STARS ASSESSMENT PLANNING FORM - Florida A&M University BSW STARS Assessment.pdf · and conduct...

STARS ASSESSMENT PLANNING FORM

��1��19�Assessment Planning Form - Revised Spring 2014

Step1:StartwithStrategicandStudentLearningOutcomesthatarealignedtoInstitutionalMission/Goals Step2:TargetbothDirectandIndirectmeasuresandperformancelevels Step3:AnalyzeandReviewPerformanceData Step4:ReflectonResultsinrelationtooutcome Step5:Strengthenprograms/servicesthroughContinuousImprovement

�SECTIONI_GENERALINFORMATION�

AcademicYear 2014‐2015

Program/Department� Department of Social Work/Bachelor of Social Work Program

College/School/Division� College of Social Sciences, Arts, & Humanities

ContactPerson(s)� Glenn Hodges

DateSubmitted,Steps1‐2�(AssessmentPlan)�

12/22/2014

DateSubmitted,Steps3‐5�(AssessmentReport)

10/27/2015

��

SECTIONII_INSTITUTIONALMISSION/GOALSCONNECTION�

UnitMissionStatement

To provide generalist social work education to students that reflect the history, knowledge, values, ethics, and skills of the social work profession and prepares students for entry‐level generalist social work.

UnitGoals

Students will be able to:~ enter entry‐level generalist social work practice with individuals, families, organizations, and communities. ~ prepare students to practice social work with an understanding of the importance of respect for the inherent dignity and worth of diverse people, particularly members of vulnerable populations. ~ prepare students for life‐long professional and educational growth.

LinkagetoCollege/School/DivisionGoal(s)Statements

Goal 2. Strengthen and enhance the quality of student learning (Assessment Training Tool)Strategy 2.1 Improve student learning outcomes Strategy 2.2 Enhance Experimental Service Learning Strategy 2.3 Strengthen student advisement and mentoring Strategy 2.4 Expand research opportunities for undergraduates

LinkagetoUniversityStrategicPlan

(2020VisionWithCourage)

Strategic Initiative 1: Create 21st Century living and learning collegiate communityGoal 1.2: Continuous enhancement and assessment of the student experience Strategy 1.2.3: Enhance critical thinking skills of undergraduate studies. Goal 1.3: Improve academic progression, performance, and graduation rates Strategy 1.3.1: Continuous assessment and improvement of student retention, academic progression, and graduation rates. (Advisement Module Training 10/21/14;2/13/15)

LinkagetothePresident’sGoal(s)

II. Annual Goals and Objectives 2014‐2015 A. Create a 21st Century Living and Learning Community 3) Extend participation into community organizations through internships and volunteer opportunities. (Gerontology Certificate Program; Volunteer Assignment SOW 3203 Introduction To Social Work) E. Enhance Environment to Promote Internationalization, Diversity, and Inclusiveness (Safe Zone Training to create an environment of inclusiveness) III. Key Initiatives and Investments from the 2015 Work Plan A. Increase the persistence/retention of undergraduate students, leading to increased



graduation rates.(Restructuring Academic Advising) 1) Reorganize academic training 2) Provide advisor training

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SECTIONIII_STARSFIVESTEPS

OUTCOME#1OutcomeType Student Learning Outcome

LinkagetoCollege/School/Division

Goal(s)Statements




Strategic Initiative 1: Create 21st Century living and learning collegiate communityGoal 1.2: Continuous enhancement and assessment of the student experience Strategy 1.2.3: Enhance critical thinking skills of undergraduate studies.


II. Annual Goals and Objectives 2014‐2015 A. Create a 21st Century Living and Learning Community 3) Extend participation into community organizations through internships and volunteer opportunities. (Gerontology Certificate Program; Volunteer Assignment in SOW 3203 Introduction To Social Work)

Step1

StrategicandStudentLearningOutcome

Professional Identification: Students will demonstrate the ability to serve as representatives of the profession, its mission, and its core values.

