisofBenchmarkBenchmarkachieved.
FieldEvaluations:Weachievedourbenchmarkforthis
competencywith100%ofstudentsratedsatisfactory(3)
oraboveontheirfieldevaluations.Inaddition,81%of
studentswereratedgood(4)oraboveonthis
competency.25%wereratedexcellent(5).
SupplementalMeasuresCapstonePaper:Thissupplementalmeasuresisa
rigorousCapstonepaperusedtoassessacademicwriting
andoveralllearningattheendoftheBSWcoursework.
Ourgoalisfor90%ofstudentstoget74%orhigheron
theCapstonepaperrubric(equaltoa7.4ona10point
scalewhere7.0=“Meetssomecriteria;unevenorhas
somelapsesinclarityordevelopment”and8.0=“Meets
allcriteriaatahighlevel;clear;well-developed;logical;
easytofollow”).Thisyearwefelljustshortofthatwith
88%ofstudentsreachingthatbar.However,47%of
studentsmetouraspirationalgoalofgetting90%or
higherontheCapstonerubric,andnoneofourstudents
failedtomeetthestandardof64%.Therubricsections
pertinenttothiscompetencyassessforprofessional
writingabilityandcriticalthinkingandinclude“Overallquality,professionalism,anddocumentdesign”,inwhich82%ofstudentsscored74%orabove(mean=8.5/10),
“Introductionandliteraturereview”,whichhad76%ofstudentsmeeting74%orabove(mean=8.8/10),and“DiscussionandImplications”,whichhad88%ofstudentsreachingthebar(mean=8.6/10).
3.1Distinguish,appraise,and
integratemultiplesourcesof
knowledge,includingresearch-
basedknowledge,andpractice
wisdom.
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=94
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=88
3.2Analyzemodelsof
assessment,prevention,
intervention,andevaluation
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 24
COMPETENCY#3
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
ExitSurvey:
84.62%ofourseniorsreportedusingtheWritingCenter,
whichfacultystronglyencourageforscholarlywriting.
ImplicationsforProgramImprovementTheprogramispleasedwiththeoutcomesonthis
benchmark.However,itisnotedthateffortsto
supportuseofresearchandwritingmustbeconstant
withincourses.
3.3Demonstrateseffectiveoral
andwrittencommunicationin
workingwithindividual,
families,groups,organization,
communitiesandcolleagues
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=100
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 25
COMPETENCY#4
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#4
Engagediversityand
differenceinpractice.
(EP2.1.4)
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPIandstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)
100
(AG=97%
Grandmeanof
competencyscore
forallstudents=
4.60)
AnalysisofBenchmarkBenchmarkachieved.FieldEvaluations:
Wemetourbenchmarkforthiscompetencywith100%
ofstudentsratedsatisfactory(3)orabove.97%of
studentswereratedgood(4)orabove,bringingusclose
toouraspirationalgoal.44%wereratedexcellent(5).
SupplementalMeasuresFocusGroup:
Senior Focus group themes on the question, “How prepared do you feel to engage in generalist practice with diverse populations and settings? What courses, assignments, and experiences contributed most to that preparation?”
In general, students felt well prepared to work with diverse populations noting all courses and calling out HBSE, Field Seminar, Race and Ethnicity, and Social Justice. Implications for Program Improvement Program efforts are affirmed and, therefore, we will maintain current strategies in teaching students to engage diversity and difference in practice. We will continue to place students in field practicum agencies that serve many different communities with
4.1Recognizetheextentto
whichaculture’sstructures
andvaluesmayoppress,
marginalize,alienate,orcreate
orenhanceprivilegeandpower
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=94
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=88
4.2Gainsufficientself-
awarenesstoeliminatethe
influenceofpersonalbiases
andvaluesinworkingwith
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=100
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 26
COMPETENCY#4
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
diversegroups;
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=94
diverse social service needs. Students will continue to reflect on and engage with academic material regarding culturally responsive and responsible social work practice in the Introduction to Social Work, Social Justice in Social Work, and Practice classes.
4.3Recognizeand
communicatetheir
understandingofthe
importanceofdifferencein
shapinglifeexperiences;
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=100
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=94
4.4Viewthemselvesas
learnersandengagethosewith
whomtheyworkasinformants.
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=94
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=94
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 27
COMPETENCY#5
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#5
Advancehumanrightsand
socialandeconomicjustice.
(EP2.1.5)
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPIandstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)
100
(AG=84%
Grandmeanof
competencyscore
forallstudents=
4.31)
AnalysisofBenchmarkBenchmarkachieved.
FieldEvaluations:
Weachievedourbenchmarkforthiscompetencywith
100%ofstudentsratedassatisfactory(3)orabove.84%
ofthestudentswereratedgood(4)orbetter,34%were
ratedexcellent(5).
