STEPHEN F. AUSTIN STATE UNIVERSITY
MASTERS OF 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 program 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
three data collection tools: Advanced Generalist Practice Survey, Foundation Generalist Survey
and the Concentration Field Performance Evaluation. All of these tools provide data on the
knowledge, values and skills of students in the MSW program.
Stephen F. Austin State University
MASTERS OF SOCIAL WORK PROGRAM
ADVANCED GENERALIST SURVEY - Concentration
ASSESSMENT OF STUDENT LEARNING OUTCOMES
LAST COMPLETED ON June 17, 2015
Form AS 4 (M) 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= 39
Spring 2015
N= 35
Total: N= 67
CONCENTRATION
Identify as a Professional
Social Worker
80%
90%
89%
89.5%
Apply Ethical Principles
80%
91%
90%
90.5%
Apply Critical Thinking
80%
78%
86%
82%
Engage Diversity in Practice
80%
84%
93%
89%
Advance Human Rights/
Social and Economic
Justice
80%
82%
92%
87%
80%
74%
86%
80%
80%
80%
83%
82%
80%
79%
86%
81%
80%
87%
86%
87%
80%
87%
83%
84%
Practice Assessment
80%
90%
81%
86%
Practice Intervention
80%
88%
80%
84%
Practice Evaluation
80%
89%
83%
86%
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
Practice Engagement
*80% of the students will receive a 4 or higher rating on the Advanced Generalist Survey of the concentration
4=Good
5=Excellent
STEPHEN F. AUSTIN STATE UNIVERSITY
MSW FOUNDATION SOCIAL WORK PROGRAM
SCHOOL OF SOCIAL WORK
ASSESSMENT OF STUDENT LEARNING OUTCOMES
FOUNDATION GENERALIST PRACTICE SURVEY
LAST COMPLETED ON June 17, 2015
Form AS 4 (M) 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= 23
Spring 2015
N= 12
Total: N= 35
MSW Foundation
Identify as a Professional
Social Worker
80%
84%
99%
92%
Apply Ethical Principles
80%
77%
96%
87%
Apply Critical Thinking
80%
80%
89%
85%
Engage Diversity in
Practice
Advance Human Rights/
Social and Economic Justice
80%
79%
100%
90%
80%
79%
100%
90%
80%
63%
83%
73%
80%
89%
96%
93%
80%
63%
83%
73%
80%
57%
83%
70%
Practice Engagement
80%
78%
90%
84%
Practice Assessment
80%
77%
94%
86%
Practice Intervention
80%
68%
93%
81%
Practice Evaluation
80%
78%
92%
85%
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 Foundation Generalist Practice Survey for the non-advanced
students.
4=Good
5=Excellent
STEPHEN F. AUSTIN STATE UNIVERSITY
MSW SOCIAL WORK PROGRAM
SCHOOL OF SOCIAL WORK
ASSESSMENT OF STUDENT LEARNING OUTCOMES
LAST COMPLETED ON June 17, 2015
CONCENTRATION FIELD PERFORMANCE EVALUATION
Form AS4 (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 AS4 (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
Spring 2015
N=36
Advanced Generalist
Concentration
80%
90%
80%
93%
80%
81%
80%
94%
80%
91%
80%
86%
80%
91%
80%
77%
80%
80%
92%
97%
Practice Assessment
80%
90%
Practice Intervention
80%
87%
Practice Evaluation
80%
80%
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
Practice Engagement
*80% of the students will receive a 4 or higher rating on the field performance evaluation of the concentration
4=Exceeds Expectations
5=Consistently Exceeds Expectations
Spring 2015
RE: Field Instructors’ Comments from the Concentration Field Performance Evaluation
Competency 1:
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Demonstrated professionalism in her daily behavior as she worked to connect clients with
services available in the community such as for medical services, insurance enrollment and more
intensive services.
Student has impressed the entire team with her professionalism; maturity and her skill are very
consistent and are able to adjust well with clients.
Student is prepared for supervision meetings. Student attended 8 hour clinical continuing
education offering. She has participated, as part of SWS representation, in interdisciplinary staff
meetings. She has demonstrated professional demeanor at all times including appropriate
behavior, dress, communications, and appearance. She consistently discussed reading material
from coursework related to professional social work roles. She is aware of her personal learning
style and preferences.
Student has consistently conducted herself as a professional. She provides valued input during
treatment team meetings and is treated as a co-worker by other professional staff.
Student verbalized a commitment to the profession. She has been an asset to the drug court
program and was well liked by the staff and clients.
Student consistently maintains a professional demeanor and shows promising leadership skills.
Since she is in a supervisory role at their work setting, supervision has included
leadership/supervision issues in addition to practice.
