BACHELOR OF SOCIAL WORK PROGRAM Assessment Report AY 2015 … · Assessment Report AY 2015-2016 ... A measurement benchmark is set by the social work programs for each competency

AY2015-16ASSESSMENTSUMMARY BACHELOROFSOCIALWORKPROGRAM 1

BACHELOR OF

SOCIAL WORK PROGRAM

Assessment Report AY 2015-2016

“Thebroadreachofthecurriculumdoeswelltopreparestudentsingeneralistpractice.Itappealstohumancompassionwhilebeingacademicallygrounded.Itrequiresustoreallyunderstandourselves,ourhistories,ourbiases,andthelensthroughwhichwetheworldthroughguidedreflectionanddiscernment.“

SeniorExitSurveyComment,June2016


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


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


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.”


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


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


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.


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.


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,


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


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


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


• 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:


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.


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


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



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


100

AG=88

1.2Practicepersonalreflection

andself-correctiontoassure

continualprofessional

FieldEvaluationby





100

AG=100


COMPETENCY#1

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

development;


Item




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





100

AG=100


Item




100

AG=73

1.4Demonstrateprofessional

demeanorinbehavior,

appearance,and

communication;

FieldEvaluationby





94

AG=94


Item




100

AG=87

1.5Engageincareer-long

learning;FieldEvaluationby





100

AG=94


COMPETENCY#1

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement


Item




100

AG=74

1.6Usesupervisionand

consultation.

FieldEvaluationby





100

AG=88


Item




94

AG=80


COMPETENCY#2

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

Competency#2

Applysocialworkethical

principlestoguidesocialwork

practice.(EP2.1.2)

Aggregatecompetency





(frombothPIandstudent

ratingonFinalField




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


90%ofthestudentsareratedby

theirPracticumInstructorsas3.0

SATISFACTORYorhigherona1-5

scale

100

AG=100


Item


attainmentofpracticebehavioras

3.0SATISFACTORYorhigherona1-5

scale

100

AG=100

2.2Makeethicaldecisionsby

applyingstandardsofthe

NASW2008CodeofEthicsand,

asapplicable,IFSW/IASSW.

FieldEvaluationby





scale

100

AG=88


COMPETENCY#2

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement


Item




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





scale

100

AG=81


Item




scale

100

AG=88

2.4Applystrategiesofethical

reasoningtoarriveat

principleddecisions.

FieldEvaluationby





scale

100

AG=94


Item




scale

100

AG=88


COMPETENCY#3

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

Competency#3

Applycriticalthinkingto

informandcommunicate

professionaljudgments.

Aggregatecompetency






ratingonFinalField





100

(AG=81%;

Grandmeanof

competencyscore

forallstudents=

4.24)


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





scale

100

AG=94


Item




scale

100

AG=88

3.2Analyzemodelsof

assessment,prevention,

intervention,andevaluation

FieldEvaluationby





scale

100

AG=88


COMPETENCY#3

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement


Item




scale

100

AG=81

ExitSurvey:

84.62%ofourseniorsreportedusingtheWritingCenter,

whichfacultystronglyencourageforscholarlywriting.

ImplicationsforProgramImprovementTheprogramispleasedwiththeoutcomesonthis

benchmark.However,itisnotedthateffortsto

supportuseofresearchandwritingmustbeconstant

withincourses.

3.3Demonstrateseffectiveoral

andwrittencommunicationin

workingwithindividual,

families,groups,organization,

communitiesandcolleagues

FieldEvaluationby





scale

100

AG=88


Item




scale

100

AG=100


COMPETENCY#4

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

Competency#4

Engagediversityand

differenceinpractice.

(EP2.1.4)

Aggregatecompetency






ratingonFinalField





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





scale

100

AG=94


Item




scale

100

AG=88

4.2Gainsufficientself-

awarenesstoeliminatethe

influenceofpersonalbiases

andvaluesinworkingwith

FieldEvaluationby





scale

100

AG=100


COMPETENCY#4

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

diversegroups;


Item




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





scale

100

AG=100


Item




scale

100

AG=94

4.4Viewthemselvesas

learnersandengagethosewith

whomtheyworkasinformants.