SupplementalMeasuresFocusGroup:
SeniorFocusgroupthemesonthequestion,“Howknowledgeableandableareyoutoapplytheknowledgegainedabouttheconsequencesofinequality,oppression,andinjusticeandadvocateforchangelocallyandglobally?Whatcourses,assignments,andexperiencescontributedmosttothatpreparation?”
Ofthe27responses,24wereapositiveresponses
regardingstudents’knowledgeandskill,mentioning
RaceandEthnicityrepeatedly.Theapplicationof
knowledgegainedfromcoursesandapplicationinthe
fieldwasalsomentioned.Twooftheimprovement
commentsmentionedtheneedforastrongeremphasis
onstructuraloppression.
ImplicationsforProgramImprovementTheprogram’seffortstoprovidemeaningfulcurriculum
5.1Understandtheformsand
mechanismsofoppressionand
discrimination
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=88
5.2Advocateforhumanrights
andsocialandeconomic
justice;
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=81
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 28
COMPETENCY#5
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
andexperiencestodevelopstudents’capacitiesto
analyzeinjusticesandadvancesocialjusticeisaffirmed.
In2015Fall,theprogrambeganrequiringinSophomore
year,SocialJusticeandSocialWork.Thiscourse
specificallystartswithstructuraloppression.Thiscohort
mainlytookRaceandEthnicity.
5.3Engageinpracticesthat
advancesocialandeconomic
justice.
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=94
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=94
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 29
COMPETENCY#6
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#6
Engageinresearch-informed
practiceandpractice-informed
research.
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPIandstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)
100
(AG=72%
Grandmeanof
competencyscore
forallstudents=
4.15)
AnalysisofBenchmarkBenchmarkachieved.
FieldEvaluations:
Weachievedourbenchmarkforthiscompetencywith
100%ofstudentsratedassatisfactory(3)orabove.72%
ofthestudentswereratedgood(4)orbetter,22%were
ratedexcellent(5).
SupplementalMeasuresCapstonePapers:
88%ofstudentsachievedourgoalof74%orabovein
theCapstoneRubricand47%metouraspirationalgoal
of90%.Sectionsoftherubricthatpertaintothis
competencyassessforcriticalengagementwithresearch
toinformtheirpracticeandcriticalproductionof
researchtoinformtheiragenciesandthefield:76%met
thebarforthe“Introductionandliteraturereview”section(mean=8.8/10);71%forthe“Methods”section(mean=8.2/10);53%in“Results”section(mean=7.8/10);
and88%inthe“Discussionandimplications”section(mean=8.6/10).
FocusGroup:
SeniorFocusgroupthemesonthequestion,“Howknowledgeableandpreparedareyoutouseresearchtoinformandevaluateyoupractice?Whatcourses,assignments,andexperiencescontributedmosttothat
6.1Usepracticeexperienceto
informscientificinquiry
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=81
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
6.2Useresearchevidenceto
informpractice.
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=81
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 30
COMPETENCY#6
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=88
preparation?”
Therewere27commentsregardingstudents’
preparationtounderstandanduseresearchtoinform
practice.ALLwerepositive,repeatedlyacknowledging
theprogram’sresearchsequence,thecapacityofthe
instructor,Dr.Derr,whoteachesthesequence.
ImplicationsforProgramImprovementTheprogramisverypleasedwiththeresultsfromthe
assessmentonthisoutcome.Webelievethecurriculum
hasarigorousresearchsequence,supportedbyscaffold
assignmentsonacademicwritinginearlycourses.The
capstoneprojectrequiresstudentstoassessa
componentoftheirpractice.Academicwritingusing
empiricalresearchremainsachallengeformanyofour
students.Continuedeffortswillincludeearlywriting
assignments,useofwritingcenter,peerconsultation,
anddraft,revision,resubmitprocess.
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 31
COMPETENCY#7
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#7
Applyknowledgeofhuman
behaviorandthesocial
environment.(EP2.1.7)
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPIandstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)
100
AG=84%
Grandmeanof
competencyscore
forallstudents=
4.33
OverallAnalysisofBenchmark:Benchmarkachieved.
FieldEvaluations:
Weachievedourbenchmarkwith100%ofstudents
ratedassatisfactory(3)oraboveonthiscompetency.
84%ofthestudentswereratedgood(4)orbetter,31%
wereratedexcellent(5).
SupplementalMeasures:CapstonePapers:
Overall,88%ofstudentsmetthebenchmarkof74%or
greaterfortherubrictotalontheCapstonepapersand
47%ofstudentsgetting90%.Thesectionofthe
Capstonepaperthatpertainstothiscompetency
assessesforknowingandapplyingtheoryto
research/practice;88%metthebarinthe“TheoreticalFrameworks”section(mean=8.9/10).