Student is very professional and respectful.
Consistently conducts himself as a professional and brings good observations to supervision.
Student functioning well as an entry level social worker.
Student is self-motivated and driven. She goes above and beyond exploring best
avenues/resources for the patients.
Student is self-motivated and demonstrated good/appropriate ethics and boundaries.
Student great at advocating for access to resources. Student able to demonstrate knowledge of
community resources.
Competency 2:
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Has identified her own values. She is able to use an ethical decision-making model when faced
with ethical dilemmas.
Student is very strong in her values, ethical behaviors. She is willing to examine practice as
relates to ethics. Dr. Harris has trained a lot on ethics.
Student recognizes how some theoretical approaches can produce ethical dilemmas for social
workers related to client’s choice/self-determination/safety. She is able to recognize and speak
to ethical implications in providing traditional, linear models of care. She has not reported any
countertransference issues. She has demonstrated during supervision appropriate use of selfreflection to manage competing and professional values. She did not report any dual
relationships of conflicts of interest. She managed issues of transference with client well. She
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maintained professional boundaries. She attended LABSWE board meeting and observed ethical
discussions and policy discussions.
Shows a very mature awareness of ethical issues.
She is ethical in her practices as demonstrated by her questioning during supervision.
Show excellent awareness of ethical issues.
Student applies ethical decision-making to enhance her work with people in rural settings.
Student has shown growth in this area. She has a good balance with separating personal and
professional values.
Student demonstrated great ethical practice and principles.
Competency 3:
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Has been able to diagnose clients utilizing the DSM-5. She has utilized scales and other tools to
aid in the assessment of diagnosing clients. She continues to grow in this area.
She communicates very well in her practice. She is able to adjust differentially with client’s
issues and problems.
Student evaluated three evidence based housing case management models and provided
professional judgment of pros and cons to each model. She completed program screening tools
including the Case Management Screening Tool and Mental Health Intensive Case Management
screening and documented interventions and clinical recommendations based on screenings.
She collected relevant client data and demonstrated competency in recoding that data. She
completed suicide risk formulations and communicated her professional judgement of risks
levels.
Student demonstrated excellent skills in the management and coordination of services for
juvenile clients working well with the court, DA office, OJJ, and school personnel.
Sought out advanced learning with 100 clients to advance her skills.
Needs some practice/opportunity to develop more critical thinking skills, but is making good
progress.
Excellent leadership skills. Ability to identify needs. Creative in developing programs/projects.
Student exercises her advanced generalist skills appropriately.
Student has ongoing desire to learn, grow and develop as a professional. With her abilities and
knowledge she will do well in the field.
Competency 4:
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Student placement in this rural health center has allowed her to demonstrate knowledge of
research trends for treating depression for African Americans and Caucasians in rural
communities, as well as incarcerated individuals.
Student has a good understanding of diversity in practice. She has had a variety of experiences
with different children with complex problems.
She has conducted assessments and interventions independently with diverse groups of
Veterans. She is able to effectively recognize how diversity impacts interventions. She has
demonstrated during supervision and during task assignments, an ability to recognized how age,
religion, and housing status directly impacts practice interventions.
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She was always able to apply rural theory to our very rural population, as she learned about
problems such as transportation and lack of resources.
Student shows excellent awareness of diversity issues as they relate to practice and program
development.
Demonstrates an ability to embrace different cultures and people.
Student is aware of issues that affect diverse groups and is sensitive when working with them.
Student works well with diverse populations.
Student able to acknowledge diversity and differences in practice and apply to setting.
Competency 5:
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Student is a strong advocate for clients she serviced. She demonstrated skills in helping them
assess services.
Student came to use with a good base of understanding in this area. She has receives some
experiences which build on this.
Student has assisted with Nursing Home placements while ensuring Veterans rights to selfdetermination and economic justice or considered. She advocated for resources for Veterans.
She assisted with completion of Social Security applications/process to improve financial and
social resources.
She continued to develop skills working in both courts, juvenile and adult. She also learned
about other programs offered through NPSO community service and how there program help,
impact our rural community. She was able to observe in the rural health care center and see the
impact of health care.
As a supervisor in another setting, Student has been able to demonstrate leadership.
Student will continue to grow in her leadership skills as her confidence grows.
Student able to identify and engage cultural competence when working with clients.
Awesome leadership skills.
Competency 6:
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Student has developed research based skills in evidence based practices used in this agency such
as the best practices in the treatment of depression and ADHD.
Student had more experiences in research with SFA this semester.
Student completed event evaluation and provided written summary of results. Information was
communicated effectively. She researches services available for recently returning Veterans and
made appropriate referrals. She researched current literature related to Veteran population,
including proposed policy changes and procedures at the local, state, and national level to help
improve transportation services.
