Idea Transcript
Social Work Program Program Assessment Report Fall 2011
Social Work Working for a cause Working for no applause Working without a moment’s pause This is an undergrad at work My major is social work ~ Poem by B. Orr, MC Social Work Class of ‘08
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Table of Contents
I.
Introduction
……………………………………………………………………… 4
II.
Program Assessment Plan
III.
Progress Report from Previous Year ………………………………………… 8
IV.
Program Assessment Data ……………………………………………………… 10
…………………………………………………… 7
A. Manchester College Social Work Students ..……………...…….…… 10 B. Assessment of Student Learning .……………………………………….… 12 C. Senior’s Satisfaction and Suggestions ……………………………………. 14 D. Alumni Survey …………………………………………….…………………….. 16 E. Employers’ Survey ……………………………………………………………… 19 V.
Conclusions and Recommendations ………………………………………… 20
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I. Introduction Purpose The Manchester College Social Work Program is committed to providing an outstanding educational experience for students. This experience should be true to the mission of the program, Manchester College, and the social work profession as well as accreditation standards. To ensure the ongoing quality and fidelity of our program, we have implemented a comprehensive Program Assessment Plan. Our Program Assessment Plan enables us to receive feedback from key stakeholders: students, agency field instructors, alumni, and alumni employers. This feedback is reviewed annually by the social work faculty and Advisory Council. It guides our decisions about improvements to the explicit and implicit curriculum. The annual Social Work Program Assessment Report is then shared with the Manchester College Assessment Committee and the Office of Academic Affairs. It is posted on the Social Work Program website for prospective students and others to review. Finally, the Council on Social Work Education (CSWE) reviews our assessment plan and annual reports every eight years during the accreditation reaffirmation process.
Guiding Principles and Mandates Our Program Assessment Plan is implemented in keeping with principles and mandates from CSWE and our own program mission, goals, objectives, and understanding of generalist social work practice: CSWE Educational Policy 4.0—Assessment Assessment is an integral component of competency-based education. To evaluate the extent to which the competencies have been met, a system of assessment is central to this model of education. Data from assessment continuously inform and promote change in the explicit and implicit curriculum to enhance attainment of program competencies. CSWE Accreditation Standard 4.0—Assessment 4.0.1 The program presents its plan to assess the attainment of its competencies. The plan specifies procedures, multiple measures, and benchmarks to assess the attainment of each of the program’s competencies. 4.0.2 The program provides evidence of ongoing data collection and analysis and discusses how it uses assessment data to affirm and/or make changes in the explicit and implicit curriculum to enhance student performance. 4.0.3 The program identifies any changes in the explicit and implicit curriculum based on the analysis of the assessment data. 4.0.4 The program describes how it makes its constituencies aware of its assessment outcomes. 4.0.5 The program appends the summary data for each measure used to assess the attainment of each competency for at least one academic year prior to the submission of the selfstudy.
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Manchester College Social Work Program Mission Statement The Manchester College Social Work Program, a baccalaureate degree program accredited by CSWE, graduates generalist social work professionals of ability and conviction who respect the infinite worth of every individual. Graduates of the program improve the human condition by applying social work knowledge, values, and skills to enhance the well-being of all people, especially those who are vulnerable, oppressed, or living in poverty; to alleviate poverty and oppression; and to promote social and economic justice and peace. (rev. 10/09) Social Work Program Goals 1. The primary goal is to prepare students for beginning generalist baccalaureate social work practice. 2. The secondary goal is to prepare students to enter and successfully complete graduate level social work education programs. Social Work Program Core Competencies The Social Work Program is a competency-based educational program. The curriculum is designed to support student achievement of ten Core Competencies, each of which represents measurable practice behaviors comprised of knowledge, values, and skills. In keeping with the program’s mission, goals, and CSWE accreditation standards, graduates of the Manchester College Social Work Program will have the following competencies: 1. Identify as a professional social worker and conduct oneself accordingly 2. Apply social work ethical principles to guide professional practice 3. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and difference in practice. 5. Advance human rights and social and economic justice. 6. Engage in research-informed practice and practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 9. Respond to contexts that shape practice. 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Note: 2010-11 was a transition year between the old program objectives and the new program competencies. Some measures in this report still reference the old program objectives. 5
Program’s Definition of Generalist Social Work Practice Generalist social work practice is the professionally responsible application of knowledge and skills, grounded in a broad evidence-based theoretical foundation and transferable among contexts and populations, to the alleviation of personal and public problems. Generalist social workers understand client systems (i.e., diverse individuals, families, other small groups, organizations, neighborhoods, communities, and societies) within their environmental context and engage in holistic assessment, planning, and interventions which build upon client strengths to (1) enhance the developmental, problem-solving, and coping capacities of people, (2) promote the effective and humane operation of systems that provide resources to people, (3) link people with those systems, and (4) contribute to the development of social policies and institutions which promote social and economic justice.