ImplicationsforProgramImprovement:Facultyeffortstoincreasestudentcapacitytorecallandapplytheorytotheircapstoneprojects,asdiscussedinthe2014-15report,havebeensuccessful.Programeffortsareaffirmedand,therefore,wewillmaintaincurrentstrategiesteachinghumanbehaviorandthesocialenvironment.Tocomeclosertoouraspirationalgoalinthiscompetency,therewillbecontinuedefforttoclearlyidentifyessentialHumanBehaviorintheSocialEnvironmenttheoriesandassiststudentinapplicationofthosetheoriesinpractice.StrategiesforthiseffortareaddressedintheProgramImprovementssectionofthisreport.
7.1Utilizeconceptual
frameworkstoguidethe
processesofassessment,
intervention,andevaluation
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
SeniorExitSelfEvaluation,
Item
85%ofthestudentsratetheir
attainmentofpracticebehavioras
4.0GOODorhigherona1-5scale
100
AG=88
7.2Critiqueandapply
knowledgetounderstand
personandtheenvironment
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=94
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=94
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 32
COMPETENCY#8
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#8
Engageinpolicypracticeto
advancesocialandeconomic
well-beingandsocialwork
services.(EP2.1.8)
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPIandstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)
100
AG=69%
Grandmeanof
competencyscore
forallstudents=
4.06
AnalysisofBenchmarkBenchmarkachieved.
FieldEvaluations:
Weachievedourbenchmarkforthiscompetencywith
100%ofstudentsratedassatisfactoryoraboveonthis
competency.69%ofthestudentswereratedgoodor
better,28%wereratedexcellent.
SupplementalMeasuresFocusGroup:
Senior Focus group themes on the question, “How prepared are you in terms of advocating for policy change andpolicyanalysis,macrowork?Whatcourses,assignments,andexperiencescontributedmosttothatpreparation?”
Ofthe28comments,89.3%(25)wereofapositive
nature.Studentsalmost,unanimousattributedtheirskill
duetotheirpolicyadvocacycourseandmacropractice
coursebothtaughtbyDr.McEachern.Manynote
increasedinterest,enthusiasm,andconfidence.
ImplicationsforProgramImprovementThisisasignificantimprovementfromtheprioryear.Dr.
McEachernrealignedSOCW3040coursecontent,
renamingfromContemporaryU.S.PolicytoPolicy
8.1Analyze,formulate,and
advocateforpolicesthat
advancesocialwell-being
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=75
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=75
8.2Collaboratewithcolleagues
andclientsforeffectivepolicy
action
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 33
COMPETENCY#7
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=69
AdvocacyforSocialChangeandsharpeningthefocusonadvocacy.Themacropracticecourse:SocialWorkwith
CommunitiesandOrganizationsreturnedtoits
communityprojectfocus.Thesecurriculumchanges
havebornresults.
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 34
COMPETENCY#9
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#9
Respondtocontextsthat
shapepractice.(EP2.1.9)
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPIandstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)
100
AG=69%
Grandmeanof
competencyscore
forallstudents=
4.00
AnalysisofBenchmarkBenchmarkachieved.
FieldEvaluations:
Weachievedourbenchmarkforthiscompetencywith
100%ofstudentsratedassatisfactoryoraboveonthis
competency.69%ofthestudentswereratedgoodor
better,16%wereratedexcellent.
SupplementalMeasuresSeniorExitSurvey:
75%(12)ofseniorsstatedthattheydemonstrated
leadershipcapacityandcapabilitiestoimprovehuman
well-being.Ofthisgroup,seniorsmentionedengagingin
leadershipinthefollowingsettings:66.7%attheirfield
practicumsite,25%campusclub,16.7%NewStudent
Orientation,16.7%SeattleUniversityYouthInitiative,
8.3%DEEPorPeerHealthAdvocates,8.3%Student
Governance,33.3%Other/Community.
ImplicationsforProgramImprovementTheprogramispleasedwiththeseoutcomesandwill
continueitsexistingeffortstosupportstudentsto
flexiblyrespondtocontextstoshapepractice.
9.1Continuouslydiscover,
appraise,andattendto
changinglocales,populations,
scientificandtechnological
developments,andemerging
societaltrendstoprovide
relevantservices
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=69
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=69
9.2Provideleadershipin
promotingsustainablechanges
inservicedeliveryandpractice
toimprovethequalityofsocial
services
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 35
COMPETENCY#10
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
Competency#10.1-10.4
Engage,assess,intervene,and
evaluatewithindividuals,
families,groups,organizations,
andcommunities.(EP2.1.10)
Aggregatecompetency
scoreconsistingofthe
averagerawscoresofall
practicebehaviorsfrom
withinthiscompetency
(frombothPIandstudent
ratingonFinalField
PerformanceEvaluation).
