Alumni Survey Results
AY 2011-2012
We thank the 83 alumni who responded to our survey. Your feedback has been
put to great use during our strategic planning process.
Of the respondents, 60.7% were MSWs (or had attained both degrees) and 39.3%
were BASWs. Of the MSWs, 36.1% had been full-time students, followed by 27.8% in
the three- or four-year part-time model, 25.0% in the advanced standing program, and
11.1% in the summer block model. Of the BASWs, 85.7% had been full-time students.
Quantitative
Importance and Preparation
The first question asked respondents to rate the importance of various skills in
their professional life. This was followed by a request to rate the extent to which our
program provided preparation for each skill.
As shown in Table 1, the following were viewed as the three most important skills
for the combined group (MSW only, BASW only, and both degrees): (1) apply ethical
principles in practice, (2) engage diversity and difference, and (3) advance human rights
and social and economic justice. In terms of the extent to which the alumni felt prepared
to enact these skills, the three most highly rated were: (1) apply ethical skills in practice,
(2) engage diversity and difference, and (3) identify as professional and conduct self
accordingly. There were some differences between importance and preparation ratings
for several skills. The alumni rated the importance of two skills higher than they rated
their preparation to enact them: apply intervention skills in practice and assess clients
and apply appropriate interventions. In contrast, they rated their preparation to enact two
skills higher than the importance of those skills: evaluate practice (analyze, monitor, and
assess outcomes) and engage in policy practice to advance well-being.
Table 2 depicts the ratings for MSW alumni. The most highly rated skills in
terms of both importance and performance ability were similar to those of the combined
group. One skill was rated substantially higher for importance than for performance
ability. The most highly rated skill for importance was: apply critical thinking to
professional judgment. However, this skill ranked 6th in terms of performance ability. In
1
contrast, these alumni rated their preparation to perform two skills higher than their
importance: engage diversity and difference and apply knowledge of human behavior.
Table 3 depicts the ratings for alumni with a BASW degree only. For these
alumni, the following skills were viewed as the most important: (1) advance human
rights and social and economic justice, (2) engage diversity and difference, (3-4) apply
intervention skills in practice, and (3-4) evaluate practice. Regarding performance
ability, the most highly rated skills were: (1) apply ethical principles in practice, (2)
apply intervention skills in practice, and (3) engage diversity and difference. Importance
ratings were substantially higher than ratings of the ability to perform two skills: advance
human rights and social and economic justice and evaluate practice. For three skills,
ratings of their preparation to perform them were substantially higher than ratings of their
importance: apply ethical skills in practice, identity as professional and conduct self
accordingly, and engage in policy practice to advance well-being.
Table 1. Importance and Preparation: MSW and/or BASW Combined (n=83)
%
%
Important
Mean
Prepared
Mean
or Very
(Relative
or Very
(Relative
Important
Ranking)
Prepared
Ranking)
Apply ethical principles in
practice
97.6
4.77 (1)
93.6
4.54 (1)
Engage diversity and
difference
100.0
4.76 (2)
92.3
4.45 (2)
Advance human rights and
social and economic justice
98.8
4.76 (3)
92.3