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II. Program Assessment Plan: Instruments and Schedule Assessment Methods / Instruments 1.
2.
3.
Baccalaureate Education Assessment Package (BEAP®) Entrance Survey Course Evaluations (Standard Manchester College course evaluations for non-field courses, program-specific evaluations of course objectives, program-specific instrument for Field Instruction & Seminar)
Core Competencies Measured n/a
1-10 (varies by course)
1-10
4.
Social Work Knowledge Area Exams (Four written exams, part of Senior Comprehensive Exam)
Policy: 3, 8 Practice: 1-5, 7, 9-10 Research: 3, 6 HBSE: 3, 7
5.
Field Instructor’s Evaluation of Student Performance in Field Instruction (Part of Senior Comprehensive Exam) Agency Field Instructor’s Evaluation of Field Instruction and the Entire Social Work Program (Survey)
New students’ demographic data Social service volunteer or employment experience
Instructor and course quality Extent to which course objectives were achieved
Overall program quality Achievement of program mission, goals, Core Competencies Coverage of foundation curriculum content areas Advising Program policies / procedures Fit with College mission Educational outcomes: seniors’ knowledge in primary content areas
Educational outcomes: seniors’ behavioral performance of program Core Competencies
2-8, 10
MC: 1-10 BEAP: 1-10
8.
Practice Frame of Reference (Part of Senior Comprehensive Exam)
1-10
MC and BEAP® Alumni Surveys
MC: 1-10 BEAP: 1-10
Every social work major At least every 8 years as part of CSWE reaffirmation cycle, more frequently as needed
Social work seniors in SOWK 475 Field Instruction (final semester in Social Work Program) February of Field Instruction Every student in SOWK 475 Field Instruction rated by Agency Field Instructor Last two weeks of Field Instruction Agency Field Instructors End of Field Instruction
Impressions of student preparation Logistical and procedural matters in Field Instruction
Logistical structure in Field Instruction Process of selecting of field agencies and instructors Seniors’ recommendations for improving curriculum Social work skills, knowledge, and values gained in program Achievement of program Core Competencies Advising Plans for employment and graduate study Demographic data
Educational outcomes: integrated personal model of generalist social work practice
1-10
Sophomore social work majors preparing to enter the program. 12th week of SOWK 233 (Fall) All students in SOWK courses End of each semester
MC and BEAP® Exit Surveys
10. BEAP® Employers’ Survey
1-10
7.
9.
Current Student Survey & Group Discussion (All current social work students’ perceptions. Written survey and group discussion with faculty.)
6.
Respondent Group and Administration Schedule
Summary of Contents / Purpose
Social work skills, knowledge, and values gained in program Achievement of program Core Competencies Employment / graduate study Professional development
Demonstration of social work skills, knowledge, and values, related to program Core Competencies
All seniors currently completing the Social Work Program 3rd week of SOWK 477 Practice II
All seniors in SOWK 477 Practice II (completing the Social Work Program) 3rd week of SOWK 477 Practice II Social work alumni September, 2 years postgraduation Current employers of social work alumni September, 2 years postgraduation
The social work faculty meet annually to review and interpret the year’s assessment data. The result is a program improvement plan for the coming academic year. The data and improvement plan are presented in an Annual Assessment Report. The report is shared with current social work students, the Office of Academic Affairs, the MC Assessment Committee, and the Social Work Program Advisory Council. The report is also posted on the program’s website.
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III. Progress Report on Previous Year’s Program Improvement Plan The 2010-2011 Assessment Report articulated specific objectives and strategies for program improvement. Below is a summary of progress to date on that program improvement plan.
Areas Targeted for Improvement during 2010-2011 1. Applying research findings to practice; making practice decisions informed by research (Program Objective #10) Response Plan a. Barb will bolster this aspect of the Termination Process Paper assignment in SOWK 476.
Done. b. All faculty will explicitly teach students about the reciprocal relationship between research and practice.
Done. Will continue to monitor. 2. Human Behavior and the Social Environment Senior Knowledge Area Exam (Program Objective #2) Response Plan a. Cheri and Barb will review course content and revise the senior exam to be a better fit with what the course currently includes.
Progress made, but further work needed. 3. Effective practice in interdisciplinary teams / settings (Program Objective #9) Response Plan a. Cheri will conduct role plays of interdisciplinary interactions (e.g., court hearings) in SOWK 274.
Done. 4. Applying research findings to practice; making practice decisions informed by research (Program Objective #10) Response Plan a. Barb will bolster this aspect of two assignments: the Intervention Plans in SOWK 375 and in SOWK 476.
Done. 5. Recruiting students to the Social Work Program. Response Plan a. Barb will serve as Faculty Ambassador (reaching out to prospective social work students), coordinate campus visit days for prospective social work majors, and work with the Dean and Admissions Office to increase the number of social work majors. Done. b. The social work faculty will consider adopting more exciting course titles.