CompetencyBenchmark:
• 90%ofstudentsreceiveacompetencyscore≥3onPIandselfevaluation(AspirationalGoal(AG):75%ofstudentsreceivea
competencyscore≥4)
100
AG=78%
Grandmeanof
competencyscore
forallstudents=
4.36
OverallAnalysisofBenchmarkBenchmarkachieved.
FieldEvaluations:
Weachievedourbenchmarkforthiscompetencywith
100%ofstudentsratedassatisfactory(3)orabove.78%
ofthestudentswereratedgood(4)orbetterand28%
wereratedexcellent(5).
SupplementalMeasuresFocusGroup:
SeniorFocusgroupthemesonthequestion,“Howprepareddoyoufeeltoengageingeneralistpracticewithdiversepopulationsandsettings?Whatcourses,assignments,andexperiencescontributedmosttothatpreparation?”
Therewere34comments,ofwhich79.4%(27)were
positiveand20.6&(7)suggestedanareaof
improvement.Studentsnotedvariousassignmentsin
multiplecourses-thepracticecourses(10),field
practicum(3),andtheorycourses(6)ashelpfulintheir
preparation.Critiquesnotedmoreneededon
intersectionity(2),emphasisonbio-psychosocial(1)and
lowincomecommunities(1).
CapstonePapers:
82%metthebenchmarkfortheAssessment&
Interventionsection(mean=8.9/10).82%metthe
benchmarkfortheDiscussionsection(mean=8.64).
10.1.–Engagement
10.1.1Substantivelyand
affectivelyprepareforaction
withindividuals,families,
groups,organizations,and
communities;
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=94
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=94
10.1.2Useempathyandother
interpersonalskillsFieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=100
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 36
COMPETENCY#10
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=94
Overall,88%ofstudentsmetthebenchmarkof74%or
greaterfortherubrictotal.
ImplicationsforProgramImprovementTheprogramispleasedwithstudentsabilityto
demonstratetheprocessofplannedchangeinthefield.
10.1.3Developamutually
agreed-onfocusofworkand
desiredoutcomes
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=100
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=94
10.2—Assessment
10.2.1Collect,organize,and
interpretclientdata
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=81
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=88
10.2.2Assessclientstrengths
andlimitations;FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 37
COMPETENCY#10
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
10.2.3Developmutually
agreed-oninterventiongoals
andobjectives
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=94
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
10.2.4Selectappropriate
interventionstrategies.
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=81
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
10.3—Intervention
10.3.1Socialworkers
Initiateactionstoachieve
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=94
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 38
COMPETENCY#10
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
organizationalgoals;
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
10.3.2Implementprevention
interventionsthatenhance
clientcapacities;
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=100
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
10.3.3Helpclientsresolve
problems;
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=100
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=94
10.3.4Negotiate,mediate,and
advocateforclientsFieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 39
COMPETENCY#10
Competency/Practice
Behavior
MeasureCompetencyBenchmarkor
PracticeBehaviorCriterion
Outcome:%of
studentsator
abovebenchmark
(additionalrelevant
datainparens)
AnalysisandImplicationsforProgramAffirmation
andImprovement
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=88
10.3.5Facilitatetransitionsand
endings
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
93.3
AG=88
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
10.4—Evaluation
10.4.1Socialworkerscritically
analyze,monitor,andevaluate
interventions.
FieldEvaluationby
PracticumInstructor,Item
90%ofthestudentsareratedby
theirPracticumInstructorsas3.0
SATISFACTORYorhigherona1-5
scale
100
AG=88
SeniorExitSelfEvaluation,
Item
90%ofthestudentsratetheir
attainmentofpracticebehavioras
3.0SATISFACTORYorhigherona1-5
scale
100
AG=81
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 40
Seattle University Bachelor of Social Work Program Assessment Report AY 2015-16
Appendix–AssessmentMeasurementTools
FinalFieldPerformanceEvaluation(Completedseparatelybypracticuminstructorandbystudent)
IntroductionTheprocessof evaluatingthe student's performanceismeantto beacontinuous,dynamic,and
collaborativethroughoutthe quarter.The end ofquarterevaluationprovidesan opportunityto
thoughtfullyanalyze,denote,and summarizethe student'sprogressat that giventime. Areasof
concernsshouldnot beinitially identifiedin this evaluationratherhave been raised throughout
the placementexperiencewithinsupervision.
Astudent'sfield educationas documentedintheir individualized Educational Plan and assessed
inthisevaluationisorganizedaround the Field Practicumlearningobjectivesandultimately the
overallprogramobjectives.Theselearningobjectivesand correspondingactivitiesto help the
studentreachthe objectiveremainconstantfor theentirefield educationexperience.It is
recognizedthat studentlearninginthe fieldis highly developmental.It isexpectedthat the
longerthe studenthascontactand experienceat theagencytheirknowledgeand skillswill evolve
commeasurably.