Step2

TargetPerformance

Levels

Measures Direct Indirect Targeted Performance Level

Volunteer Experience

☒ ☐ 80% of the students will obtain a "B" or better on the Volunteer Experience assignment in SOW 3203 Introduction to Social Work

DiversityPowerPoint Presentation

☒ ☐ 80% of the students will obtain a "B" or better on the Diversity PowerPoint Presentation in SOW 3801 Human Diversity and & Self Awareness

Individual Bio‐Psychosocial Evaluation

☒ ☐ 80% of the students will obtain a "B" or better on the Individual Bio‐Psychosocial Evaluation in SOW 3341 Social Work Practice with Individuals

Identify Policy Concerns

☒ ☐ Students will be evaluated on their communication skills through the specific question (C1) on the BSW Field Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during their Field Practicum.

Students identifyas a professional social worker and conduct themselves accordingly

☐ ☒ Students will be evaluated on their ability to identify as a professional social worker through the CSWE Student Self‐Assessment Competency 2.1.1 during the final semester in the program. Students complete the Student Self‐Assessment at the end‐of‐term during their Field Practicum.

Step3

AnalyzeandReviewResults

Measures Direct Indirect Actual Performance Level

Volunteer Agency Reporting Form

☒ ☐ Fall Semester 2014: 85% (Section 1) of the students received a "B" or better on this assignment.



Diversity/ PowerPoint Assignment Grade

☒ ☐ Fall Semester 2014: 87% (Section 2) of the students received a "B" or better on this assignment. Spring Semester 2015: 86% (Section 1) of the students received a "B" or better on this assignment.

Individual Bio‐Psychosocial Assignment Grade

☒ ☐ Fall Semester 2014: 90% (Section 1) of the students scored a "B" or better on the assignment. Spring Semester 2015: 100% (Section 1) of the students scored a "B" or better on the assignment.

Field Practicum Assessment Tool

☒ ☐ 88% of the students demonstrated the ability to convey effective written and oral communication skills to others


☐ ☒ 90% of the students in Field Practicum were able to identify their skills and behaviors with the social work profession.

Step4

ReflectonResults

The average mean score was 88%, well above the benchmark for this strategic and student learning outcome. Students are demonstrating knowledge and awareness about the importance of the mission and core values of the profession. Also, the average mean score for this outcome reflects their commitment to enhancing the professional by advocating for clients, practicing personal reflection, internalizing profession roles and boundaries, and engaging in career‐long learning.

Step5

Strengthenprograms/services

The assessment of this outcome next year will require the reevaluation of at least one outcome measure and measures for this outcome. Specifically, an assessment of the volunteer experience will be conducted to determine if this outcome measure is an appropriate outcome for entry‐level college students. Also, ensuring continuity throughout the remaining outcomes measures will be a high priority of the social work practice curriculum committee. While the overwhelming majority of students met the student learning outcome, greater specificity in establishing grading rubrics throughout the measurement outcome is necessary.




Goal(s)Statements






II. Annual Goals and Objectives 2014‐2015 A. Create a 21st Century Living and Learning Community 3) Extend participation into community organizations through internships and volunteer opportunities. (Gerontology Certificate Program; Volunteer Assignment in SOW 3203 Introduction To Social Work)



Step1


Ethical Principles: Students will demonstrate the ability to conduct themselves ethically and engage in ethical decision making.

Step2

TargetPerformance

Levels


Ethical DilemmaReaction Paper

☐ ☐ 80% of the students will obtain a "B" or better on the Ethical Dilemma Reaction Paper in SOW 3290 Ethics & Professional Development

Platforms & Debates

☒ ☐ 80% of the students will obtain a "B" or better on the Platforms & Debates Assignment in SOW 3290 Ethics & Professional Development


☒ ☐ 80% of the students will obtain a "B" or better on the Volunteer Experience assignment in SOW 3203 Introduction to Social Work

Apply Ethical Intervention

☒ ☐ Students will be evaluated on their ability to engage in ethical decision‐making via specific question (C2) on the BSW Field Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during their Field Practicum.

Apply ethical principles to guide practice interventions

☐ ☒ Students will be evaluated on their ability to apply ethical principles to social work practice through CSWE Student Self‐Assessment Competency 2.1.2 during the final semester in the program. Students complete the Student Self‐Assessment at the end‐of‐term during their Field Practicum.

Step3



Ethical Reaction Paper Assignment grade

☒ ☐ No data is reported for this outcome measure.

Platforms & Debates Assignment grade

☒ ☐ No data is reported for this outcome measure

Agency Visitation Form



☒ ☐ 75% of the students demonstrated the ability to participate in ethical decision making while considering their values and the values of the profession.