Done. Four course titles will be revised. 8
c. All social work faculty will help educate colleagues in other departments about the social work profession and the major.
Done. Barb had multiple conversations with the dean, executive vice president admissions office, psychology and sociology colleagues, and others. 6. Begin preparing for the next CSWE Self-Study. Response Plan a. Barb will lead the social work faculty in a comprehensive curriculum review in light of the new accreditation standards.
Done.
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IV. Program Assessment Data
A note on reading the data in this report: All means and percentages have been rounded to the nearest tenth. Bold type data indicate the Manchester College rate meets or exceeds national rate. An asterisk ( * ) indicates the rating meets or exceeds our targeted benchmark. The Social Work Program Faculty and Advisory Council have set benchmarks at 80% (4.0 or higher on 5-pt. scales, 8.0 or higher on 10pt. scales).
A. Manchester College Social Work Students Demographic Description 1.
All MC Social Work Majors a. Admitted to Program b. First years c. Sophomores d. Juniors e. Seniors f. Graduating seniors g. Overall percentage of men h. Overall percentage of racial/ethnic minorities i. Overall percentage of LGBTQ students j. Overall percentage of students with disabilities (physical, mental, learning)
10
MC 2010-2011
MC 2006-2010
39 11 14 18 6 1 1 3.0% 15.3% 10.3% 5.0%
6.2 6 17.2% 7.0% 17.2% 17.2%
Senior Class of 2011 Data Source: BEAP Exit Survey 1.
2.
Demographics a. Percentage of males b. Percentage non-U.S. citizens c. Percentage of racial/ethnic minorities d. Percentage with a disability e. Mean age at graduation f. Mean overall GPA at graduation g. Mean GPA in major at graduation h. Percentage fluent in language other than English i. Percentage employed during BSW j. Mean hours worked per week (during BSW program) k. Percentage receiving financial aid Percentage (of those seeking employment) employed in Social Work within 3 months of graduation a.
Most common employment setting
b. c. d. e.
3.
4.
Most common field of practice Most common functions Most common roles Most common clients i. system size ii. client income iii. age group f. Primary geographic area g. Mean annual SW income (to nearest dollar) Plans for graduate education a. Percentage planning to pursue graduate education
MC 2011 (n = 1)
National 00-09 (n = 20,837)
0.0% 0.0% 0.0% 0.0% 22.0 4.0 4.0 0.0% 100.% 10.0 100.0%
9.6% 2.0% 23.4% 27.8 3.3 3.5 8.0% 75.7% 22.2 77.7%
100.0%
-
private secular non-profit mental health case manager case manager
private secular non-profit criminal justice activist/advocate activist/advocate
individual poverty or below adolescents small city unknown
individual poverty or below no typical age urban (73.7%) unavailable
100.0%
81.5%
0.0%
27.8%
b.
Percentage applied to MSW program
c.
Percentage accepted into MSW program (of those who applied)
-
-
d. If accepted to MSW Program, percentage in advanced standing Specific post-graduation professional plans of the Class of 2010 Mental Health Technician, Oaklawn (Goshen, IN)
-
19.7%
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B. Assessment of Student Learning Learning Outcomes from the Senior Class of 2011 1.
2.
Senior Comprehensive Exams (corresponding Core Competencies for each instrument) a. Policy Knowledge Area Exam (percent passing on first attempt, avg passing score) (3, 8) b. Research Knowledge Area Exam (percent passing on first attempt, avg passing score) (3, 6) c. HBSE Knowledge Area Exam (percent passing on first attempt, avg passing score) (3, 7) d. Practice Knowledge Area Exam (percent passing on first attempt, avg passing score) (1-5, 7, 910) e. Field Instruction Pass Rate (percentage passing Field Instruction, avg grade) (1-10) f. Practice Frame of Reference (percentage passing on first attempt) (1-10) MC Student Achievement of Program Objectives in Field Instruction Data source: Evaluation of Student Performance in Field Instruction, completed by Agency Field Instructor. Scale: 1 low - 5 high (corresponding Core Competencies for each item) a. Describe the historical development of the social work profession and its current status, structure, dilemmas, and priorities. (1) b. Conceptualize various sizes and types of human systems, their life span development, environments, behaviors, and relationships with other systems based on empirically supported theoretical frameworks from the natural and social sciences. (7) c. Affirm and nurture the unique strengths and societal contributions of persons from diverse racial, cultural, ethnic, and national groups or who vary by age, color, family structure, gender identity, language, marital status, sex, sexual orientation, socioeconomic status, spirituality or religion, and mental and physical ability by drawing on knowledge and skills relevant to their history and current experiences. (4) d. Recognize the dynamics and consequences of oppression and engage in advocacy and social change strategies that promote social and economic justice and peace. (4-5) e. Evaluate past and present social welfare policies and systems and contribute to the development of humane policies and systems. (8) f. Use one’s professional self knowledgeably and skillfully in generalist social work practice with diverse client systems of all sizes. (10) g. Practice generalist social work in keeping with the values and ethical principles of the social work profession. (2) h. Apply critical thinking skills within the context of professional generalist social work practice. (3) i. j.