4.38 (4)
Apply intervention skills in
practice
98.8
4.75 (4)
83.3
4.24 (7)
Apply critical thinking to
professional judgment
97.6
4.75 (5)
84.7
4.27 (6)
Identify as professional and
conduct self accordingly
98.8
4.71 (6)
94.8
4.44 (3)
Apply knowledge of human
behavior and environment
95.2
4.63 (7)
91.0
4.36 (5)
Assess clients and apply
appropriate interventions
93.7
4.61 (8)
83.4
4.14 (11)
Evaluate (analyze, monitor,
assess outcomes)
94.0
4.60 (9)
79.4
4.10 (12)
Respond to organizational
and social contexts
91.6
4.52 (10)
78.2
4.15 (10)
Engage clients (collect and
interpret client data)
90.4
4.52 (11)
80.7
4.15 (9)
Engage in policy practice to
advance well-being
91.5
4.50 (12)
85.9
4.19 (8)
Engage in researchinformed practice
84.3
4.30 (13)
74.1
3.95 (13)
2
Table 2. Importance and Preparation: MSW Only or Both Degrees (n=34)
%
%
Important
Mean
Prepared
Mean
or Very
(Relative
or Very
(Relative
Important
Ranking)
Prepared
Ranking)
Apply critical thinking to
professional judgment
100.0
4.85 (1)
85.3
4.26 (6)
Apply ethical principles in
practice
100.0
4.79 (2)
97.1
4.59 (1)
Advance human rights and
social and economic justice
100.0
4.76 (3)
97.0
4.44 (3-4)
Identify as professional and
conduct self accordingly
100.0
4.74 (4)
94.1
4.44 (3-4)
Engage diversity and
difference
100.0
4.71 (5)
94.1
4.47 (2)
Apply intervention skills in
practice
100.0
4.68 (6)
85.3
4.24 (7)
Assess clients and apply
appropriate interventions
97.0
4.65 (7)
88.3
4.21 (8)
Engage in policy practice to
advance well-being
97.1
4.59 (8)
85.3
4.18 (9)
Engage clients (collect and
interpret client data)
94.2
4.56 (9)
82.4
4.15 (10)
Apply knowledge of human
behavior and environment
97.0
4.50 (10-11)
91.2
4.32 (5)
Evaluate (analyze, monitor,
assess outcomes)
97.0
4.50 (10-11)
79.4
4.03 (12)
Respond to organizational
and social contexts
94.1
4.41 (12)
79.4
4.12 (11)
Engage in researchinformed practice
85.3
4.29 (13)
75.8
3.88 (13)
3
Table 3. Importance and Preparation: BASW Only (n=22)
%
%
Important
Mean
Prepared
or Very
(Relative
or Very
Important
Ranking)
Prepared
Advance human rights and
social and economic justice
100.0
4.86 (1)
90.9
Engage diversity and
difference
100.0
4.82 (2)
90.9
Apply intervention skills in
practice
100.0
4.77 (3-4)
95.5
Evaluate (analyze, monitor,
assess outcomes)
100.0
4.77 (3-4)
86.5
Apply ethical principles in
practice
95.4
4.73 (5-6)
90.9
Apply knowledge of human
behavior and environment
95.4
4.73 (5-6)
90.9
Engage clients (collect and
interpret client data)
95.4
4.66 (7)
91.0
Assess clients and apply
appropriate interventions
95.5
4.64 (8-10)
81.9
Apply critical thinking to
professional judgment
90.9
4.64 (8-10)
77.3
Respond to organizational
and social contexts
90.9
4.64 (8-10)
72.8
Identify as professional and
conduct self accordingly
95.2
4.62 (11-12)
90.9
Engage in policy practice to
advance well-being
90.5
4.62 (11-12)
90.9
Engage in researchinformed practice
91.8
4.32 (13)
81.9
Mean
(Relative
Ranking)
4.41 (4-6)
4.50 (3)
4.55 (2)
4.23 (9-10)
4.64 (1)
4.36 (7-8)
4.36 (7-8)
4.18 (11-12)
4.23 (9-10)
4.18 (11-12)
4.41 (4-6)
4.41 (4-6)
4.14 (13)
4
Table 4 shows that only 50.0% of BASW alumni were currently employed in social
work, compared to 88.2% of MSW alumni. MSW alumni were more likely than BASW
alumni to work in the public sector, while BASW alumni were more likely than MSW
alumni to work for a private, non-profit organization. The most frequently reported
practice area was mental health for both groups, followed by child welfare and
aging/gerontology. A majority of both groups were engaged primarily in direct service.
Surprisingly, a higher percentage of BASW alumni held a primarily administrative,
management, or supervisory position.
