STEPHEN F. AUSTIN STATE UNIVERSITY
BACCALAUREATE SOCIAL WORK PROGRAM
SCHOOL OF SOCIAL WORK
Fall 2014 & Spring 2015
Stephen F. Austin State University (SFASU) School of Social Work has developed an
assessment plan that systematically collects and analyzes student learning outcomes to improve
to both the BSW and MSW Programs. The Council on Social Work Education (CSWE)
mandates that accredited BSW and MSW Programs report student learning outcomes on it
competency-based programs. Initially, the programs were accredited under the 2008 Educational
Policy and Accreditation Standards (EPAS) and included 10 Competencies of the Council on
Social Work Education. The academic programs are in the process of transitioning to the recent
2015 Educational Policy and Accreditation Standards that include nine (9) competencies.
The Council on Social Work Education monitors the compliance of social work programs with
assessment standards by mandating the use of the following tables. These tables are used by all
accredited programs in the United States. These tables contain a brief description of each of the
10 competencies through 2015, the benchmarks at which individual students’ scores are
considered proficient, and the percentages of students attaining the level of proficiency on each
of the 10 CSWE accreditation competencies. The programs use this outcome data to inform
changes in improving the explicit and implicit curricula. The presented tables reflect data from
two data collection tools: Generalist Practice Survey and Field Performance Evaluation. Both of
these tools provide data on the knowledge, values and skills of students in the BSW program.
STEPHEN F. AUSTIN STATE UNIVERSITY
BACCALAUREATE SOCIAL WORK PROGRAM
SCHOOL OF SOCIAL WORK
ASSESSMENT OF STUDENT LEARNING OUTCOMES
GENERALIST PRACTICE SURVEY
COMPLETED ON June 17, 2015
Form AS 4 (B) Duplicate and expand as needed. Provide table(s) to support self -study narrative addressing
the accreditation standards below.
This form is used to assist the COA in the evaluation of the program’s compliance with the accreditation
standards below:
4.0.2 The program provides summary data and outcomes for the assessment of each of its competencies,
identifying the percentage of students achieving the benchmark.
4.0.4 The program uses Form AS 4 (B) and/or AS 4 (M) to report assessment outcomes to its constituents
and the public on its website and routinely up-dates (minimally every 2 years) these postings.
All Council on Social Work Education programs measure and report student learning outcomes.
Students are assessed on their mastery of the competencies that comprise the accreditation standards
of the Council on Social Work Education. These competencies are dimensions of social w ork practice
that all social w orkers are expected to master during their professional training. A measurement
benchmark is set by the social w ork programs for each competency. An assessment score at or above
that benchmark is considered by the program to represent mastery of that particular competency.
COMPETENCY
COMPETENCY
BENCHMARK
PERCENTAGE OF STUDENTS ACHIEVING
BENCHMARK
FALL 2014
N= 20
Spring 2015
N= 22
Total: N= 42
Generalist Practice
Identify as a Professional
Social Worker
80%
98.3%
87.9%
93.1%
Apply Ethical Principles
80%
93.8%
88.7%
91.3%
Apply Critical Thinking
80%
90%
89.4%
89.7%
Engage Diversity in
Practice
80%
91.3%
93.2%
92.3%
80%
88.3%
92.4%
90.4%
80%
85%
77.3%
81.2%
80%
92.5%
91%
91.8%
80%
85%
88.7%
86.9%
80%
97.5%
84.1%
90.8%
Practice Engagement
80%
100%
94%
97%
Practice Assessment
80%
97.5%
88.7%
93.1%
Practice Intervention
80%
92%
91.8%
91.9%
Practice Evaluation
80%
90%
90.9%
90.5%
Advance Human Rights/
Social and Economic Justice
Engage Research
Informed Practice/ Practice
Informed Research
Apply Human Behavior
Know ledge
Engage Policy Practice to
Advance Well-Being and
Deliver Services
Respond to Practice
Contexts
*80% of the students will receive a 4 or higher rating on the Generalist Practice Survey.