3.
4.
Operate within, improve the functioning of, diverse social welfare organizations and systems. (9) Critique research findings, select evidence-based knowledge for practice, and use scientific methods to evaluate practice effectiveness. (6) k. Use supervision/consultation toward increasingly competent generalist social work practice. (1) l. Articulate an integrated professional identity as a generalist social worker and a plan for life-long personal and professional growth. (1) Use of Research Techniques during BSW Data source: Student self-report on BEAP Exit Survey (corresponding Core Competencies for each item) a. Mean number of times students evaluated client progress w/ research techniques (6) b. Mean number of times students used program evaluation methods (6) Student Evaluation of Knowledge Gained Data source: Student self-report on BEAP Exit Survey (corresponding Core Competencies for each item) Scale: 1 low – 9 high a. Theories of diversity (4) b. Oppression & discrimination (4-5) c. Social & economic justice (5) d. History of social work (1) e. Social work professional associations (1) f. Current issues in social work (1) g. Bio-psycho-social development (7) h. Family development (7) i. Group development (7) j. Organizational development (7, 9) k. Community development (7, 9) l. Interactions between systems (7)
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MC 2011 (n = 1)
MC 2006-10 (n = 29)
National
100% (100%)* 100% (95%)* 100% (96%)*
92% (86%)* 68% (80.2)% 96% (82%)*
-
100% (100%)*
100% (86.7%)*
-
100% (A)* 100%*
100% (A-)* 100.0%*
-
5.0*
4.1*
-
5.0*
4.0*
-
5.0*
4.1*
-
5.0*
4.0*
-
4.8*
3.7
-
5.0*
4.0*
-
5.0*
4.0*
-
4.8*
4.2*
-
4.9*
4.0*
-
4.6*
3.8
-
4.0*
4.1*
-
5.0*
4.2*
-
-
MC 2005-10 (n = 29) 10.3 6.8
7.0 6.0
7.0 7.0 7.0 7.0 7.0 7.0 7.0 7.0 7.0 7.0 7.0 7.0
8.0* 8.1* 7.8 7.8 7.7 8.2* 8.0* 7.8 8.1* 7.6 7.5 8.1*
7.3 7.4 7.1 7.3 7.3 7.5 7.5 7.4 7.4 7.1 7.2 7.2
Learning Outcomes from the Senior Class of 2011 (cont.) 5.
6.
7.
Student Evaluation of Skills Gained Data source: Student self-rating on BEAP Exit Survey (corresponding core Competencies for each item) Scale: 1 low – 9 high a. Culturally competent interventions (4) b. Professional use of self (10) c. Generalist interventions (10) d. Applying bio-psycho-social knowledge (7) e. Skills to impact social policies (8) f. Skills to influence organizational policies (9) g. Skills to evaluate research studies (6) h. Applying research findings (6) i. Evaluating my own practice with supervision (1) j. Communication based on diversity & ability (4) k. Use of supervision in practice (1) l. Function within organizational structures & policies (9) m. Seek organizational change with supervision (9) Student Evaluation of Values & Ethics Gained Data source: Student self-rating on BEAP Exit Survey (corresponding Core Competencies for each item) Scale: 1 low – 9 high a. Respect dignity of clients (2, 4) b. Uphold client confidentiality (2) c. Respect client self-determination (2) d. Maintain non-judgmental manner (2) e. Respect cultural & social diversity (2, 4) f. Ensure primary responsibility to clients (2) g. Work with colleagues in social work (2) h. Work with colleagues in other fields (2) i. Maintain professional relationship with client (2) j. Promote social & economic justice (2, 5) MC Student Achievement of Program Objectives Data source: Student self-report on MC Exit Survey (corresponding Core Competencies for each item) Scale: 1 low – 5 high a. Describe the historical development of the social work profession and its current status, structure, dilemmas, and priorities. (1) b. Conceptualize various sizes and types of human systems, their life span development, environments, behaviors, and relationships with other systems based on empirically supported theoretical frameworks from the natural and social sciences. (7) c. Affirm and nurture the unique strengths and societal contributions of persons from diverse racial, cultural, ethnic, and national groups or who vary by age, color, family structure, gender identity, language, marital status, sex, sexual