FieldEvaluationby





scale

100

AG=94


Item




scale

100

AG=94


COMPETENCY#5

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

Competency#5

Advancehumanrightsand

socialandeconomicjustice.

(EP2.1.5)

Aggregatecompetency






ratingonFinalField





100

(AG=84%

Grandmeanof

competencyscore

forallstudents=

4.31)


FieldEvaluations:

Weachievedourbenchmarkforthiscompetencywith

100%ofstudentsratedassatisfactory(3)orabove.84%

ofthestudentswereratedgood(4)orbetter,34%were

ratedexcellent(5).


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





scale

100

AG=88


Item




scale

100

AG=88

5.2Advocateforhumanrights

andsocialandeconomic

justice;

FieldEvaluationby





scale

100

AG=81


COMPETENCY#5

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement


Item




scale

100

AG=81

andexperiencestodevelopstudents’capacitiesto

analyzeinjusticesandadvancesocialjusticeisaffirmed.

In2015Fall,theprogrambeganrequiringinSophomore

year,SocialJusticeandSocialWork.Thiscourse

specificallystartswithstructuraloppression.Thiscohort

mainlytookRaceandEthnicity.

5.3Engageinpracticesthat

advancesocialandeconomic

justice.

FieldEvaluationby





scale

100

AG=94


Item




scale

100

AG=94


COMPETENCY#6

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

Competency#6

Engageinresearch-informed

practiceandpractice-informed

research.

Aggregatecompetency






ratingonFinalField





100

(AG=72%

Grandmeanof

competencyscore

forallstudents=

4.15)


FieldEvaluations:



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





scale

100

AG=81


Item




scale

100

AG=81

6.2Useresearchevidenceto

informpractice.

FieldEvaluationby





scale

100

AG=81


COMPETENCY#6

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement


Item




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.


COMPETENCY#7

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

Competency#7

Applyknowledgeofhuman

behaviorandthesocial

environment.(EP2.1.7)

Aggregatecompetency






ratingonFinalField





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





scale

100

AG=88


Item



4.0GOODorhigherona1-5scale

100

AG=88

7.2Critiqueandapply

knowledgetounderstand

personandtheenvironment

FieldEvaluationby





scale

100

AG=94


Item




scale

100

AG=94


COMPETENCY#8

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

Competency#8

Engageinpolicypracticeto

advancesocialandeconomic

well-beingandsocialwork

services.(EP2.1.8)

Aggregatecompetency






ratingonFinalField





100

AG=69%

Grandmeanof

competencyscore

forallstudents=

4.06


FieldEvaluations:


100%ofstudentsratedassatisfactoryoraboveonthis

competency.69%ofthestudentswereratedgoodor

better,28%wereratedexcellent.


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





scale

100

AG=75


Item




scale

100

AG=75

8.2Collaboratewithcolleagues

andclientsforeffectivepolicy

action

FieldEvaluationby





scale

100

AG=88


COMPETENCY#7

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement


Item




scale

100

AG=69

AdvocacyforSocialChangeandsharpeningthefocusonadvocacy.Themacropracticecourse:SocialWorkwith

CommunitiesandOrganizationsreturnedtoits

communityprojectfocus.Thesecurriculumchanges

havebornresults.


COMPETENCY#9

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

Competency#9

Respondtocontextsthat

shapepractice.(EP2.1.9)

Aggregatecompetency






ratingonFinalField





100

AG=69%

Grandmeanof

competencyscore

forallstudents=

4.00


FieldEvaluations:


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





scale

100

AG=69


Item




scale

100

AG=69

9.2Provideleadershipin

promotingsustainablechanges

inservicedeliveryandpractice

toimprovethequalityofsocial

services

FieldEvaluationby





scale

100

AG=88


Item




scale

100

AG=81


COMPETENCY#10

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

Competency#10.1-10.4

Engage,assess,intervene,and

evaluatewithindividuals,

families,groups,organizations,

andcommunities.(EP2.1.10)

Aggregatecompetency






ratingonFinalField





100

AG=78%

Grandmeanof

competencyscore

forallstudents=

4.36

OverallAnalysisofBenchmarkBenchmarkachieved.