☐ ☒ 90% of the students in Field Practicum were able to apply the principles of social work ethics to their work activities.



Step4

ReflectonResults

While there were not measures for two student outcomes, the average mean score is 83% for this student learning outcome. Also, the partial results demonstrate that students can conduct themselves ethically and engage in ethical decision making. The average mean score indicates that students are knowledgeable about the values of the profession, its ethical standards, and relevant law.

Step5


The BSW Program Committee has eliminated the course SOW 3290 (Ethics and Professional Development) from the curriculum. The new course SOW 4290 (Professional Development in Social Work) is a response to the students' desire to have a course that reflects the requirements and standards of the profession. Also, the new course, SOW 4290, was moved in the curriculum to the semester before field practicum. Moving SOW 4290 to the semester before field practicum will provide greater continuity between core curriculum courses and field practicum.




Goal(s)Statements






II. Annual Goals and Objectives 2014‐2015 A. Create a 21st Century Living and Learning Community 3) Extend participation into community organizations through internships and volunteer opportunities. (Gerontology Certificate Program; Volunteer Assignment in SOW 3203 Introduction To Social Work

Step1


Critical Thinking: Students will demonstrate the ability to principles of logic, scientific inquiry, and reasoned discernment to analyze creatively and synthesize relevant information.

Step2

TargetPerformance

Levels


Article Critique ☒ ☐ 80% of the students will obtain a "B" or better on the Article Critique assignment in SOW 4403 Research Methods

Research Proposal

☒ ☐ 80% of the students will obtain a "B" or better on the Research Proposal assignment in SOW 4403 Research Methods

Interlocking Oppression Critical Thinking

☒ ☐ 80% of the students will obtain a "B" or better on the Interlocking Oppression Critical Thinking assignment in SOW 4103 HSBE II: Macro Theories

Evaluate criticalthinking

☒ ☐ Students will be evaluated on their critical thinking skills via question (C4) on the BSW Field



Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during the Field Practicum.

Evaluate critical thinking to inform and communicate professional judgments.

☐ ☒ Students will be evaluated on their ability to use critical thinking to distinguish, appraise, and integrate multiple sources of knowledge, including research‐based and practice wisdom.

Step3



Article Critique Assessment Tool


Research Proposal Assessment Tool

☒ ☒ Fall Semester 2014: 74% (Section 1) of the students received a "B" or better on this assignment. Spring Semester 2015: 88% (Section 1) of the students received a "B" or better on this assignment.

Interlocking Oppression Critical Thinking Grade

☒ ☐ There is no data for this student outcome measure.

.Field Practicum Assessment Tool

☒ ☐ 88% of the students demonstrated the ability to analyze information, make a determination about a situation, and problem solve.


☐ ☐ 85% of the students in Field Practicum were able to apply critical thinking to inform professional judgments.

Step4

ReflectonResults

While there was not an outcome measure for one of the student outcomes, the average mean score is 82% for this student learning outcome. Applying critical thinking to inform judgment is an essential aspect of social‐ work practice. While the students indicate on the field practicum assessment tool that they have the necessary critical thinking skills to perform tasks that require critical thinking, students critical thinking skills are not evident in research class assignment outcomes.

Step5


Due to the lack of data for one measure and the under‐reporting of another measure, the goal for this student outcome was not met. One section of SOW 4403 (Research Methods), for example, reported data for the article critique and final proposal outcome measure. Also, there was no data reported for the interlocking oppression critical thinking outcome measure in SOW 4103 (HSBE II: Macro Theories). The additional data may have enhanced the average mean score for the strategic learning objective. The research committee will ensure the reporting of data for this objective in the future.






Goal(s)Statements







Step1


Diversity. Students will demonstrate the ability to understand how diversity characterizes and shapes the human experience and is critical to the formation of identity.

Step2

TargetPerformance

Levels


Life Span ☒ ☒ 80% of the students will obtain a "B" or better on the Life Span assignment in SOW 3104 HSBE I: Life Cycle.

Web Research ☒ ☐ 80% of the students will obtain a "B" or better on the Web Research assignment in SOW 3104 HSBE I: Life Cycle

Genogram ☒ ☐ 80% of the students will obtain a "B" or better on the Genogram assignment in SOW 4103 HSBE II: Macro Theories

Engage diversity in practice

☒ ☒ Students will be evaluated on their knowledge ofthe dimensions of diversity as a multi‐faceted consequence of identity via specific question (C5) on the BSW Field Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during the Field Practicum.

