Table 1: 2015 Summary of BASW Practice Behavior Means (by Data Source),
Competency Means, and Percentage of Students who Meet or Exceed Benchmark
(3.5 or greater on Field and Exit Survey and 3.0 or greater on Course Assessments
a,b,c)
EPAS Core
Competencies
Practice Behaviors (Abbreviated)
FI
Evals
Exit
Survey
(N=51)
Courses
(N=)
1. Identify as a
professional
social worker
and conduct
oneself
accordingly
2. Apply social
work ethical
principles to
guide
professional
practice
3 Apply critical
thinking
4 Engage
diversity and
difference in
practice
5 Advance
human rights
and social and
economic justice
6 Research
informed
a. Advocate for client access
b. Practice self-reflection
c. Professional boundaries
d. Demonstrate professional demeanor
e. Engage in career long learning
f. Use supervision and consultation
OVERALL MEAN: 4.67
% of Student Achieving Competency Benchmark:
a. Recognize and manage personal values in a way that
allows professional values to guide practice
b. Make ethical decisions by applying standards of the
NASW Code of Ethics
c. Tolerate ambiguity in resolving ethical conflicts
d. Apply strategies of ethical reasoning to arrive at
principled decisions
MEAN: 4.49
% of Student Achieving Competency Benchmark:
a. Distinguish sources of knowledge
b. Analyze models of assessment, prevention, intervention
c. Demonstrate effective communication
MEAN: 4.53
% of Student Achieving Competency Benchmark:
a. Recognize structures/values, including understanding of
structural contexts/ power and privilege
b. Gain self-awareness to eliminate bias (self-reflexivity)
c. Understanding how life experience shapes perspectives
d. View self as learners/form those work with as informants
MEAN: 4.55
% of Student Achieving Competency Benchmark:
a. Understand the forms and mechanisms of oppression and
discrimination
b. Ability to advocate for social and economic justice
c. Engage in practices that advance social and economic
justice
MEAN: 4.5
% of Student Achieving Competency Benchmark:
a. Use practice experience to inform research/evaluation
b. Use research evidence to inform and improve practice.
4.55
4.67
4.67
4.76
4.67
4.69
51
51
51
51
51
51
4.54
50
4.56
50
4.42
4.42
50
50
4.53
4.53
4.53
51
51
51
4.57
51
4.57
4.57
4.51
51
51
51
4.55
51
4.49
4.46
51
51
4.25
4.37
51
51
a
b
EPAS Core
Competencies
Practice Behaviors (Abbreviated)
FI
Evals
Exit
Survey
(N=51)
Courses
(N=)
practice/practice
informed
research
MEAN: 4.31
% of Student Achieving Competency Benchmark:
7 Knowledge of
HBSE
a. Utilize conceptual frameworks to guide practice
b. Critique and apply knowledge to understand person and
environment
MEAN: 4.41
% of Student Achieving Competency Benchmark:
a. Analyze for policies that advance social well being
b. Collaborate with colleagues/clients for effective policy
related action
MEAN: 4.26
% of Student Achieving Competency Benchmark:
4.39
4.43
51
51
4.26
4.26
50
50
4.26
50
a. Continuously discover, appraise and attend to changing
locales, populations, scientific and technological
advancements, and emerging societal trends to provide
relevant services
b. Provide leadership in promoting sustainable changes in
service delivery and practice to improve the quality of
social services
MEAN: 4.26
% of Student Achieving Competency Benchmark:
a. Substantively and affectively prepare for action with
individuals, families, groups, organizations and
communities.
b. Use empathy and other interpersonal skills
c. Develop a mutually agreed on focus of work and desired
outcomes
MEAN: 4.99
% of Student Achieving Competency Benchmark:
a. Collect, organize and interpret client data
b. Assess client strengths and limitations
4.24
50
4.28
50
4.50
50
4.68
4.60
50
50
4.57
4.61
51
51
c. Develop mutually agreed-on intervention goals and
objectives
d. Select appropriate intervention strategies
MEAN: 4.57
% of Student Achieving Competency Benchmark:
a. Initiate actions to achieve organizational goals
b. Implement prevention interventions that enhance client
capacities
4.63
51
4.45
51
4.45
4.45
51
51
8 Engage in
policy practice
to advance
social &
economic well
being
9 Respond to
contexts that
shape practice
10. 10(a)
Engagement
10 (b)
Assessment
10 (c)
Intervention
c
c
EPAS Core
Competencies
Practice Behaviors (Abbreviated)
FI
Evals
Exit
Survey
(N=51)
(N=)
10 (d)
Evaluation
c. Help clients resolve problems
d. Negotiate, mediate, and advocate for clients
e. Facilitate transitions and endings
MEAN: 4.50
% of Student Achieving Competency Benchmark:
4.53
4.59
4.49
51
51
51
a. Critically analyze, monitor and evaluate interventions
MEAN: 4.55
% of Student Achieving Competency Benchmark:
4.55
51
Table 2: Perception about quality of courses among BASW students (N=51)
STATEMENT
When you think about the courses you took in the BASW
program as a whole, what percentage of classes met or exceeded
your expectations in relation to the quality of teaching?
When you think about the courses you took in the BASW
program as a whole, what percentage of classes taught skills and
knowledge to equip you for entering the social work profession?
When you think about the courses you took in the BASW
program as a whole, what percentage of faculty demonstrated
understanding and application of the transcultural perspective in
their teaching and interaction with students?
Mean
[range:
0-100]
78.10
SD
[Range]
80.79
17.08
87.06
15.38
20.38
Courses
Table 3: Perception of Coursework among BASW Students (graduating May 2015,
n=51)
(Originally rated 1 to 4, with 1 = strongly disagree, 2=disagree, 4=agree, 5 =
strongly agree)
Statement
PROGRAM
The BASW Student Handbook gave useful information about the
program.
Members of the front office staff (in the reception area) were
courteous and helpful when needed.
My experience on obtaining professional and/or personal advice when
needed from faculty was positive
Faculty members seemed to take a genuine interest in my preparation
of the social work profession.
The school of social work is fulfilling its mission.
I would recommend this program to others.
Social work capstone seminar (SW 175) was helpful in integrating
social work courses and the field experience.
%
Agree
43
45
43
40
51
29
43
FIELD EDUCATION
My field instructor (FI at the agency) encouraged me to use my
strengths in developing social work skills.
My field instructor (FI at the agency) was available for supervision
when needed.
My faculty field liaison (FFL) was available for consultation and
problem-solving.
Members of the Field Education Program (Field Director/ other staff)
were helpful when I needed information and problem-solving support.
My field agency gave me instruction on practice methods used in my
field placement.
My field setting contributed to my overall development in social work
practice from a generalist perspective.
My field setting provided me with an opportunity to learn basic skills
in working with individuals and families.
My field setting provided me with an opportunity to learn basic skills
in working with groups
My field setting provided me with an opportunity to learn about
working within organizations and communities.
My field seminars were helpful in linking field and classroom
learning.
* Below benchmark of 80%
30
30
32
38
39
36
23
34
25
45