General InstructionsFall and WinterQuarterlyEvaluationsare formativein nature.Studentsare evaluatedon their
performanceon specificbenchmarksas well asan overall rating of the learningobjective.The
SpringQuarterlyevaluationis the student'sfinal assessmentof their knowledgeand skillsfor
effectivesocialworkpractice.Therefore, it ismeantto reflect asummative andcumulativeevaluationof theirperformancein the field.
The studentandPracticumInstructormeettodiscussthe PracticumInstructor'sevaluation,the
student'sself assessment,and areas of focusfor the next quarter.Oncethe evaluationis
complete,the numberofhoursinthe field isrecorded,the Log of Hoursisattached(signed by the
studentand PracticumInstructor),and theevaluationissigned.
Criteria for EvaluationPracticumInstructorsratestudent'sperformanceinthe activities to help studentsreachthe
objectiveandlearningobjectivesaccordingto thefollowingcriteria:
1 2 3 4 5 N/0
Unsatisfactory Marginal Satisfactory Good Excellent Noopportunity toobserve
1=Unsatisfactory* Student'sperformanceisfar below expectations.Studentdoesnot
demonstratetheknowledgeand skills to completelearningactivities.Studenthas notdisplayed
sustainedchangesinperformancedespitecorrectiveactionrequestedwithinsupervision.
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 41
2=Marginal* Student'sperformanceisbelowexpectations.Studentmarginallyor inconsistently
demonstratesthe knowledgeand skillstocompletelearningactivities.Studentperformance
requiresahigh degreeofsupervisionand direction.
3=SatisfactoryStudent's performancemeets expectationsforbeginninggeneralistpractice.
Studentdemonstratesthe knowledgeand skillstocompletelearningactivities. Student
consistently utilizessupervisionfor enhancedpractice.
4=Good Student'sperformanceconsistentlyand stronglyexceedsexpectations.Student
demonstratesstrong knowledgeand skillstocomplete learningactivities.Studentactivelyuses
supervisiontoenhancepracticeand professionaldevelopment
5=Excellent Student'sperformance farexceeds expectations. Studentconsistentlydemonstrates
excellent knowledgeandskillstocomplete learningactivities.Student assertivelyusessupervision
N/0 =Noopportunitytoobserve.Atthetimeof theevaluation astudentmaynothavehadthe
opportunity todemonstrate theparticularbenchmark.Itisexpected thatall benchmarkswillbe
accomplished bytheendof the450clock hoursoffieldexperience.
*PracticumInstructorsare requiredtowritecomments ifastudentreceivea rating ofmarginal or
unsatisfactory.TheField Liaison should benotifiedimmediately.
Competency#1:Internidentifiesasa professional socialworker and conductshimself/herself accordingly.
Practice BehaviorsStudent
l-5/NO
PI
1-5/NO
l.l Advocates forclient access totheservicesofsocialwork
1.2 Practicespersonal reflectionandself-correctiontoassurecontinualprofessional
development
,
1.3 Attends toprofessional rolesandboundaries
1.4 Demonstrates professional demeanor inbehavior,appearance andcommunication
1.5 Engages incareer-long learning
1.6 Usessupervision&consultation effectively
Student selfscorefor competency1:
Studentself-assessment for competency 1:
Practicum Instructoroverall ratingofstudentperformance forcompetency I:
Comments for competency 1:
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 42
Competency #2:Internapplies socialworkethical principles toguide professionalpractice.
Practice BehaviorsStudent
1-5/NO
PI
1-5/NO
2.1 Recognizes and managespersonal valuesinawaythatallowsprofessionalvalues to
guide practice
2.2 Makesethicaldecisions byapplying standardsoftheNASWCodeofEthicsand,as
applicable,oftheInternationalFederationofSocial
Workers/InternationalAssociationofSchoolsofSocialWorkEthicsin
SocialWork,StatementofPrinciples
2.3 Tolerates ambiguity inresolvingethical conflicts
2.4 Applies strategies ofethical reasoning toarriveat principleddecisions.
Student selfscorefor competency 2:
Studentself-assessmentfor competency2:
Practicum Instructoroverall ratingofstudentperformanceforcompetency 2:
Commentsfor competency2:
Competency#3:Internappliescriticalthinkingtoinformand communicateprofessionaljudgments.
PracticeBehaviors Student
1-5/NO
PI
1-5/NO
3.1 Distinguishesappraisesand integratesmultiplesourcesofknowledge,including
research-basedknowledgeand practicewisdom.
3.2 Analyzesdifferent modelsofassessment,prevention, intervention,andevaluation.
3.3 Demonstrates effectiveoralandwrittencommunication inworkingwith individual,
families, groups,organizations,communitiesandcolleagues.