Table 4. Employment Characteristics (in Percents)
MSW and/or
BASW
Combined
Currently Employed in Social Work
Yes, Full-time
70.6
Yes, Part-time
7.8
No
23.5
MSW Only
or Both
BASW
Only
88.2
5.9
5.9
50.0
9.1
45.5
Auspices of Employer
Public
Private, Non-Profit
For-Profit
32.5
55.0
10.0
37.5
50.0
9.4
23.1
69.2
7.7
Type of Organization
Mental Health
Child Welfare
Aging/Gerontology
Child/Family
School Social Work
University/College
Developmental, Other Disability
Health
Homeless
Private Clinical Practice
Research
33.3
17.9
7.7
7.7
5.1
5.1
2.6
2.6
2.6
2.6
2.6
40.6
15.6
3.1
9.4
3.1
3.1
3.1
3.1
3.1
3.1
3.1
33.3
16.7
16.7
0.0
8.3
8.3
0.0
0.0
0.0
0.0
0.0
Job Function
Primarily Direct Service
Primarily Adm/Management
Community Development/Org
Academic/Teaching
Policy Analysis
Research
Training
69.2
10.3
5.1
2.6
2.6
2.6
2.6
74.2
9.7
3.2
3.2
3.2
3.2
3.2
61.5
15.4
7.7
0.0
0.0
0.0
0.0
5
As shown in Table 5, all alumni had found employment within two years of graduation.
BASW alumni were more likely than MSW alumni to have stayed at their current job or
have been hired by their field placement agency. Annual salaries ranged widely, with
MSW alumni more frequently represented in the higher brackets. Over one third of
alumni in both groups had received a raise after graduation. MSW alumni were more
likely than BASW alumni to have increased responsibilities after graduation although
BASW alumni were more likely to have been promoted. About two thirds had attended a
professional conference. Among MSW alumni, 70.6% had worked toward licensure
although only 5.9% had attained their LCSW. Of the combined group, 41.2% were
members of NASW. Smaller proportions had taken a continuing education course other
than those required for licensure, engaged in political advocacy, wrote or received a
grant, published or presented a professional paper, and served as a committee member or
officer of NASW.
Table 5. Post-Graduation Experiences (in Percents)
MSW and/or
BASW
Combined
Time to Find Employment
Stayed at Current Job
29.4
Hired by Field Placement
11.8
< 1 Year
51.0
1-2 Years
7.8
> 2 Years
0.0
MSW Only
or Both
BASW
Only
20.6
8.8
61.8
8.8
0.0
36.4
18.2
40.9
4.5
0.0
Annual Salary Range, $
< 30,000
30,000 to 39,999
40,000 to 49,999
50,000 to 59,999
60,000 to 69,999
>70,000
10.0
17.5
25.0
20.0
12.5
15.0
5.0
12.6
14.8
26.8
30.8
10.0
14.0
36.2
36.2
8.4
5.2
0.0
Accomplishments in Year After
Graduation
Increased Responsibilities
Raise
Promotion
None of Above
37.3
35.3
17.6
43.1
44.1
38.2
17.6
32.4
36.4
36.4
22.7
54.5
6
Table 5 (Continued)
Activities Since Graduation
Attended Professional Conf
Worked for LCSW
Joined/Renewed NASW
CEU not for Licensure
Engaged in Political Advocacy
Wrote/Received Grant
Published in Journal
Presented Paper at Conf
Attained LCSW
NASW Committee/Office
62.7
NA
41.2
21.6
19.6
13.7
11.8
7.8
NA
3.9
67.6
70.6
35.3
32.4
17.6
11.8
17.6
11.8
5.9
5.9
59.1
NA
40.9
13.6
22.7
13.6
0.0
0.0
NA
0.0
Qualitative
Responses to open-ended questions are summarized based on the number of responses
regarding the three most important strengths, areas to improve, external trends, etc., since
the alumni were not asked to rank their answers. The number of responses to each
question varies.
What do you see as the three most significant strengths of the CSULB School of
Social Work?