Engage diversity & differences

☐ ☒ Students will be evaluated on their ability to engage in diversity and differences in practice through CSWE Student Self‐Assessment Competency 2.1.4 during the final semester in the program. Students complete the Student Self‐Assessment at the end‐of‐term during their Field Practicum.

Step3



Life Span Assignment Grade


Web Research Assignment

☒ ☐ Fall Semester 2014: 87% (Section 2) of the students received a "B" or



Grade better on this assignment.

Genogram Assignment Grade

☒ ☐ Fall Semester 2014: 59% (Section 2) of the students received a "B" or better on this assignment. Spring Semester 2015: 87% (Section 1) of the students received a "B" or better on this assignment

Field PracticumEvaluation

☒ ☐ 90% of the students demonstrated an ability to encounter persons of diverse life experiences that included oppression, poverty, marginalization, and alienation.

Field Practicum Evaluation

☐ ☒ 90% of the students in Field Practicum felt able to engage in diversity and difference practice.

Step4

ReflectonResults

The average mean score was 80%, well above the benchmark for this strategic and student learning outcome. The students appear to understand how diversity characterizes and shapes the human experience and is crucial to the formation of professional identity. They understand the dimensions of diversity as the intersectionality of multiple factors such as age, class, color, culture, disability, ethnicity, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation.

Step5


While the students met the goal for this outcome measure, the borderline average mean score is due to the lack of continuity between the human behavior and lifestyle course sequence. Faculty turnover is a contributing factor to the lack of course consistency. Specifically, there is inconsistency in the presenting of course material in SOW 3104 (HBSE I: Life Cycle) and SOW 4103 (HSBE II: Macro Theories). The social work practice curriculum committee is aware of the issue, and will address it this academic year. Essential to resolving this problem is identifying consistent measures across courses as student outcome indicators.




Goal(s)Statements







Step1


Human Rights and Social and Economic Justice: Students will demonstrate the ability to recognize the global interconnections of oppression, along with the theories of justice and strategies to promote human and civil rights.



Step2

TargetPerformance

Levels


Cultural Experience

☒ ☐ 80% of the students will obtain a "B" or better on the Cultural Experience assignment in SOW 3203 Introduction To Social Work.

Grant Proposal Presentation

☒ ☐ 80% of the students will obtain a "B" or better on the Grant Proposal Presentation assignment in SOW 4343 Social Work Practice with Communities and Organizations.

Platforms Debates

☒ ☐ 80% of the students will obtain a "B" or better on the Platform Debates assignment in SOW 3350 Interviewing & Recording.

Engage Human Rights

☒ ☐ Students will be evaluated on their ability to recognize social justice practices in organizations, institutions, and society via question (C5) on the BSW Field Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during their Field Practicum.

Engage Oppression and Discrimination

☐ ☒ Students will be evaluated on their ability to advance human rights and social and economic justice through the CSWE Student Self‐Assessment Competency 2.1.5 during the final semester in the program. Students complete the Student Self‐Assessment at the end‐of‐term during their Field Practicum.

Step3



Cultural Experience Assignment Grade

☒ ☐ Fall Semester 2014: 87% (Section 2) of the students received a "B" or better on this assignment. Spring Semester 2015: 75% (Section 1) of the students received a "B" or better on this assignment

Grant Proposal Assignment Grade

☒ ☐ all Semester 2014: 100% (Section 1) of the students received a "B" or better on this assignment. Spring Semester 2015: 100% (Section 1) of the students received a "B" or better on this assignment.

Platforms DebateAssignment Grade



☒ ☐ 90% of the students demonstrated to advancehuman rights, health care, and human writes issues.



Step4

ReflectonResults

While there was not a measure for one student outcome measure, the average mean score is 90% for this student learning outcome. The students appear to understand the importance of human rights, social and economic justice. The emphasis of this learning outcome is on students' understanding the global interconnectedness of oppression and theories of justice and strategies to promote human and civil rights.



Step5


Consistent and objective measures of student outcome is an essential part of a well‐coordinated curriculum. The importance of establishing grading rubrics throughout the curriculum will provide a guide for scoring academic papers, projects, and tests. Also, grading rubrics will provide consistency in assessing student performance while allowing students to have input and feedback on the evaluation tool.