Student selfscorefor competency 3:
Studentself-assessmentfor competency3:
Practicum Instructor overall ratingofstudentperformancefor competency 3:Commentsfor competency3:
Competency#4:Internengages diversityand differencein practice.
Practice Behaviors Student
1-5/NO
PI
1-5/NO
4.1 Recognizestheextentaculture'sstructures andvaluesmayoppress,marginalize,ali
enate,orcreateorenhanceprivilegeand power
4.2 Gainssuffic ientse lf-awarenesstoeliminate theinfluenceof persona lbiasesandval
ues inworkingwithd iversegroups
4.3 Recognizesand communicatestheirunderstandingof theimportanceofdifference
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 43
inshapinglifeexperiences
4.4 Viewshimorherselfasalearnerandengagesthosewithwhoms/heworksas
informants.
4.5 Treatsall clientsandcolleagues withrespect irrespectiveofdiversity
Student selfscoreforcompetency 4:
Studentself-assessmentforcompetency 4:
PracticumInstructoroverall ratingofstudentperformancefor competency 4:
Commentsfor competency 4:
Competency#5:Internadvances human rights and socialeconomic justice.
PracticeBehaviors
Student l-
5/NOPI
1-5/NO
5.1 Understands theformsandmechanismsofoppression anddiscrimination
5.2 Advocates forhuman rightsandsocial andeconomicjustice.
5.3 Engages inpractices thatadvance socia landeconomic justice.
Student selfscoreforcompetency 5:
Studentself-assessment for competency 5:
PracticumInstructor overallratingofstudent performancefor competency5:
Commentsfor competency 5:
Competency#6:Internengagesin research-informed practice and practice-informedresearch.
Practice Behaviors Studentl-
5/NOPI
1-5/NO
6.1 Usespracticeexperienceto inform scientific inquiry
6.2 Uses research evidenceto inform practice
6.3 Understandsthe importanceof using researchasanaid inunderstandinganage
ncy's evaluationefforts (grants, needs assessments,clientprogress,etc)
Studentselfscore forcompetency6:
Studentself-assessmentfor competency6:
Practicum Instructoroverallratingofstudent pe1formance for competency6:
Commentsfor competency6:
Competency#7:Intern appliesknowledgeofhumanbehaviorandthe socialenvironment.
PracticeBehaviors Student
l-5/NO
PI1-5/NO
7.1 Utilizesconceptual frameworkstoguide the processes ofassessment,interventi
onand evaluation
7.2 Critiquesand appliesknowledge tounderstandpersonandenvironment
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 44
7.3 Demonstrates knowledge of life-stage developmentinthe process of
assessment,interventionand evaluation
Student self score for competency7:
Student self-assessmentfor competency7:
Practicum Instructoroverall rating of studentpe1formance for competency7:
Commentsfor competency7:
Competency#8:Internengagesin policypracticeto advancesocialandeconomicwell-beingandsocialworkservices.
PracticeBehaviors Student
1-5/NOPI1-
5/NO
8.1 Analyzes,formulates,andadvocatesfor policies that advance social
well-being
8.2 Collaborateswith colleaguesand clientsfor effectivepolicyaction.
Studentself score for competency 8:
Studentself-assessmentfor competency8:
PracticumInstructor'soverallratingof student'spe1formancefor competency8:
Commentsfor competency8:
Competency#9:Intern respondstocontextsthat shapepractice.
PracticeBehaviors Studen
t
1-5/NO
PI
1-5/NO
9.1 Discovers,appraises,and attendstochanginglocales, populations,scientific
and technologicaldevelopments,and emergingsocietaltrendsto provide
relevant services
9.2 Providesleadership in promotingsustainablechangesinservicedelivery and
practiceto improvethequalityof socialservices.
Studentself score for competency9:
Studentself-assessmentfor competency9:
PracticumInstructoroverall rating of studentperformancefor competency9:
Commentsfor competency9:
Competency#10: Internengages, assesses, intervenesand evaluateswith individuals,families,groups,organizations,and communities.