149 responses
1. Quality of program/curriculum: 45 (30.2%)
Strong MSW to equip students
Classes shaped to address real-life situations
Group activities are extremely helpful
Reputation of the program
An eclectic approach to social work
Engages students in research projects
School social work
Access for students to engage in research
Research
Teach you the importance of the Code of Ethics
Policy focus
Thesis
2. Quality of faculty: 36 (24.2%)
The professors are helpful
The ability of teachers to be hands-on and proactive
Staff’s dedication to students
7
Qualified staff
Professors’ passion about their subjects
Availability of instructors
Open to receiving feedback from students
Professors are extremely informed about the field
High standard of teaching and practice
Some outstanding professors
Beautiful staff who are knowledgeable and always helpful
3. Diversity of students/faculty or multicultural approach: 23 (15.4%)
Diversified
Diverse faculty
Promotion of diversity across the curriculum
Diverse student body
4. Internship/field seminar: 13 (8.7%)
Internship program
Seminar
Field placements
The importance of seminar and practicum
Active role in field work
5. Community involvement: 11 (7.4%)
Engaged with the Long Beach community
Links to community
Community engagement
Opportunities to participate in community advocacy
6. Supportive environment/sense of community/togetherness: 6 (4.0%)
Class intimacy
Togetherness
Open environment
Great sense of community
7. Other: 15 (10.1%)
Empowerment
Produces lots of graduates
How to be professional
Standards
Part-time programs
Leadership
8
Student involvement activities
Flexibility of schedule
Cost-effective and such a deal for a wonderful education
What are three areas that you think should be changed or improved upon in the
School of Social Work?
110 responses
1. More DSM/clinical/micro content: 14 (12.7%)
More emphasis on DSM (should not just be an elective)
More training in clinical therapy/technique
Clinical interventions
More clinical course offerings, especially trauma
Family treatment
Treatment/assessment
2. More administrative/macro content: 10 (9.1%)
To help students learn about more than one-on-one client settings
Allow first-year students to have a macro internship
Applying social justice lens to practice
Connect policy and practice better
Continue to incorporate macro systems in a variety of contexts
Administrative setting
3. Field-related: 10 (9.1%)
For BASWs, more challenging field placements
The agency placements
The way internships are chosen is frustrating
Protection of students in internship
Seminar should be lengthened to allow for more feedback
Expand the days and hours of internships
Extend field work
Get more good training sites with qualified instructors
4. More electives: 9 (8.2%)
Additional electives
More class options
Remove community projects and provide elective
Offer every student the opportunity to take different courses
Offer more medical social work opportunities
9
5. Aspects of professors: 9 (8.2%)
The requirements for new professors
Due to budget cuts, professors have less time to be available
Have all professors use visuals and group interactions
Some professors should model better social work behaviors
More evaluation of professors to determine if they are doing stated job
6. Aspects of curriculum: 8 (7.3%)
More human development classes
Too much repetition in classes
Policy curriculum (first semester)
More quantitative research
More research and methods
More theory-based curriculum
Community projects is more of a one-semester curriculum
7. Higher standards: 7 (6.4%)
Grading should be more critical
Stricter entrance requirements
Exams should include critical thinking
Interview before start of school
Program not challenging enough/expectations too low
8. More concentrations: 6 (5.4%)
More concentrations
Delivering more knowledge in other fields (i.e., mental health)
Offer mental health specialization
Expanding areas of curriculum concentration, such as mental health
Change child/adult track to mental health or micro or macro
9. More communication/engagement: 6 (5.4%)
Greater engagement between BASW and MSW students
Need for more student involvement, leadership, and student group support
Work on helping part-time students feel a part of the full-time program
More student events
10. Job finding: 4 (3.6%)
Job placement assistance
To stay connected with graduates, especially ones who have no job
Provide job fairs with Orange County hiring committees
10
11. None/don’t know: 10 (9.1%)
12. Other: 17 (15.5%)
Explore in more depth with people that aren’t democratic
Preparation for the real world
Demonstrate how Medicare functions and how to apply
Advance program with less training experience
Internships expensive, need money for gas
Less humiliation
Policies need to be clear and consistent in relation to student rights
More men involvement by staff in social work committees
Full-time program not enough time to study
Leadership training
Emphasize importance of counter-transference
Discussing how personal boundaries differ in settings
A larger global and national presence
More support for international students
Are there any external trends that the CSULB School of Social Work program
should pursue?