orientation, socioeconomic status, spirituality or religion, and mental and physical ability by drawing on knowledge and skills relevant to their history and current experiences. (4) d. Recognize the dynamics and consequences of oppression and engage in advocacy and social change strategies that promote social and economic justice and peace. (4-5) e. Evaluate past and present social welfare policies and systems and contribute to the development of humane policies and systems. (8) f. Use one’s professional self knowledgeably and skillfully in generalist social work practice with diverse client systems of all sizes. (10) g. Practice generalist social work in keeping with the values and ethical principles of the social work profession. (2) h. Apply critical thinking skills within the context of professional generalist social work practice. (3) i. Operate within, and improve the functioning of, diverse social welfare organizations and systems. (9) j. Critique research findings, select evidence-based knowledge for practice, and use scientific methods to evaluate practice effectiveness. (6) k. Use supervision/consultation toward increasingly competent generalist social work practice. (1) l. Articulate an integrated professional identity as a generalist social worker and a plan for life-long personal and professional growth. (1)
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MC 2011
MC 2006-09
National
6.0 6.0 6.0 6.0 7.0 6.0 8.0* 6.0 6.0 6.0 7.0 6.0 6.0
8.2* 8.4* 8.3* 8.0* 8.0* 7.3 7.3 7.4 8.2* 8.3* 8.2* 8.1* 7.8
7.2 7.9 7.7 7.3 7.3 7.1 6.9 6.9 7.5 7.7 7.6 7.5 7.2
9-pt scale
10-pt scale
10-pt scale
8.0* 8.0* 7.0 7.0 8.0* 8.0* 8.0* 7.0 8.0* 8.0*
9.2* 9.2* 9.0* 9.0* 9.2* 8.9* 8.9* 8.8* 9.0* 9.1*
8.8 8.9 8.8 8.8 8.8 8.6 8.4 8.2 8.7 8.5
MC 2011 (n = 1)
MC 2006-09 (n = 29)
4.0 *
4.4*
-
4.0*
4.5*
-
5.0*
4.8*
-
4.0*
4.5*
-
4.0*
4.2*
-
4.0*
4.6*
-
5.0*
4.7*
-
5.0* 5.0*
4.7* 4.6*
-
5.0*
4.2*
-
5.0*
4.7*
-
5.0*
4.7*
-
C. Seniors’ Satisfaction with Field Instruction and Overall Program Feedback from the Senior Class of 2011
MC 2011 (n=1)
MC 2006-10 (n=29)
National
5.0* 4.0* 2.0 -
4.6* 4.6* 3.9 3.6
-
Field Instruction Agency a. My field placement responsibilities supported my learning goals b. The agency was accepting and responsive to me as a student c. Agency staff members were available for consultation d. I was welcomed and encouraged to attend agency programs and activities e. The general atmosphere of the agency was conducive to me as a learner
4.0* 4.0* 4.0* 4.0* 3.0
4.4* 4.4* 4.5* 4.6* 4.3*
-
Agency Field Instructor a. Provided me adequate information during initial weeks b. Clearly defined my role and responsibilities during initial weeks c. Helped me set goals d. I had confidence in my Agency Field Instructor’s knowledge and skills e. Appraised my strengths and limitations accurately f. I felt supported by my Agency Field Instructor g. Was accessible to me during my placement h. Had adequate teaching/supervision abilities
2.0 3.0 4.0* 4.0* 4.0* 3.0 4.0* 4.0*
4.2* 3.9 4.2* 4.6* 4.5* 4.5* 4.3* 4.4*
-
Faculty Field Instructor a. Was readily accessible to me during my placement b. Helped me clarify my learning goals during my placement c. Meetings with my Faculty Field Instructor during my placement were helpful d. Worked well with my Agency Field Instructor
5.0* 5.0* 5.0* 5.0*
4.6* 4.5* 4.5* 4.6*
-
Self-Rating a. I had a strong desire to have a field placement b. I put forth a great deal of effort in my field placement c. My choice of social work as a career was reinforced as a result of field placement
5.0* 5.0* 3.0
4.8* 4.7* 4.5*
-
4.0* 4.0* 4.0* 3.0 4.0* -
4.0* 3.7 4.4* 4.4* 4.1* 4.3* 4.1*
-
MC 2011 (n=1)
MC 2006-10 (n = 32)
7.0 9.0* 6.0
6.9 7.4 7.9
6.8 6.1 6.7
9.0*
8.0*
7.6
Data source: Student self-report on MC Exit Survey Scale: 1 low – 5 high 1. Process of selecting and confirming a Field Instruction placement a. SW Program provided adequate information to me b. My career and personal goals were considered c. My pre-placement interview at the agency was helpful d. My pre-placement shadow day at the agency was useful 2.
3.
4.
5.
6.
7.
8.