PracticeBehaviors Studen
t
1-5/NO
PI1-
5/NO
Engagement
10.1 Substantivelyand effectively preparesfor actionwith individuals, families,
groups,organizations,andcommunities
10.2 Uses empathy,reflective listening,and other interpersonal skills
AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 45
10.3 Developsacollaborativeandmutuall yagreed-onfocusof work anddesired
outcomes
10.4 Establishesrapportwith clients s/he workswith
Assessments
10.5 Collects,organizes,andinterpretsclientdata
10.6 Assessesclientstrengthsand limitations
10.7 Developsmutuallyagreed upon interventiongoalswith clients
10.8 Selectsappropriateinterventionstrategies.
Interventions
10.9 Initiatesactionstoachieveorganizationalgoals
10.10 Implementspreventionsand/or interventionsthat enhanceclientcapacities
10.11 Helps clientsresolve problems
10.12 Negotiates,mediates,and advocatesfor clientsservices
Transitionsand Terminations
10.13 Facilitatestransitionsandendings
Evaluations
10.14 Criticallyanalyzes,monitors,and evaluatesinterventions
Studentself score for competency 10:
Studentself-assessmentfor competency10:
PracticumInstructoroverallratingof student performancefor competency I0:
Commentsfor competency10:
Student's overallself-assessmentcomments(brieflydescribe learningexperiences-includestrengthsand
areasforimprovement):
PIoverallcomments(includestrengthsandareas forimprovement):
AY2014-15AssessmentSummary BachelorofSocialWorkProgram
46
SeniorCapstonePaper
TheSeniorCapstoneProjectisdesignedtobeaseniorsynthesisexperienceforstudentsintheBSW
Programtodemonstratetheirabilitytoapplytheoreticalresearchconstructstotheevaluationoftheir
ownsocialworkpracticeintheirfieldpraticum.DuringSpringQuarter,studentsinSOCW4030will
finalizeevaluationresearchintheirfieldpracticumfordetailedanalysis.Thisanalysiswillrepresentthe
student’sabilitytomastertheclassroomknowledgegiveninpreparationforsocialworkpracticeandto
demonstratetheabilitytointegratesuchlearningacrossthecurriculumintopracticeinthefield.There
willbetwoproductsofthisanalysis.First,studentswillpreparea20-pagepaper(atminimum)usingthe
accompanyingoutline.SecondtheywillshowcasetheirworkinanoralpresentationmadetotheSocial
WorkProgramfaculty,fieldinstructors,students,andstaffattheendofthequarter.
Therearefourbasicareasforthedemonstrationofknowledgeandintegration:
1) Firststudentswillidentifythetheoreticalandanalyticframeworksthatinformtheirunderstanding
ofthemicroandmacroforcesinvolvedinthechosensituation.Suchknowledgeisthefoundationof
soundassessment.Theywillalsoidentifythepracticeliteraturethatguidedtheirselectionof
interventionmethodsinsuchsituations.
2) Second,studentswillthenprovideanassessmentoftheproblemsandneedsinvolved.Thenature
oftheagreedupongoalsandthecontractwiththeclientsystemwillbedescribed.
3) Third,thestudentswilloutlinetheirchosenevaluationresearchprojectanddescribeits
implementation.Thiswillincludeanyethicalchallengesthatmayhaveemerged.
4) Finally,thestudentwilloutlinetheapplicationofresearchknowledgebydescribingtheirresultsand
whatimplicationstheyhaveforsocialworkpractice.
TheCapstonepaperItwillincludeALLthefollowingsections:
I. TitlePage
II. Abstract(1pg)
III. IntroductiontoPresentingProblem/SituationtobeEvaluated(2pgs) 5pts.
IV. TheoreticalFrameworks(10-12pgs) 15pts.
a) LiteratureReviewofSubstantiveArea
b) FrameworksforBio-psycho-social-spiritualAssessment
c) CoreClassesasApplicable
d) PracticeLiterature
V. ClientSystemDescription(4-5pgs) 10pts.
a) Assessment
b) Intervention
c) Termination
VI. ResearchMethods(4-5pgs) 20pts.
a) ResearchDesign
b) DataCollectionTechniquesandProcedures
c) SampleDescription
d) Measurements
VII. Results(2-3pgs) 10pts.
VIII. DiscussionandImplications(2-3pgs) 10pts.
IX. References 5pts.
X. Appendices(ifapplicable)
AY2014-15AssessmentSummary BachelorofSocialWorkProgram
47
Thefinalpapershouldbetyped,double-spaced,andformatted(structure,citationstyle,format,
references)accordingtothemostrecentAmericanPsychologicalAssociationmanual.Thisassignment
shouldbenolessthan25pagestotal,notincludingcoverpage,referencesorappendices.Eachsection
willbeassignedpointsbasedonclarity,organization,useofrelevantreferences,andhowwelleachpart
fitswiththeoverallstudy.
RubricusedtoassessCapstonePaperforbenchmarkachievement:
AY2014-15AssessmentSummary BachelorofSocialWorkProgram
48
SeniorExitSurvey
TheSeniorExitSurveyissentouttoallsocialworkseniorsattheendoftheyearviaSurveyMonkey.The
quantitativedataisanalyzedbutthesurveysoftwareandthequalitativedataiscombinedintolistsand
analyzedbysocialworkfaculty.TheSeniorExitSurveyquestionsare:
1. SeattleUniversity’sSocialWorkclassesencouragediscussionsaboutdiversityanddifference.
2. Ifeelfreetoraiseissuesaboutdiversitythatareimportanttomeinmysocialworkclasses.
3. SeattleUniversity’sSocialWorkprogramdemonstratesacommitmenttodiversityinits:
a. Curriculum
b. Selectionoffieldsettingsandtheirclientele
c. Faculty
d. Studentcohort
e. Co-curricularactivities
4. IamtreatedwithrespectinSeattleUniversity’sSocialWorkProgram
5. CommitmenttoDiversitycomments(qualitativemeasure).
6. IwasabletoaccesstimelyadvisingintheSocialWorkprogramand/ortheCollege’sAdvisingCenter.
7. IreceivedaccurateandhelpfuladvisingwithintheSocialWorkprogramand/ortheCollege’s
AdvisingCenter.