Goal(s)Statements

Goal 2.Strengthen and enhance the quality of student learning (Assessment Training Tool)Strategy 2.1 Improve student learning outcomes Strategy 2.2 Enhance Experimental Service Learning Strategy 2.3 Strengthen student advisement and mentoring Strategy 2.4 Expand research opportunities for undergraduates






Step1


Research: Students will demonstrate the ability to engage in research‐informed practice and practice informed research.

Step2

TargetPerformance

Levels


Research Proposal

☒ ☐ 80% of the students will obtain a "B" or better on the Research Proposal assignment in SOW 4403 Research Methods.

Article Critique ☒ ☐ 80% of the students will obtain a "B" or better on the article critique assignment in SOW 4403 Research Methods

Exams ☒ ☐ 80% of the students will obtain a "B" or better on exams in SOW 4414 Measurements in Social Work Research

Assess research & practice

☒ ☐ Students will be evaluated on their research skills through specific questions (A1 & A5) on the BSW Field Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during their Field Practicum.

Assess ScientificInquiry

☐ ☒ Students will be evaluated on their ability to use their practice experience to inform research, employ evidence‐based interventions, and evaluate their practice through the CSWE Student



Self‐Assessment Competency 2.1.6 during the final semester in the program. Students complete the Student Self‐Assessment at the end‐or‐term during their Field Practicum.

Step3





Article Critique Assessment Tool


Exam grades ☒ ☐ Spring Semester 2015: 81% (Section 2) of the students received a "B" or better on this assignment.


☒ ☐ 88% of the students demonstrated an ability to apply generalist research or evaluation skills during field placement.



Step4

ReflectonResults

The average mean score was 81%, slightly above the benchmark for this strategic and student learning outcome. However, this positive outcome indicates that students are translating their classroom learning experience into practical learning experiences in field placement. During field placement, students are constructing their knowledge by testing ideas and approaches based on their prior knowledge and experience and sharing these ideas with one another. Informed research‐based practice is a culmination of knowledge about the case, knowledge about self and scientific knowledge.

Step5


An essential component of a curriculum is ensuring that building blocks are established to enhance student learning over time. The research sequence consisting of SOW 4403 (Research Methods) and SOW 4414 (Measurement in Social Work Research) lacks continuity in relating introductory research concepts to practice. While SOW 4414 has theoretical and conceptual importance in the evolution of practice theory, its link to social work practice in this generalist practice curriculum in marginal. The focus of the curriculum committee in this area is to make SOW 4414 course content more relevant to social work practice and skills.




Goal(s)Statements






Strategic Initiative 1: Create 21st Century living and learning collegiate communityGoal 1.2: Continuous enhancement and assessment of the student experience Strategy 1.2.3: Enhance critical thinking skills of undergraduate studies



Step1


Human Behavior & Social Environment: Students will demonstrate knowledge about human behavior across the life cycle; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well‐being.

Step2

TargetPerformance

Levels


Individual Bio‐Psychosocial Assessment

☒ ☐ 80% of the students will obtain a "B" or better on the Individual Biopsychosocial Assessment assignment in SOW 3104 HBSE I: Life Cycle


☒ ☐ 80% of the students will obtain a "B" or better on the Volunteer Experience assignment in SOW 3203 Introduction To Social Work.

Community Assessment

☒ ☐ 80% of the students will obtain a "B" or better on the Community Assessment Assignment in SOW 4343 Social Work Practice in Community & Organizations

Acknowledge Human Behavior

☒ ☐ Students will be evaluated on their knowledge of conceptual frameworks to guide the processes of assessment, intervention, and evaluation skills via the question (C8) on the BSW Field Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during their Field Practicum.

Acknowledge person in environment

☐ ☒ Students will be evaluated on their ability to apply knowledge to understand the person in environment phenomenon through the CSWE Student Self‐Assessment Competency 2.1.7 during the final semester in the program. Students complete the Student Self‐Assessment at the end‐of‐term during their Field Practicum.

Step3



Individual Bio‐Psychosocial Assessment Assignment Grade

☒ ☐ Fall Semester 2014: 90% (Section 1) of the students scored a "B" or better on the assignment. Spring Semester 2015: 100% (Section 1) of the students scored a "B" or better on the assignment.