Shows an advanced ability to apply learning to practice.
She utilized the evidenced based practices in this agency and is learning a good working
knowledge of how Drug Court programs are conducting throughout the state and nation.
Student readily applies research to practice and a commitment to advancing her knowledge and
skills.
Conducted research and developed excellent material to use with clients.
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Student demonstrated the leadership skills necessary to implement research to enhance social
work practice.
Student has good to excellent knowledge regarding research-informed practice and practice
informed research. She shows great strengths in this area and should follow on with her desires
in research study/practice.
Student constantly used research to improve her knowledge about dialysis.
Competency 7:
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Student has researched theories such as cognitive behavior therapy, and has received training
on how to incorporate the theory into practice. She has also demonstrated a new medical
model of integrated care of patients in this setting.
Student has reviewed policy, procedures related to 3 entities that work with residential
programs. She gained more understanding of how policies affect care in foster care.
Student understands and utilizes Housing First Principles when working with homeless Veterans,
especially with regard to separation of housing services. She understands the stages of changes
and utilizes to guide interventions. She understands how the harm reduction approach is
needed when developing interventions with some substance abusers. She uses recoveryoriented terminology that is based on strengths perspective. She developed treatment plans
and goals based in recovery oriented, person-centered care.
Applied theory to the development of material that will be used in practice with clients, even
after she leaves.
Her skill were more than adequate for the agency purpose and allowed her to use evidence,
theories and models related to treating substance use/abuse with rural populations.
A bit limited on human behavior theories but she is aware and takes the initiative to learn.
Consistently demonstrated the ability to apply knowledge to treatment as shown in tools
developed based on stages of change to use for clients interventions.
Student has excellent clinical skills and applies theories, models and research appropriately.
Student able to identify and practice theoretical frameworks in social work practice.
Excellent knowledge on theory. Student demonstrated ability to apply theory to client
population and their particular needs.
Competency 8:
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Student attended Outpatient Medical Center for assentation and training in personnel policies
and procedures. She was able to demonstrate appropriate policies and procedures used in this
agency.
Same as above. She demonstrated understanding of this in practice.
She assisted with discharge planning consults and advocated for client’s rights in the process.
She read and researched policies related to Veteran service. She participated/attended local and
state events that promoted social and economic justice, including Color Run and LABSWE
meeting.
Student has shown an advanced understanding of rurality and how policies are
developed/applied in this setting.
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Student has demonstrated a through working knowledge of drug court practices and
procedures.
Limited exposure to this, but excellent knowledge of policies.
Student will continue to grow and actually engage in policy practice.
Great understanding of agency policy and how it relates to our rural client population.
Competency 9:
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Student has been trained to administer, interpret, and develop treatment planning using
evidenced based practices in this agency. She has also observed in the juvenile court setting,
assessments and practices / theories used in this setting.
Student had training with several of us here and especially our therapist Pattie Harris for
evaluation, assessment tools.
Student realizes that sometimes improving service delivery may have to follow paths that are
not conventional but are still effective for the client.
Student coordinated nutrition education cooking class utilizing facility resources, to meet the
socialization and nutritional needs of single Veterans living in isolation. She provided advance
directive education to ensure end of life education provided. She completed psychosocial
assessments and developed treatment plans based on assessments. She researched changing
role of field placement setting in practice community such as budget cuts, and positive/negative
publicity and discussed how that impacts practice/care at this facility. She used technology to
identify best practices and evidence-based research relevant to placement/population.
Student has been trained to administer/interpret and develop treatment planning using drug
court assessment tools and intervention plans. She is knowledgeable of cognitive behavior
therapy, interactional interviewing, and various curriculums used in there programs.
Developed material we will continue to utilize at MHEC in daily practice.
Student able to demonstrate good communication skills and has ability to work well with staff
and clients.
Student took initiative to research and learns different ways to improve service delivery.
Competency 10:
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Student has been involved in all aspects of the agencies program and services. She has
participated in interdisciplinary team meetings, become proficient in best practices for treating
ADHD and Depression. She has also participated in a Quality Assessment Committee and
observed a parish wide “Children Youth and Planning Board”. Her final task was to observe and
participates in Juvenile Drug Court, where she acquired knowledge of assessment, and
intervention in this setting.
Student did very well with assessments and problem identification with our kids. Her
therapeutic skills are very good.
Student reviewed relevant treatment history; interviewed client, family, and other professionals
to gain multiple perspectives of problems, strengths, and interventions. She conducted effective
initial interviews and demonstrated relationship building skills. She discussed during supervision
barriers noted to providing appropriate and culturally sensitive services to diverse groups of
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veterans. She utilized recovery oriented terminology. Student conducted group intervention and
evaluated intervention.