99 responses
1. Miscellaneous curriculum additions/modifications: 22 (22.2%)
Mental health (n=4)
Clinical assessment/diagnoses (3)
Forensics (n=3)
Program evaluation (n=2)
Public health (n=2)
Add more concentrations in program
Dual degree program
Evidence-based practice
GLBTQ issues
Immigration and refugee policies
JD program
Multi-generational issues
Trauma victims
2. Political advocacy/community involvement: 10 (10.1%)
Underserved populations
Income inequality
Increase macro practice, advocacy, and policy
Political involvement
11
More involved in policy/macro projects within the community
Redevelopment projects displacing the poor
Advocacy applied in practice
Community issue involvement
Recognize discrimination and advocate for social justice
3. Budgetary issues: 9 (9.1%)
Families in economic crisis who had been stable
Future of federal and state funding for social welfare
Collapse of Medicare and Medi-Cal
Macroeconomic shifts
4. Strengthen alumni association: 7 (7.1%)
More professional development courses
More educational programs on different topics for alumni
Engage alumni more
Create network of alumni who specifically support the school
Building a stronger alumni network
5. Military/veterans issues: 6 (6.1%)
Military placements
Services for returning veterans
Military emphasis program
Social work in the military
Veterans’ resources
6. Assistance with job search/more networking: 4 (4.0%)
Help with job searching – the school must help us out like USC
Networking
Employment and training
Employment in recessionary situation
7. Field-related: 4 (4.0%)
Continue active role in field work
Continue to work on a wider array of field placements
Macro opportunities for internship
Non-traditional placements, such as banks and retail
12
8. International social work/field placements: 3 (3.0%)
Start an international social work concentration/class
International studies
Attract more international students
9. Technology: 3 (3.0%)
Use of more technology
Using Face Book for student engagement/help with assignments
Perhaps online classes, live virtual classroom
10. Need for mentoring: 2 (2.0%)
Solicit mentors for new students
Mentoring problems
11. Title protection/enhancing profession of social work: 2 (2.0%)
Advocating for title protection
Influence society to recognize social work as a profession
12. None/don’t know: 19 (19.2%)
13. Other: 8 (8.1%)
Fewer tests/more practice and papers (n=2)
Demonstrate and promote social work values and ethical standards
Demonstrate awareness of personal values
The professors were well-informed of up-to-date trends
How to deal with unexpected situations/clients
Scholarship
Community research to understand clients’ perspectives and barriers
What do you see as the three most significant external trends facing the field of
social work and/or the CSULB School of Social Work?
100 responses
1. Budgetary issues: 20 (20.0%)
Budget cuts
Access to quality, affordable MSW education
Budget cuts/impact on economy
Economic crisis
Macroeconomic shifts
13
Employment
Funds and resources
Economic issues
The job market
Provide enough stipends to students
Resource development
Economic injustices
Decreased funding
2. Clinical issues: 11 (11.0%)
Knowing psychotropics, their cause and effects
Private therapy
Changes in the DSM
More practice-based social work
More classes in mental health
High standards for clinical training within macro systems
Alternative counseling methods (e.g., dance, music therapy)
Solution-focused therapy
3. Justice/inequality: 8 (8.0%)
Inequality of minority groups
Lack of public health equity
Social justice for abused children
Addressing social justice issues through educational experience
Social work in politics
4. Aging of population: 7 (7.0%)
Increase in population of seniors
Large aging population
Access to affordable health care for seniors
5. Research-related: 7 (7.0%)
Evidence-based practices (n=3)
Research
Revamping old tired-out non-EBP for addiction treatment
6. Military/veterans issues: 5 (5.0%)
Emphasis on PTSD/military vets mental health
Military social work issues
Resources for veterans
Military social services
14
7. Professional issues: 2 (2.0%)
Continuing to develop and refine the role of professional social work
Advocating for higher pay for professional social workers
8. Technology: 2 (2.0%)
Online classes
Utilizing Face Book and texting as a way of students communicating
9. None or same as above: 14 (14.0%)
10. Other: 24 (24.0%)
Burnout rate
Immigration
Increased domestic violence
Proper training fields
Analyze ethical dilemmas and the way they affect practice
Personal boundaries when working with clients
Alumni networking
Health-related prevention
Integration of physical and mental health
Social workers being hired at a higher rate for DMH contracted agencies
Increase numbers of international students
Integrate attitudes, values, and knowledge for practice
Administrative
Being a nice social worker doesn’t mean they are effective
Non-traditional social work roles
Homelessness
Lack of support with community
Sharing resources obtained from internship placements
Less writing journals
Better inspection in the field
Lack of school social workers
Theoretical framework
Jail mental health
Multi-agency team assessment and treatment
15
Please list the three most marketable skills you feel you obtained during your
program at the CSULB School of Social Work.