4=Good
5=Excellent
STEPHEN F. AUSTIN STATE UNIVERSITY
BACCALAUREATE SOCIAL WORK PROGRAM
SCHOOL OF SOCIAL WORK
ASSESSMENT OF STUDENT LEARNING OUTCOMES
FIELD PERFORMANCE EVALUATION
LAST COMPLETED ON June 17, 2015
Form AS 4 (B) Duplicate and expand as needed. Provide table(s) to support self -study narrative
addressing the accreditation standards below.
This form is used to assist the COA in the evaluation of the program’s compliance with the
accreditation standards below:
4.0.2 The program provides summary data and outcomes for the assessment of each of its
competencies, identifying the percentage of students achieving the benchmark.
4.0.4 The program uses Form AS 4 (B) and/or AS 4 (M) to report assessment outcomes to its
constituents and the public on its website and routinely up-dates (minimally every 2 years) these
postings.
All Council on Social Work Education programs measure and report student learning outcomes.
Students are assessed on their mastery of the competencies that comprise the accreditation standards
of the Council on Social Work Education. These competencies are dimensions of social w ork practice
that all social w orkers are expected to master during their professional training. A measurement
benchmark is set by the social w ork programs for each competency. An assessment score at or above
that benchmark is considered by the program to represent mastery of that particular competency.
COMPETENCY
COMPETENCY
BENCHMARK
PERCENTAGE OF STUDENTS ACHIEVING
BENCHMARK
FALL 2014
N= 28
Spring 2015
N= 25
Total: N= 53
Generalist Practice
80%
92.4%
79.9%
86.2%
80%
83.3%
72.9%
78.1%
80%
88.9%
69.4%
79.2%
80%
96.9%
77.1%
87%
80%
87.5%
68.1%
77.8%
80%
85.4%
52.1%
68.8%
80%
83.3%
68.8%
76.1%
80%
79.2%
58.4%
68.9%
80%
91.7%
60.5%
76.1%
Practice Engagement
80%
89.9%
83.3%
86.6%
Practice Assessment
80%
86.5%
75%
80.7%
Practice Intervention
80%
86.6%
85%
85.8%
Practice Evaluation
80%
83.3%
66.7%
75%
Identify as a Professional
Social Worker
Apply Ethical Principles
Apply Critical Thinking
Engage Diversity in Practice
Advance Human Rights/
Social and Economic Justice
Engage Research Informed
Practice/Practice Informed
Research
Apply Human Behavior
Know ledge
Engage Policy Practice to
Advance Well-Being and
Deliver Services
Respond to Practice
Contexts
*80% of the students will receive a 4 or higher rating on the field performance evaluation of the final field
placement.
4=Exceeds Expectations
5=Consistently Exceeds Expectations
BSW Program Evaluations
Comments from the Generalist Practice Survey
Fall 2014
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Describe the overall strengths of the BSW program.
o This Program is a great program. It has very good program to ensure we know
what we need to know. Excellent information for when we get out into the real
world.
o The overall strength of the BSW program is the preparedness and readiness of the
students for field work.
o This program has allowed me to experience knowledge that will be needed to
become a successful professional social worker.
o I feel this is a well-structured program and ties all classes together well. The
instructors are very knowledgeable about their information.
o The BSW program is very informational and allows student to critically think and
gain knowledge in a way that is productive, fun and creative.
o Overall, I believe that as a BSW student all the class that I have taken so far has
helped me learn what I need to know for field; especially since we can take
internships and apply what we have learned.
o Provides a great holistic approach to generalist practice and the faculty are more
than willing to help with any questions.
o The overall program (BSW) is challenging yet enriching and teaches potential
social workers the information and tools that they need to succeed.
o The professors are hands on and they take the time to explain that materials in
detail.
o Trusting relationship facilitate empowering learning environment.
o I think that the overall strength of the BSW program would be the diversity of the
professor’s knowledge, experience and background; combined with the longing to
learn more, and the students willingness to work hard and come together as a
family to support each other.
o Excellent professors from a variety of social work professions. Interpersonal
relationships between faculty and students. The required courses of multicultural
and groups.
o Professors and staff are very helpful and have student’s best interest at heart.
o They are cool, but could be better. Feel unprepared!
o Communication, understanding, helping!
o The BSW program is full of knowledge and skills to prepare students to enter the
social work profession. Classes such as Policy, Multicultural, and Research
enhance the curriculum. Internships allow student to get their feet wet. I enjoyed
the BSW program thus far.