Field Instruction Seminar a. Topics selected for seminar presentations were relevant b. The seminar format was effective in stimulating learning c. It was valuable to learn about similarities and differences in others’ field placements d. Written assignments were relevant to my learning. e. The Knowledge Area Exams were a fair and accurate measure of my learning f. The LGBT Workshop was a valuable learning experience g. The Koinonia Retreat helped consolidate my learning and transition to future Satisfaction with Advising Data source: Student self-report on BEAP Exit Survey Scale: 1 low – 9 high a. Course selection & curriculum planning b. Career planning c. Professional matters / planning for employment How well has the BSW prepared you for additional education? (Obj 1-2, 8, 10, 12; Goal 2) Data source: Student self-report on BEAP Exit Survey Scale: 1 low – 9 high
14
-
Comments and Suggestions from the Senior Class of 2011 Data source: MC Exit Survey
Field Instruction Agency / Agency Field Instructors (AFI) • Chicago Center should take more time to assure that the given field placement is a suitable place to meet the educational needs of a BSW student. • I felt as though I had to create opportunities to meet my requirements. I feel as though it would be better to work with supervisors and agencies that understand the requirements of BSW field placements. Faculty Field Instructors • Arvis Averette was very supportive and helped me to make the best of what was often a rough situation. Self-Rating • My field placement gave me much desired insight into my future path. Strengths of the MC Social Work Program: • Numerous opportunities to further personal and professional growth, knowledgeable, dedicated professors, small class sizes Limitations of the MC Social Work Program: • Limited preparation to post-graduate life • Located in minimally diverse geographic location Content or teaching methods to add to the Program: • More experiential learning, especially with diverse populations Content or teaching methods to discontinue: • Senior Comprehensive Exams Other suggestions for improving the Program: • Keep up the good work! Encourage students to step out of their comfort zones.
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D. Alumni Survey Alumni Data
(Direct reports from Class of ’09 alumni who did not complete the surveys are included where known.) 1.
2.
MC Alumni Achievement of Program Goals Data source: BEAP Alumni Survey Scale: 1 low – 9 high a. How well did your BSW Program prepare you for your current position in social work? (Pgm Goal 1) b. How well did your BSW Program prepare you for additional education? (Pgm Goal 2) MC Alumni Achievement of Core Competencies Data source: MC Alumni Survey Scale: 1 low – 5 high a. Identify as a professional social worker and conduct oneself accordingly. b. Apply social work ethical principles to guide professional practice. c. Apply critical thinking to inform and communicate professional judgments. d. Engage diversity and difference in practice. e. Advance human rights and social and economic justice. f. Engage in research-informed practice and practice-informed research. g. Apply knowledge of human behavior and the social environment. h. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. i.
Respond to contexts that shape practice.
j.
3.
Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Alumni Evaluation of Knowledge Gained Data source: BEAP Alumni Survey (corresponding Program Objectives for each item) Scale: 1 low – 9 high a. Theories of diversity (2-3) b. Oppression & discrimination (4) c. Social & economic justice (4) d. History of social work (1) e. Social work professional associations (1) f. Current issues in social work (1) g. Bio-psycho-social development (2) h. Family development (2) i. Group development (2) j. Organizational development (2) k. Community development (2) l. Interactions between systems (2)
16
MC ‘09 (n = 1)
MC ’04-‘08 (n = 21)
National ’00-‘08 (n = 5390)
9.0* -
7.9 7.9
7.6 7.8
5.0* 5.0* 5.0* 5.0* 5.0* 4.0* 5.0*
-
-
5.0*
-
-
4.0*
-
-
4.0*
-
-
MC ‘09 (n = 1)
MC ’04-‘08
9.0* 9.0* 8.0* 9.0* 7.0 8.0* 8.0* 9.0* 8.0* 7.0 7.0 7.0
7.4 8.0 7.5 7.6 7.2 7.3 8.7 8.2 8.0 7.5 7.4 8.0
Return rate: 33.3%
MC ‘09 (n = 1)
(n = 21)
National ’98-‘08 (n = 4367) 7.1 7.2 6.6 7.3 6.9 7.2 7.5 7.3 7.1 6.8 6.8 6.8
Alumni Data (cont.) 4.
5.
6.
7.