Student has through knowledge of the principles and policies and procedures for both adult and
juvenile drug courts. She is able to assess clients, develop treatment plans and implement
research based interventions utilized in there programs. In addition, she has been involved in
community programing such as Relay for Life, and fund raising activities.
Very motivated to learn on all levels of this organization.
Student has excellent leadership and clinical skills. She is prepared when she meets with the
patients. She is structured and well organized.
Student able to demonstrate ability to actively engage, assess, intervene and evaluate. She has
done well at her internship and will continue to learn, grow and provide and advocate on behalf
of clients through micro, mezzo, and macro levels of social work practice.
Field Instructor Overall Comments:
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Student has be a pleasure to work with and will be an asset to any organization that she chooses
to work for.
Student is an exceptional student/colleague. She was instrumental in advancing and
coordinating several projects and developed evaluations and activities.
Student grew as a social worker as the semester progressed. She is able to take initiative when
given an assignment and is very creative. I have enjoyed working with her.
Student is a good social worker. She has compassion and intercity. She looks beyond her
personal beliefs and recognizes what is best for the client.
Excellent student. Student goes well beyond expectations. She has a social workers heart and
she is going to be an excellent social worker. She has been an asset to Betheseta and I just love
her and wish her all the best.
Student will be an asset to the social work profession. I have enjoyed watching her grow and
look forward to seeing what her future holds.
Student is eager to learn. She is very thorough in assessing, intervening, evaluating, and
following up on assignments and interventions. She has worked well with a very diverse group
of Veterans including substance abusers, homeless, mentally ill, female, elderly, and low
income. Student commitment to ethical practice is noteworthy. Student meets all expectations
and exceeds expectations in some areas.
Student will be missed by professional staff at MHEC who came to treat her as a co-worker
whose services to us were valued. She showed a real commitment to advancing her learning and
practice skills and I have no doubt she will continue to strive to advance her learning and skills.
She showed a maturity not always seen in students. I think she will be a real asset to the social
work profession.
Student was a pleasure to work with. She was easy to supervise, a self-starter, eager to learn,
self-motivated, and responsible, she will be an asset to any agency.
Student continues to meet satisfactory performance. He was very respectful and carried out
tasks that were requested of him.
Student is far more advanced than the average MSW student. She identifies herself as a
professional and understands the many responsibilities of being a professional and a leader. She
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took initiative to maximize her learning this semester. She will be a real asset to the profession
of social work and I wish I had her on my staff.
Student demonstrated excellent work ethic and motivation, compassion, and ambition! Has a
very teachable spirit – great asset to the field.
Student has used every opportunity at the MCO to engage in the learning process. She focused
on advanced generalize practice and built excellent leadership skills. She is creative in
evaluation, intervention and development of program/ project content. Student identified gaps
in practice. She used her kills to address the gaps. She is professional at all times and adheres to
ethical codes. It is my belief that she is competent in advance practice behaviors and is prepared
to start her career.
The staff and clients have benefited from his time with us this semester. He is bright and
thoughtful and shows a real commitment to the profession and client care. I have also been
impressed by his maturity as reflected in his cultural thinking and awareness of ethical issues he
has encountered/observed. I think he will continue to advance his learning and will be a real
asset to the field of social work.
Student has been wonderful. She is very bright, an avid learner and always displays respect and
concern for the patient. I appreciate the opportunity to have her with me this semester.
Student has been a joy to have. She is very passionate about helping her clients. She is a great
advocate.
Student has done an exceptional job. I have been impressed with her developing rapport with
the students she works with. She had the opportunity to work with me on some very serious
cases i.e. crisis and school tragedy. She fell right in and assisted the Crisis Team in each instance
and did an exceptional job. Student will be an asset to the social work field.
Student has been a great field student. She is very knowledgeable in the field and has
demonstrated exceptional work with her clients.
Student has been an asset as an intern and is functioning as an entry level professional. I look
forward to having her as a colleague.
Student has been an excellent intern and she makes a fantastic social worker.
Student has taken advantage of this field placement at Boman rehab and has grown both
professionally and personally. She has disciplines of the rehab unit and has contributed to the
unit. She works well with other professionals and patients and will be an asset to the social work
profession.
Student has done an exceptional job at her placement. It has been a joy having her and working
with her as a student and her eagerness for lifelong learning.
Wonderful student! Will make great social worker!
Enjoyed working with intern. Quick learner and provides feedback and input on task/projects.
Great intern. Very engaged with the field!
Self-motivated and has skills that she is able to apply in her practice setting that have benefitted
the Veterans programs.