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Identify areas of the BSW program that need to be improved
o An area I think would be the amount of papers. They end up overlapping.
o None
o Change the multicultural book in SWK 425 to a more modern book. Uses certain
terms that is not culturally sensitive.
o Make the courses more interesting. Need more guest speakers. Post grades earlier.
Give better feedback on grades. Have more class options for 400 level classes;
instead of having just one time. People have to commute, have jobs and children.
Have at least 2 different class options.
o None
o None the BSW program is great.
o None
o More hands on experience rather than literature base papers.
o Communication between staff and students.
o Advising process needs improvement!
o More structure and guidance in junior level practicum
o None
o We need a bigger building!
o Learning more of the core competencies and learning how to apply them. Some
classes are repetitive and or do not teach how to apply skills in practice.
o There should be a more rigorous hiring process. Somehow it seems to me that we
have few instructors not qualified to teach and lack professionalism. There should
be a standard set for instructors. Please take into consideration the student’s
thoughts when hiring.
o Communication skills!
o I feel the program has done a great job in providing the skills and knowledge. I
feel like the research practicum should be encouraged before or with 350.
BSW Program Evaluations
Comments from the Generalist Practice Survey
Spring 2015
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Describe the overall strengths of the BSW/MSW program.
o I love how you treat everyone the same. We are a family.
o I believe the off-site program did not get the adequate amount of information for most
classes.
o Good teachers on SFA campus
o The biggest strength of the BSW program is its staff. Being able to count on your professors
for help and guidance is wonderful and a blessing. Another strength is the location of the
program. Everyone being in one center location is helpful.
o The strength of the BSW program is the support from faculty and the support from
classmates.
o The staff/ faculty push us to strive for better.
o The ability to openly communicate with professors regarding the program, personal or
professional matters is excellent. The focus on professional writing has enhanced my
communication and documentation skills.
o The BSW program provides a very broad perspective of clients, client’s environment and
how these two interact.
o The professors are very knowledgeable. All staff has time to help when they can.
o The program helps us to become better social workers.
o The BSW program utilizes multiple techniques to teach rural generalist practice. This
program cares about individual student success.
o There have been great professors that work with you.
o The overall strength is going over the problem solving framework thoroughly in each class.
Also the Erickson psychosocial stressors is another well explained lesson.
o I am very thankful that the TJC program was offered.
o Talking to fellow peers about life and the blessings people bring to you.
o Different teachers with different background. All of the papers really do prepare you for
progress notes.
o Providing hand’s on experience for students.
o Wonderful professor who are competent about the generalist social work practice.
o String focus on client strengths/ adhering to the code of ethic/ very knowledgeable
instructors.
o The program is very effective in their learning process. The professors really help when a
student is in need for help.
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Identify areas of the BSW/MSW program that need to be improved
o I feel the BSW program need to offer more job opportunities for those graduating. The
education department has a whole job fair for their students.
o Teachers cared about students personally.
o TJC cohort needs improvement on the teaching methods.
o Areas that need to be improved are more preparation for licensure and what are the best
ways to stud and steps to take it.
o The program is not consistent throughout.
o The human behavior classes I felt were lacking in content. I don’t feel I took much from
them.
o Professors grading system.
o Nothing in my opinion.
o The BSW program should offer more cohort locations/ options.
o 500 hours for final field is way overboard. I am hoping to see the benefit of this in the
near future but as of now it is way too much time for a graduate level course. I also think
the papers required become repetitive and are more like busy-work as opposed to
learning experience. I understand practice makes perfect but at least change the syllabus.