FieldEvaluations:



ofthestudentswereratedgood(4)orbetterand28%

wereratedexcellent(5).


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





scale

100

AG=94


Item




scale

100

AG=94

10.1.2Useempathyandother

interpersonalskillsFieldEvaluationby





scale

100

AG=100


COMPETENCY#10

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement


Item




scale

100

AG=94

Overall,88%ofstudentsmetthebenchmarkof74%or

greaterfortherubrictotal.

ImplicationsforProgramImprovementTheprogramispleasedwithstudentsabilityto

demonstratetheprocessofplannedchangeinthefield.

10.1.3Developamutually

agreed-onfocusofworkand

desiredoutcomes

FieldEvaluationby





scale

100

AG=100


Item




scale

100

AG=94

10.2—Assessment

10.2.1Collect,organize,and

interpretclientdata

FieldEvaluationby





scale

100

AG=81


Item




scale

100

AG=88

10.2.2Assessclientstrengths

andlimitations;FieldEvaluationby





scale

100

AG=88


COMPETENCY#10

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement


Item




scale

100

AG=81

10.2.3Developmutually

agreed-oninterventiongoals

andobjectives

FieldEvaluationby





scale

100

AG=94


Item




scale

100

AG=81

10.2.4Selectappropriate

interventionstrategies.

FieldEvaluationby





scale

100

AG=81


Item




scale

100

AG=81

10.3—Intervention

10.3.1Socialworkers

Initiateactionstoachieve

FieldEvaluationby





scale

100

AG=94


COMPETENCY#10

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement

organizationalgoals;


Item




scale

100

AG=81

10.3.2Implementprevention

interventionsthatenhance

clientcapacities;

FieldEvaluationby





scale

100

AG=100


Item




scale

100

AG=81

10.3.3Helpclientsresolve

problems;

FieldEvaluationby





scale

100

AG=100


Item




scale

100

AG=94

10.3.4Negotiate,mediate,and

advocateforclientsFieldEvaluationby





scale

100

AG=88


COMPETENCY#10

Competency/Practice

Behavior



Outcome:%of

studentsator

abovebenchmark

(additionalrelevant

datainparens)


andImprovement


Item




scale

100

AG=88

10.3.5Facilitatetransitionsand

endings

FieldEvaluationby





scale

93.3

AG=88


Item




scale

100

AG=81

10.4—Evaluation

10.4.1Socialworkerscritically

analyze,monitor,andevaluate

interventions.

FieldEvaluationby





scale

100

AG=88


Item




scale

100

AG=81


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.


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:


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:


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


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:


Practicum Instructoroverallratingofstudent pe1formance for competency6:


Competency#7:Intern appliesknowledgeofhumanbehaviorandthe socialenvironment.


l-5/NO

PI1-5/NO

7.1 Utilizesconceptual frameworkstoguide the processes ofassessment,interventi

onand evaluation

7.2 Critiquesand appliesknowledge tounderstandpersonandenvironment


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:


Competency#8:Internengagesin policypracticeto advancesocialandeconomicwell-beingandsocialworkservices.


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:


PracticumInstructor'soverallratingof student'spe1formancefor 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:


PracticumInstructoroverall rating of studentperformancefor 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


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:


PracticumInstructoroverallratingof student performancefor competency I0:


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)


47

Thefinalpapershouldbetyped,double-spaced,andformatted(structure,citationstyle,format,

references)accordingtothemostrecentAmericanPsychologicalAssociationmanual.Thisassignment

shouldbenolessthan25pagestotal,notincludingcoverpage,referencesorappendices.Eachsection

willbeassignedpointsbasedonclarity,organization,useofrelevantreferences,andhowwelleachpart

fitswiththeoverallstudy.

RubricusedtoassessCapstonePaperforbenchmarkachievement:


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?


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?


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?

Documents

BACHELOR OF SOCIAL WORK PROGRAM Assessment Report AY 2015 … · Assessment Report AY 2015-2016 ... A measurement benchmark is set by the social work programs for each competency