132 responses
1. Specific or general clinical skills: 17 (12.9%)
Mastering of social work interventions
Interviewing skills
Understanding of assessment, supportive counseling, and care planning
Beginning therapeutic interventions
Interventions for assessments
Brief treatment/task-centered approach
Basic social work skills (active listening, etc.)
Mental health elective course
Strength-based practices
Micro practice skills
Identify and implement evidence-based interventions
Good knowledge of identifying patients with mental status
2. Internship experience: 14 (10.6%)
Various experiences from field placements
DMH experience
Exposure to multiple settings
3. Diversity: 12 (9.1%)
Ability to work with diverse populations
Focus on diversity
Diversity
Diversity education
Being comfortable with others at different social levels
Social work practice with diverse populations
4. Critical thinking/application of theory/other academic: 10 (7.6%)
Critical thinking/problem solving
Academic knowledge
Basic understanding of human behavior
Understanding theory
Think outside the box
Analytical skills
16
5. Values and ethics/professionalism: 10 (7.6%)
Social work values
Professionalism skills
Professionalism
Equipped as a professional social worker
Problem solving ethical dilemmas
Professional social worker
Ethical and humanistic values related to the field
6. Advocacy/empowerment: 9 (6.8%)
I learned to advocate for others and connect with others
Advocate and provide leadership for positive change
Advocacy
Intervene with current and emerging social work issues
Promote social and economic justice
Empowerment
I learned to empower others
7. Community organization/macro skills/policy: 9 (6.8%)
Community outreach
Community organizing
Administration part, such as fair labor and how to make claims
Up-to-date knowledge of policy important to the field
The role of social work in the community
8. Networking: 6 (4.5%)
Networking skills at a professional level
Network
Learning how to network
Importance of networking
Education and network I developed at school
Strong educational/professional network
9. Leadership skills/confidence: 5 (3.8%)
Leadership skills
Leadership
Leadership involvement
Confidence
Social skills
17
10. Reputation of program: 4 (3.0%)
Having attended CSULB/reputation
Received my MSW from a distinguished school
11. Research skills: 4 (3.0%)
More knowledge doing research
Research experience
12. Case management skills: 3 (2.3%)
Case management
Clinical case management
Targeted case management skills
13. Engagement: 3 (2.3%)
How to engage clients
Knowledge of engagement
Engagement
14. Group work skills: 3 (2.3%)
Working with groups
Group work skills
15. Writing/documentation skills: 3 (2.3%)
Academic writing skills
Writing skills
Effective documentation
16. None/don’t know: 4 (3.0%)
17. Other: 16 (12.1%)
Good communication skills
Resource management
Time management
Working under pressure
Preparation for licensing
Experience
Ability to “read” complex situations when walking into a room
My PPS
School social work
18
Teamwork skills
Working with people with substance abuse issues
Ability to locate diverse resources
Working with older adults and families
Good support from professors
Class size
To extend the knowledge and skills students already have
Sometimes, people have to help themselves before you can
Please list the three most important gaps in the curriculum you perceived in the
CSULB School of Social Work program.