o Instructors at the Cohort at TJC need to be more prepared for the classes they are going to
be teaching. Some did not seem as prepared as others, over the material for our class.
o Professors organizing exams and papers due on the same day. A particular professor can
be a bit confusing and he will not cooperate that well with students.
o The program continues to move in the right direction.
o I would be nice to have final senior advising and 1 meeting instead of 3-4. Also during
field if there was a way to post how many hours students has.
o More unified teaching styles. Some classes end up teaching themselves, others benefit
greatly from the professor.
o More practice working with clients maybe doing scenarios in class to better prepare us
for the real deal.
o Some of the professors at TJC campus can have a lot more training on the program.
BSW Program Evaluations – Fall 2014 & Spring 2015
Field Instructors’ Comments from the Student Performance Field Evaluation
Competency 1:
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Student is an advocate for her patients. She understands the value of education for the
social work profession and has chosen to enroll in a MSW program.
Student has always been very professional in dealing with individuals, families and
colleagues.
Very self-aware and maintains good boundaries with coworkers and clients
Very self-reflective, willing to accept feedback
Journaling about daily activities for the purpose of self-reflection was used by (student)
to aid with personal and professional development.
Student often reflected on situations where she saw the importance of maintaining firm
professional notes and boundaries.
Student works will with staff and clients and utilizes supervision in assisting with clients.
Doing much better and worked hard to improve skills.
Student engages in career long learning and she always demonstrates professional
demeanor and understands professional roles and boundaries.
Competency 2
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Student has demonstrated the ability to maintain professional boundaries while also
identifying with the patient’s individual situations.
Student understands the concept of ethics with dealing with potential conflicts.
Provides insight and mediates for PT needs and rights
Student worked very hard during supervision to find examples of ethical social work
practice situations and often reflected on the ambiguity.
Student has observed supervision and participated in conversations when discussing
encounters/visits with families.
Competency 3
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Student documents interventions with patients and discharge arrangements in a clear and
concise manner.
She has improved on clinical documentation skills throughout the semester.
Documentation has improved over the semester
Student did an excellent job of integrating multiple sources of knowledge to inform her
practice.
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Student has been more vocal and been involved in process of client/family assessment by
contacting resources to assist with needs.
Student gets along very well with colleagues.
Competency 4
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Student assists patients and families in making decisions that maximize their strengths
while respecting cultural beliefs and customs.
Seeks opportunities to learn
Good at sitting with clients and using curiosity to explore life experiences. Good rapport
with clients
Student has been involved with many visits that show the cultures, and diversity of
clients/families.
Student engages diversity and recognizes her understanding of shaping life experiences
and is a great learner.
Competency 5
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Student advocates for patients to receive necessary resources without regard to financial
status or resources.
Student has become familiar with our human rights committee and their purpose.
Utilizes psychosocial assessments
Student did an excellent job of advocating for human rights and social and economic
justice by developing group situations that would bring needed knowledge to students
Student attended local CRCG meetings where agencies come together to assist
children/families with issues and needs.
Competency 6
 Student research resources to assist patients in locating services and resources that is not
readily available.
 Student has investigated different resources and also cultural differences in funeral /
death practices
 Student did extensive research on various theories and best practices and then used that
knowledge to inform practice.
Competency 7
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Student reviews and assesses patients’ information before interacting with them in order
to know how to best guide them.
Student has good understanding how individuals’ current and past environments impact
current behavior.
Student did an excellent job of using conceptual frameworks to guide her in preparing
for her group meetings and developing strategies used for assessment, intervention, and
evaluation
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Student has observed through visits with families and the different neighborhoods,
communities and how environment can affect them.
Competency 8
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Student takes an active role in the weekly Rehab Interdisciplinary Team Meeting. This
meeting is collaboration with nursing, therapy, dietary, and social work.
Competency 9
 Student has demonstrated an understanding of social policies that affect patients such as
The Affordable Care Act and Texas benefit programs. This has allowed her to guide
patients in choosing options.