Alumni Evaluation of Skills Gained Data source: BEAP Alumni Survey (corresponding Program Objectives for each item). Scale: 1 low – 9 high a. Culturally competent interventions (3, 6, 9) b. Professional use of self (6) c. Generalist interventions (6) d. Applying bio-psycho-social knowledge (2) e. Skills to impact of social policies (5) f. Skills to influence organizational policies (9) g. Skills to evaluate research studies (10) h. Applying research findings (10) i. Evaluating my own practice with supervision (11) i. Number of times in past year I evaluated client progress using research techniques (10) ii. Number of times in past year I used program evaluation methods (5, 9, 10) j. Communication based on diversity & ability (3, 6) k. Use of supervision in practice (11) l. Function within organizational structures & policies (9) m. Seek organizational change with supervision (9, 11) Student Evaluation of Values & Ethics Gained Data source: BEAP Alumni Survey. Scale: 1 low – 9 high a. Respect dignity of clients (3, 7) b. Uphold client confidentiality (7) c. Respect client self-determination (3, 7) d. Maintain non-judgmental manner (7) e. Respect cultural & social diversity (3, 7) f. Ensure primary responsibility to clients (7) g. Work with colleagues in social work (7, 9) h. Work with colleagues in other fields (7, 9) i. Maintain professional relationship with client (7) j. Promote social & economic justice (4, 5, 7) Educational Activities since completing BSW Data source: BEAP Alumni Survey. a. Percentage enrolled in any graduate course since BSW b. Percentage applied to MSW Program c. Percentage of applicants accepted to MSW Program (Program Goal 2) d. Percentage of applicants accepted to Advanced Standing MSW Program (Program Goal 2) e. Percentage completed another degree since BSW f. Percentage currently studying for masters degree, not MSW g. Percentage currently studying for MSW degree h. Percentage currently studying for doctoral degree, any field i. Percentage planning to pursue MSW degree Professional and Volunteer Activities since completing BSW Data source: BEAP Alumni Survey. a. Currently employed in SW position b. Current annual SW income c. Average number of months after BSW until employment found d. Percentage who have engaged in community service e. Percentage who have joined NASW f. Percentage who have engaged in grant writing or other funding activities g. Percentage who have conducted a workshop h. Percentage who have presented to community group i. Percentage who have enrolled in a continuing education course j. Number of times attended a conference, workshop, seminar in past year k. Percentage licensed as a social worker (BSW or MSW level)
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MC ‘09
MC ‘04-‘08
National ’98-08
9.0* 9.0* 9.0* 9.0* 8.0* 8.0* 7.0 7.0 9.0* 0.0 0.0 8.0* 9.0* 8.0* 9.0* 9-pt scale 9.0* 9.0* 9.0* 9.0* 9.0* 9.0* 7.0 8.0* 9.0* 8.0*
7.8 8.1 8.1 8.1 7.6 7.0 6.4 6.6 7.5 17.7 8.8 8.3 6.9 8.0 7.8 10-pt scale 9.1 9.2 9.2 9.2 9.2 9.1 8.6 8.0 9.2 7.3
6.8 8.0 7.6 7.2 7.0 6.5 6.5 6.5 7.3 16.1 6.0 7.5 7.3 7.2 6.8 10-pt scale 8.8 9.0 8.8 8.8 8.7 8.5 8.2 7.9 8.8 8.2
0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 100%
45.5% 38.1% 98.0% 98.0% 38.1% 9.5% 14.3% 0.0% 41.7%
11.7% 42.7% 92.8% 82.3% 21.1% 8.2% 25.8% 0.7% 44.4%
100.0% $24,075 4.0 100% 1.0 0.0%
71.4% $30,323 2.4 64.7% 52.9% 23.5% 5.9% 35.3% 41.2% 7.1 62.5%
79.2% $27,044 3.0 21.0% 17.1% 6.4% 7.4% 13.9% 13.3% 7.7 42.2%
Comments and Suggestions from Class of 2009 Strengths of the MC Social Work Program • Even though we didn’t get to spend a lot of time on every possible topic/issue, I enjoyed the discussions about working with children, families, older adults, diverse groups, disabilities, etc. • I feel that I could talk to someone about any possible situation and find some example from class that applies. • The classes helped me feel confident in my job now because I have so many papers, books, and memories for me to review if I ever have a question or doubt. Limitations of the MC Social Work Program • none Content or teaching methods to add to the Program • An issue that I didn’t expect to encounter in a social work-type job is the lack of caring for an individual’s needs if a person doesn’t agree with the individual’s diagnosis. (ex. An autistic client hits staff when he is hungry. Staff responds that he should know better, instead of realizing that the client is non-verbal so that’s how he communicates). How to talk to co-workers or explain to co-workers the strengths-based perspective and the importance of a positive attitude in the workplace without seeming snobby or judgmental. • Perhaps during senior classes do a role play about dealing with a co-worker who is clearly at a job for a paycheck and not to help children reach full potential. • Something I would have liked during class is a guest speaker who works with American Sign Language. I see frustration at work every day when kids don’t know all the signs and can’t tell me what they need. This seems like a good topic because sign language is being promoted more now for children even if they can hear. Content or teaching methods to discontinue • none Other suggestions for improving the Program • Require statistics for SW Program. You need it for grad school anyways, might as well get it done. I didn’t take it and I regret that now.
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E. Employers’ Survey Employer Feedback Regarding Alumni:
Data Source: BEAP Employers’ Survey (corresponding Program Objectives for each item) Scale: 1 low – 9 high 1. MC Alumni Job Performance. “How well does the employee…” a. practice within social work values and ethics? (7) b. practice within an understanding, respect, and appreciation of diversity? (3) c. manage personal values to ensure professional values guide practice (7) d. adhere to professional roles and boundaries (6) e. apply skills of generalist social work? (3, 6) f. apply knowledge of generalist practice? (2, 4, 6, 8) g.
use theoretical frameworks to understand individual development (2)
h. i. j. k. l. m. n. o. p. q. r. s.