8. Commentsonadvising(qualitativemeasure).
9. Didyouparticipateinservice(i.e.servicelearning,internationalservice,orvolunteer,NOTfield
practicum)whileatSU?
10. Ifyesto#9,whichtypesofserviceopportunitiesdidyouparticipatein?a. SocialWorkClub,LobbyDay,SeattleUniversityYouthInitiative(SUYI),OtherCampusClub,
ServiceLearning–swclass,ServiceLearning–otherclasses,Volunteer,International
Service,Other.
b. Whatweretheservicelearningsites?
11. Pleaseselectorganizationsorsettingsinwhichyoudemonstratedleadershipcapacityand
capabilitiesthathelpedimprovehumanwell-being.
a. CampusClub,ResidenceLife,NewStudentOrientation,SUYI,StudentLeadersforthe
CommonGood,DEEPorPeerHealthAdvocates,StudentGovernance,FieldPracticum,
OtherCommunity,Other.
b. Whatwasyourleadershiprole?
12. PleaseidentifytheresourcesorsupportsyouutilizedwhileyouwereastudentintheSocialWork
programatSeattleUniversity.
a. WritingCenter,DisabilityServices,Collegium,CareerCenter,FinancialAid,Scholarships,
FacultyRecommendationsorReference,Other(specify).
13. Didyouapplytoagraduateschoolofsocialwork?14. Ifyesto#13,pleaselistwhereyouwereaccepted.15. Ofthesocialworkschoolswhereyouwereaccepted,whereareyouplanningtoattend?16. Ifyouhavenotappliedtoasocialworkgraduateprogram,doyouplantointhefuture?
AY2014-15AssessmentSummary BachelorofSocialWorkProgram
49
17. Ifyouhavesecuredwork,areplanningtoworkfull-time,orengageinfull-timeservice,please
indicatebelowandidentifythecontext.
a. Socialworkemploymentsecured,Socialworkemploymentsearching,Otheremployment
secured,GraduateschoolotherthanSW,Volunteerprogram,Travel,Other.
b. Pleasespecify.
18. Pleasedescribethestrengthsofthesocialworkprogram.
19. Pleasedescribetheweaknessesofthesocialworkprogram.
20. WhatsuggestionsdoyouhaveforimprovingtheoverallsocialworkprogramatSeattleUniversity?
AY2014-15AssessmentSummary BachelorofSocialWorkProgram
50
SeniorFocusGroupQuestions
ThefocusgrouptakesplaceinthefinalweekoftheyearintheSocialWorkResearch:Capstonecourse.
Studentsconductthefocusgroupthemselvesintheirpeerconsultationgroups(usuallyabout4
studentspergroup).Thereisafacilitatorandanotetaker.Allnotesareincorporatedtogetherand
analyzedforthemes.Thefocusgroupquestionsare:
1. Howprepareddoyoufeeltoengageingeneralistpracticewithdiversepopulationsandsettings?
Whatcourses,assignments,experiencescontributedmosttothatpreparation?
2. Howawareandknowledgeableareyouwithregardstothevaluesandethicsthatguidesocialwork
practice?Whatcourses,assignments,andexperiencescontributedmosttothatpreparation?
3. Howpreparedareyouintermsofadvocatingforpolicychangeandpolicyanalysisandmacrosocial
work?Whatcourses,assignments,andexperiencescontributedmosttothatpreparation?
4. Howknowledgeableandableareyoutoapplytheknowledgegainedabouttheconsequencesof
inequality,oppression,andinjusticeandadvocateforchangelocallyandglobally?Whatcourses,
assignments,andexperiencescontributedmosttothatpreparation?
5. Howknowledgeableandpreparedareyoutouseresearchtoinformandevaluateyourpractice?
Whatcourses,assignments,andexperiencescontributedmosttothatpreparation?
6. Howpreparedareyoutoengageinprofessionalsocialworkpractice?Tousesupervisionand
consultation?Whatcourses,assignments,andexperiencescontributedmosttothatpreparation?
7. Howadequatewasyouradvising?
8. Whatarethestrengthsofthesocialworkprogram?
9. Whataretheareasforimprovement?
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