Community Assessment

☒ ☐ Fall Semester 2014: 74% (Section 1) of the students scored a "B" or



Assignment Grade

better on the assignment. Spring Semester 2015: 50% (Section 1) of the students scored a "B" or better on the assignment. 100% (Section 2) of the students scored a "B" or better on the assignment.

Field Practicum ☒ ☐ 88% of the students demonstrated an ability to apply generalist practice intervention skills in field practicum

List method/tool ☐ ☒ 84% of the students in Field Practicum felt able to engage in diversity and difference practice.

Step4

ReflectonResults

The average mean score was 84%, slightly above the benchmark for this strategic and student learning outcome. Students are demonstrating knowledge about human behavior across the life cycle and a range of systems in which people live. At a generalist practice level, students must demonstrate the ability to integrate theories and knowledge from the liberal arts with generalist social work education.

Step5


Students must be able to demonstrate, in this student learning outcome, the ability to utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation, and to critique and apply knowledge to understand persons‐in‐environments. One of the tasks of the curriculum committee in this area is to ensure the measures for this student learning outcome addresses the ability of students to utilize conceptual frameworks, and critique and apply knowledge of persons and environments.




Goal(s)Statements

Goal 2. Strengthen and enhance the quality of student learning (Assessment Training Tool)Strategy 2.1 Improve student learning outcomes Strategy 2.2 Enhance Experimental Service Learning Strategy 2.3 Strengthen student advisement and mentoring Strategy 2.4 Expand research opportunities for undergraduate






Step1


Policy Practice: Students will demonstrate the ability to understand how policy affects service delivery.

Step2 Target Measures Direct Indirect Targeted Performance Level



Performance

LevelsGovernment Meeting Analysis

☒ ☐ 80% of the students will obtain a "B" or better on the Government Meeting Analysis assignment in SOW 3230 History of Social Welfare.

Bill Policy Analysis

☒ ☐ 80% of the students will obtain a "B" or better on the Bill/Policy Analysis in SOW 4232 Social Welfare Policies & Programs I

Lobby Day ☒ ☐ 80% of the students will obtain a "B" or better on the Lobby Day assignment in SOW 4232 Social Welfare Policies & Programs I

Engage in Policy Practice

☒ ☐ Students will be evaluated on their understanding of the effects of policy on service delivery via specific question (C9) on the BSW Field Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during their Field Practicum.

Engage in Policy Practice to Advance Social & Economic well‐being

☐ ☒ Students will be evaluated on their ability to engage policy practice in advancing social and economic well‐being through the CSWE Student Self‐Assessment Competency 2.1.8 during the final semester in the program. Students complete the Student Self‐Assessment at the end‐of‐term during their Field Practicum.

Step3



Government Meeting Analysis Assignment Grade

☒ ☐ Fall Semester 2014: 96% (Section 1) of the students scored a "B" or better on the assignment. 95% (Section 2) of the students scored a "B" or better on the assignment. Spring Semester 2015: 92% (Section 1) of the students scored a "B" or better on the assignment

Bill Policy Assignment Grade


Lobby Day Sign‐in Sheet

☒ ☐ There is no data for this student outcome measure. The measure occurs during an election year.


☒ ☐ 85% of the students demonstrated an ability to understand the purpose of the agency through specific questions.



Step4

ReflectonResults

While two outcomes lack data, the average mean score is 91% for this student learning outcome. Nevertheless, students appear to have a grasp on how social policy affects service delivery. Students need to informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice.



Step5


Analyzing, formulating, and advocating for policies that advance social well‐being in an essential element of generalist social work practice. Having measures that demonstrate that students are learning this essential function of social work is critical. The two measures that are missing for this learning outcome are critical for assessing whether students have acquired knowledge in this area. The curriculum committee will ensure that the bill analysis assignment will be an outcome measure each semester.




Goal(s)Statements







Step1


Practice: Students will demonstrate the ability to use practice skills to appraise levels of social work generalist practice.

Step2

TargetPerformance

Levels


Research Proposal

☒ ☐ 80% of the students will obtain a "B" or better on the Research Proposal assignment in SOW 4403 Research Methods.


☒ ☐ 80% of the students will obtain a "B" or better on the Volunteer Experience assignment in SOW 3203 Introduction In Social Work.