use theoretical frameworks to understand families? (2) use theoretical frameworks to understand groups? (2) use theoretical frameworks to understand organizations? (2, 9) analyze the impact of social policies on individuals, families, and groups? (5) analyze the impact of social policies on organizations and communities? (5) advocate for changes in agency policies, procedures, and practices? (9) apply research findings to practice? (10) evaluate the effectiveness of own practice interventions? (10) evaluate the effectiveness of programs? (5, 9,10) use communication skills appropriate to different client systems? (3, 6) use supervision? (11) advocate for client access to social work services? (6)
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MC ‘09 (n=1)
MC ’04-‘08 (n=14)
National ’98-‘08 (n=2123)
8.0* 9.0* 8.0* 8.0* 8.0* 8.0* 8.0* 8.0* 8.0* 8.0* 8.0* 8.0* 7.0 9.0* 9.0* 8.0* 8.0* 9.0* 9.0* 9.0*
8.0* 8.4* 7.9 7.9
8.5 8.6 8.1 8.1
7.6
7.6
7.6 7.6 7.5 7.7 7.6 7.6 7.4 7.9 8.1* 8.0* 8.0* -
7.7 7.6 7.4 7.6 7.4 7.6 7.1 7.8 7.6 8.3 8.4 -
V. Conclusions and Recommendations In October 2011, the Social Work Faculty reviewed the above assessment data. We collectively interpreted the data, attempting to discern the most significant themes and priorities. The following is a summary of our conclusions and subsequent ideas for program improvement. We welcome further suggestions for improvement from students, the Advisory Council, and other stakeholders.
Program Strengths 1. Our graduating senior from 2011 was named “NASW’s 2011 BSW Student of the Year”. The social work faculty attended her awards luncheon. 2. The Social Work Program supports the Manchester College mission in clear and distinctive ways. 3. The program has been consistent and stable over time. It consists of a coherent, integrated, and comprehensive curriculum which undergoes continuous, sustained assessment and improvement. 4. The social work faculty are valued by students and alumni. 5. Intentional marketing/recruiting strategies appear to be working; number of social work majors is increasing rapidly. 6. Data suggests an increasing number of racially/ethnically diverse students are choosing social work. 7. The majority of our ratings on the alumni and employer BEAP instruments surpass the national averages. 8. Direct measures for seniors’ performance of all program competencies met or surpassed benchmarks during the 2010-2011 academic year. 9. The 2011 graduate rated her ability to critique research higher than previous cohorts. 10. Curricular content on professional values and ethics remains strong. 11. MC social work seniors continue to report confidence in their preparation for further education. 12. Graduating seniors continue to report overall confidence in the knowledge, values, and skills they have gained from the MC Social Work Program. 13. Social work students have opportunities this to engage directly with public problems and leaders (elected officials, labor protestors in Indiana and Wisconsin, Rev. Jesse Jackson) 14. MC social work alumni participate in community service at rates well beyond the national average. 15. Overall average of reported alumni income surpasses the reported national average. 16. The faculty have begun aligning the curriculum to the new CSWE accreditation standards. 20
Areas Targeted for Improvement during 2011-2012 1. Add curriculum content on organized labor and its relationship to social work. (Core Competencies #5, 7, 8) Response Plan a. Brad will continue efforts to develop this content for SOWK 233 and 366. Barb and Cheri will assist as needed. 2. Encourage social work students to present their work in the spring Student Research Symposium. Response Plan a. Each faculty member has identified 1-2 students s/he will encourage and mentor toward a symposium entry.
3.
Recruit students to the social work major. Response Plan a. To recruit more men to the program, Cheri will intentionally incorporate male social workers as guest speakers and field trip hosts in SOWK 110 Introduction to Social Work. Brad will be one of the guest speakers. b. Barb will continue her efforts as Faculty Ambassador and in speaking in SOC 101 and PSYC 110 classes about social work. c. All social work faculty will continue to connect with other departments, educate colleagues about social work, and talk with students who would be a good fit with the profession.
4.
Encourage more social work students to participate in study abroad and practicum opportunities. Response Plan a. Barb will e-mail all social work majors multiple times each semester about study abroad and practicum opportunities. b. Barb will provide all students with a list of possible placement agencies at least twice each year. c. All faculty will promote these opportunities in their classes and with advisees whenever possible.
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5. Support social work students’ diverse academic and professional interests. Response Plan a. Each semester, Barb will provide all students with a list of electives in other departments that fit well with social work. b. All faculty will encourage students to explore interests in other departments and find ways to draw connections to their social work goals. 6. Continue aligning curriculum with CSWE standards. Response Plan a. Barb will complete the curriculum review charts begun last year to show how our courses align with CSWE’s competencies and practice behaviors. b. Each faculty member will update each SOWK course syllabus with the new competencies and practice behaviors. c. The faculty will refine the assessment plan to ensure each competency is being assessed through multiple direct measures.
MC Social Work Students and Faculty at Jesse Jackson’s Rainbow PUSH Organization with Wisconsin State Senators Lena Taylor and Chris Larson
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