 She worked on learning about ACA, different resources available to population like VA
and provider services
Competency 10
 Student focuses on patient strengths and advocates for them, but honors their right to selfdetermination. She respects their right to make decisions that affect their lives.
 Student is able to collect and interpret data and formulate a complete psychosocial
assessment.
 Mastered assessment skills, great interview skills, conducted many family meetings to
mediate conflicts
 (Student) was able to demonstrate good practice behaviors in her effective phone
interviews to collect, organize and analyze information needed to match mentees with
appropriate mentors.
 Student did an excellent job of engaging with the ISD student groups and designing
group activities with appropriate intervention strategies.
 Student has worked much harder this half of the internship. More comfortable with
speaking to families and agencies that provide services to families
 Student recognizes client strength and limitations and is very empathetic. She works well
in any setting to enhance individual, families, groups, organizations and helps the client
to resolve their problems.
Fall 2014 and Spring 2015
Field Instructors’ Overall Comments:
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Student has been an excellent intern. She exhibited professional behavior throughout the
semester. She frequently worked independently. I received multiple comments regarding
her from Rehab staff members. I anticipate (She) will have a very successful career as a
social worker.
Student is a very compassionate person. She displays a willingness to learn and improve
her skills. She struggles at times with interpersonal communication skills with colleagues
and clients, but is showing improvement daily. The more she is around someone the more
comfortable she becomes. Her biggest strength is her determination. She is a hard worker.
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I believe she will become an effective social worker as she gains more practice and
confidence in her abilities.
As stated before, (Student) has been an asset to our agency. He has a professional attitude
and works well with others. He completed all task assigned to him such as entering client
data in our agency information system and assembling packets for individuals
participating in our various health education programs. I would like to encourage (him) to
continue to seek knowledge about social work practices and policies. It will be very
beneficial to him as with all new social workers to attend workshops and trainings to stay
abreast of the changing world of social work. It is very important for social workers to be
dependable and punctual. I want to encourage (him) to maintain a level of
professionalism that will reflect his many talents.
Student has been such an asset to HOET this semester. She has such a calm, professional
demeanor.
(She) is a very good student. She is very interested in this field and I have truly enjoyed
her this semester. I’ve encouraged her to continue with her education.
(Student) has grown tremendously over the semester. She has learned so much and her
skills have grown into those of an independent practitioner. She plans to continue
pursuing her MSW and I look forward to having her as a colleague.
Student is a very hard worker. I am going to miss her around Head Start. I believe the
children are also.
Student is a natural at making people feel comfortable, building rapport quickly. She
increased her knowledge of income/insurance/resources available to clients. I am positive
she would continue to grow in this area with more practice. Strong skill set to succeed in
MSW program.
(Student) has participated in anti-trafficking team meetings, mentoring advisory council
meeting, (illegible) in mentoring groups. She has made progress in learning to work with
individuals and groups and has worked well with our mentoring team.
Student is truly an outstanding individual. Everyone around Head Start loves him.
We love (student) and hope that she stays with Heart to Heart Hospice.
Student has been a delight to supervise. She is actively engaged with her assigned clients,
encouraging them to reach their goals, objectives and maintain/enhance their recovery.
She possesses the ability and knowledge to enhance the social work field.
Student was eager to learn. She asked appropriate questions and researched answers.
Student has made progress and is doing much better at speaking up and has gained more
confidence in herself. I think she is going to be just fine. Social work will be great for
helping her with shyness and already has. I wish her the best and encourage her to
continue learning and growing and to ask questions, to become more knowledgeable.
Student has consistently exceeded our expectations throughout her internship. She is
always on time, is a self-starter, and has exceptional knowledge of social work. We
would hire her today if had an opening.
Student continues to show great compassion and empathy for clients and their overall
wellbeing. She is always focused on strengthening clients and empowering them in the
midst of their trouble and setbacks. She is willing to advocate for the client when any
opportunity is given.