Grant Proposal ☒ ☐ 80% of the students will obtain a "B" or better on the Grant Proposal in SOW 4343 Social Work Practice in Communities & Organizations

Respond to Social Work Practice

☒ ☐ Students will be evaluated on their ability to recognize the practice context via question (C10) on the BSW Field Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during their Field Practicum.

Respond to evolving organizational, community,

☒ ☒ Students will be evaluated on their ability torespond to contexts that shape practice through the CSWE Student Self‐Assessment Competency 2.1.9 during the final semester in the program.



societal contexts at all levels.

Students complete the Student Self‐Assessment at the end‐of‐term during their Field Practicum.

Step3







Grant Proposal Assignment Grades



☒ ☐ 75% of the students demonstrated an ability to recognize the purpose and focus of the agency's practice.



Step4

ReflectonResults

The average mean score was 86%, above the benchmark for this strategic and student learning outcome. It is important for students to understand and recognize that the context for practice is dynamic and fluid, and the use of knowledge and skills is a proactive response to human need. A responsive and informed response in addressing human problems at all levels is key to sustaining generalist practice skills that improve the quality of services to clients.

Step5


An important role of field education is to assess whether students can discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends in providing relevant services. The current field assessment instrument does not assess whether students are knowledgeable about promoting sustainable changes in service delivery and practice. The curriculum committee in this area will review the current field evaluation tool to ensure that it assesses essential generalist practice content areas.




Goal(s)Statements









Step1


Engage, Assess, Intervene, & Evaluate Persons & Environments: Students will demonstrate the ability to ascertain the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels.

Step2

TargetPerformance

Levels


Neighborhood Assessment

☒ ☐ 80% of the students will obtain a "B" or better on the Neighborhood Assessment assignment in SOW 4343 Social Work Practice With Communities & Organizations

Individual Bio‐Psychosocial Assessment

☒ ☐ 80% of the students will obtain a "B" or better on the Individual Bio‐Psychosocial Assessment in SOW 3104 Social Work Practice With Individual.

Interlocking Oppression Critical Thinking

☒ ☐ 80% of the students will obtain a "B" or better on the Interlocking Oppression Critical Thinking assignment in SOW 3341 Social Work Practice with Individuals.

Engage, Assess, Intervene, & Evaluate professional practice

☒ ☐ Students will be evaluated on their engagement, assessment, intervention, and evaluation of persons and environments via question (C11) on the BSW Field Evaluation. This performance evaluation is completed by students at mid‐term and end‐of‐term during their Field Practicum.

Engage, Assess, Intervene, & Evaluate practice

☐ ☒ Students will be evaluated on their ability to engage, assess, intervene, & evaluate person and environments in practice through the CSWE competency 2.1.10(a)‐(d) during the final semester in the program. Students complete the Student Self‐Assessment at the end‐of‐term during their Field Practicum.

Step3



Neighborhood Assessment Assignment Grades

☐ ☐ Fall Semester 2014: 67% (Section 2) of the students received a "B" or better on this assignment. Spring Semester 2015: 100% (Section 2) of the students received a "B" or better on this assignment.

IndivdualBio‐Psychosocial Assessment Assignment Grades

☐ ☐ Fall Semester 2014: 90% (Section 1) of the students scored a "B" or better on the assignment.Spring Semester 2015: 100% (Section 1) of the students scored a "B" or better on the assignment.

Interlocking Oppression Critical Thinking Assignment

☐ ☐ There is data for this student outcome measure.



Grade


☐ ☐ 88% of the students demonstrated an ability to assess, intervene and evaluate person in environments.


☐ ☐ 88% of the students in Field Practicum felt able to engage in diversity and difference practice.

Step4

ReflectonResults

While the student outcome for the interlocking oppression critical thinking assignment is missing, the average mean score is 89%. Nevertheless, students indicate that they are acquiring the knowledge and skills to conduct generalist practice with individuals, families, groups, organizations, and communities.

Step5


Assessing students' skills at integrating generalist social work professional practice arefundamental in preparing competent professionals. The curriculum committee in the area of field practicum is considering breaking up field practicum into two semesters instead of one. The use of a block placement throughout the curriculum is allowing some student to matriculate through the curriculum before they have obtained the necessary skills to integrate practice in the field. Also, the committee will find a textbook for SOW 4422 (Field Seminar) to facilitate instruction in social work practice theory and field practicum.

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