115 responses
1. Clinical content: 21 (18.3%)
DSM (n=5)
Applying interventions
More discussion of mental health and clinical assessment
Very little focus on clinical practice
More emphasis on psychosocial rehabilitation
Don’t feel confident in knowledge of various psychotherapies
Adaption to treatment-technique
Stronger mental health focus
Clinical interventions
Clinical techniques/skills
Clinical training
More mental health classes
More practice skills during classes and role play
More focus on specific interventions for play/family therapy
More courses on clinical documentation
More focus on assessment/intervention/termination process
2. Research/program evaluation: 15 (13.0%)
Research-based activities
Use appropriate quantitative and qualitative research methodologies
I didn’t learn anything on how to do the quantitative statistics
Evaluate research studies and apply findings to practice and policy
A better explanation of research and how it relates to social programs
Research methods classes need to be modified
3. Diversity issues: 9 (7.8%)
Differences of opinions and values (i.e., Christian vs. non-Christian)
Social diversity and justice not taught
19
Lack of knowledge of communicating with diverse clients
More cultural issues
Need more coherent multicultural focus (critical race theory)
Mental health and other cultures
4. Integration of class and field: 7 (6.1%)
Disconnect between classroom and field work
Research, policy, and practice connection
Macro, mezzo, and micro should be connected more
Applying theories/critical thinking skills in practice
5. Supervision/administration: 7 (6.1%)
Administration (n=3)
Supervision management
6. Field issues: 5 (4.3%)
For BASW, not having a full-year placement during junior year
Field work
Field instruction
7. Community organization: 4 (3.5%)
Better community organizing
8. Electives: 3 (2.6%)
Lack of electives in BASW program
Limited electives for OAF students
9. Preparation for licensing: 2 (1.7%)
Licensing preparation related specifically to interventions
Exploring professional development and licensure
10. None/don’t know or positive comment: 21 (18.3%)
11. Other: 21 (18.3%)
The use of different textbooks
Unable to get stipend because I am a foreign student
Childhood development
Direct Intervention with Individuals and Families (OAF)
Preparing for thesis
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Too much emphasis on general practice
Leadership
I don’t have everything
Part-time and full-time requirements with professors
Stronger emphasis on theories
More information on major social programs and how to apply
Budgeting
Practical issues (transcript availability) not mentioned during field course
Background on Medicare/Medicaid/insurance
Exploration of impact of economic stressors
Allowing professors that usually teach MSWs to teach BASWs
Current/developing social justice issues
Intergroup dialogue/conflict resolution
Contractual activities
What was/were the most significant reason(s) you decided to attend the CSULB
School of Social Work BASW and/or MSW program?
147 responses
1. Reputation: 53 (36.0%)
Good reputation
Heard that the program was great
Counselor from Cerritos said that CSULB had the best program
It was highly recommended by professors from my previous school
Ranked as one of top five public masters-granting institutions
Accredited curriculum
Well-established in the social work community
I heard it was a very good program
Distinguished program
Percent of students who graduated
A friend said it was a great school
High standard of education in this field
Felt positive about the level of education provided
Great recommendations to attend the school
CSULB School of Social Work is the BEST!!!
Friends who had nothing poor to say about the program
2. Location: 20 (13.6%)
Proximity to home
The location of the university
Geographically convenient
Distance
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3. Cost: 12 (8.2%)
Cost
Affordability
Fees
4. Quality faculty: 9 (6.1%)
Staff members are very approachable for assistance
Professors
Great relationship with staff
Professors are dedicated
Supportive and knowledgeable professors
Faculty credentials
5. Quality curriculum: 6 (4.1%)
The options to learn
Program structure
Curriculum
Provide different programs to choose
6. Advanced Standing program: 5 (3.4%)
Advanced Standing option
Offering of the Advanced Standing program
Transition to MSW Advanced Standing program
7. Diversity: 5 (3.4%)
Multiculturalism perspective
Diversity
Diversity within the program
Situated in a diverse and dynamic area of the nation
8. Good experience in BASW program: 4 (2.7%)
Great experience with BASW program led to MSW application
Positive experience as an undergrad
Really good BASW experience
9. Admitted only to or first by CSULB: 2 (1.4%)
It’s the only school I got accepted
Didn’t get into other programs or heard from CSULB first
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10. None/don’t know: 13 (8.8%)
11. Other: 18 (12.4%)
Interest in social work
Internship/practicum
The offer of a BASW degree
Moving from small community to large community
Great sense of community
PPS program
Thesis
Networking
No wait-list
Possibility of stipend
Family legacy
Alumni were friendly
Part-time program
Later deadline
Public
Community
Is there anything else you would like to tell us?
16 responses
1. Positive: 6 (37.5%)
Prepared me significantly for the MSW program at USC
Great experience and able to use skills at work
These two years have shaped and defined me as a person
I’m proud of my MSW from CSULB
CSULB would still be my first choice
2. Negative: 2 (12.5%)
There should be a variety of concentrations
Should work toward the social justice of students, not outside entities
3. Comment about salaries: 2 (12.5%)
The salary is substantially low and not equivalent to the professional level
By saying social work doesn’t make any money, we are limiting ourselves
4. None or thank you for trying to improve the program: 6 (37.5%)
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