revised 3/19/07
Spring 2007 Semester Program Assessment Report
(Please provide electronic and hard copy to your college facilitator.)
Degree program*: Masters, Bachelors
Chair: Alice Hines
Report Prepared by: Laurie Drabble
Department: Social Work
Department Phone: 4-5800
Date: 4/2/2007
*Where multiple program curricula are almost identical, and SLOs and assessment plans are identical,
it is acceptable to list more than one program in this report.
Please list all Student Learning Outcomes/Objectives (SLOs) for this program in Tables 1A & 1B.
Table 1A. Learning Outcomes (all outcomes if one program reported, or common outcomes if
multiple programs reported on this form.)
SLO #
Exact wording of Student Learning Outcome (SLO)
B1.1 & M1.1
Students will demonstrate knowledge of diversity and competence in applying a
transcultural perspective.
B1.2 & M1.2
Students will demonstrate the ability to work effectively with diverse populations,
particularly populations that are disenfranchised, oppressed or marginalized.
B 2.2 & M 2.2 Students will engage in self-reflection and use of supervision and consultation in
practice.
B 2.3 & M 2.3 Students will demonstrate skills for effective communication with diverse clients,
colleagues and communities.
B 3.1 & M 3.1 Students will demonstrate the knowledge of issues related to power, privilege,
oppression, and diversity that impact social services and how to advocate on behalf
of clients and communities from a social justice perspective.
B 4.1 & M 4.1 Students will demonstrate the ability to employ critical thinking skills and
information literacy to locate, evaluate and use reliable knowledge to inform
effective social work practice.
B 4.2 & M 4.2 Students will critically review empirical evidence and understand strategies for
investigating issues, problems and solutions relevant to social work, particularly as
they impact disenfranchised, oppressed, or marginalized populations.
Table 1B. Unique Learning Outcomes, if multiple programs reported on this form.
Program Name: Bachelor of Social Work Program
SLO #
Exact wording of Student Learning Outcome (SLO)
B 1.3
Students will demonstrate knowledge of the values, ethics and principles of the social work
profession and will practice accordingly.
B 2.1
Students will use theoretical frameworks to understand human development and behavior
across the life span and the interactions between individuals, families, groups,
organizations, and communities.
B 2.4
Students will apply transcultural, generalist social work knowledge and skills of practice
with systems of all sizes).
B 3.2
Students will demonstrate knowledge and skill in analyzing and developing strategies to
influence social policy.
B 3.3
Students will demonstrate the ability to interpret the history of the social work profession
and its contemporary structures and issues.
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B 3.4
Students will demonstrate the ability to function effectively as practitioners within the
structure of a social services organization and service delivery system.
Program Name: Master of Social Work Program
SLO#
Exact wording of Student Learning Outcome (SLO)
Foundation Year Objectives
M 1.3
Students will analyze and apply social work values, ethics and principles in relation to
diverse contexts and at multiple system levels.
M 2.1
Students will apply and critically analyze theoretical frameworks supported by empirical
evidence to understand individual development and behavior across the life span and
interactions between individuals, families, groups, organizations, and communities.
M 2.4
Students will demonstrate use of a transcultural generalist perspective to systems of all
sizes.
M 3.2
Students will demonstrate knowledge and skill in analyzing and influencing social policy.
M 3.3
Students will be able to critically analyze the social work profession’s mission and
philosophy within contemporary and historical contexts.
M 3.4
Students will work effectively in organizational and service systems and, as needed,
facilitate systemic improvements and change.
Concentration Year Objectives
M 1.4
Students will be able to identify and apply strategies to resolve professional ethical
dilemmas.
M 1.5
Students will utilize a transcultural perspective within a multi-systems framework in at
least one specific field of practice— aging; children, youth, and families; school social
work; or health and mental health.
M 2.5
Students will evaluate critically the strengths and limitations of theories applicable to
multi-systems practice, with emphases on theories relevant to family and community
practice, and to a specific field of practice— aging; children, youth, and families; school
social work; or health and mental health.
M 2.6
While maintaining a high degree of professional autonomy and skill, students will use
supervision and consultation as a tool to enhance their practice.
M 2.7
From a transcultural and multi-systems perspective, students will be able to differentially
select and apply assessment and intervention skills for work with individuals, families,
groups, organizations, and communities.
M 3.5
Students will be able to demonstrate knowledge of the policies and programs, as well as
skills for influencing policies and programs, in the context of a specific area of practice
(e.g., aging; children youth and families; school social work; or health and mental health).
M 3.6
Students will be able to apply knowledge and skills from a multi-systems perspective to
advocate with, and on behalf of, marginalized communities.
M 4.3
Students will be able to conduct social work research relevant to the evaluation of practice
or the examination of a social work issue.
M 4.4
Students will demonstrate skills for refining and advancing the quality of their practice.
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Please complete the schedule of learning outcome assessment below by listing all program SLOs by
number down the left column and indicating whether data were/will be collected (C), when they
were/will be discussed by your faculty (D) and when changes resulting from those discussions
were/will be implemented (I).
NOTE: * SJSU must provide data to WASC for all SLOs by the end of Sp07.
Table 2
C = data Collected
D = results Discussed
SLO #
B 1.1 (transcultural)
B 1.2 (diversity)
B 1.3 (values/ethics)
B 2.1 (theory)
B 2.2 (self-eval)
B 2.3 (communication)
B 2.4 (Gen practice)
B 3.1 (PPO)
B 3.2 (Policy)
B 3.3 (History)
B 3.4 (orgs)
B 4.1 (critical thinking)
B 4.2 (research)
M 1.1 (transcultural)
M 1.2 (diversity)
M 1.3 (values/ethics)
M 1.4 (c-ethics)
M 1.5 (c-multisystems)
M 2.1 (theory)
M 2.2 (self-eval)
M 2.3 (communication)
M 2.4 (Gen perspective)
M 2.5 (c-theory)
M 2.6 (c-consultation/
autonomous practice)
M 2.7 (c-interventions)
M 3.1 (PPO)
M 3.2 (Policy)
M 3.3 (History)
M 3.4 (orgs)
M 3.5 (c-policies)
M 3.6 (c-communities)
M 4.1 (critical thinking)
M 4.2 (research)
M 4.3 (c-conduct research)
M 4.4 (refine practice)
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F05 or
earlier
I = changes (if any) Implemented
Sp06
C
C
C
F 06
C
C
C
C
C
C
C
C
C
C
C
C
D C
DC
DC
IC
IC
I
C
C
C
C
D
DC
D
DC
I
I
I
I
C
C
C
C
DC
I
Sp07
F07
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
C
C
C
C
C
C
C
C
C
C
C
D
D
D
D
D
D
D
D
D
D
D
Sp08
I
I
I
I
revised 3/19/07
1. Check the SLOs listed at the UGS Website (www.sjsu.edu/ugs/assessment/programs/objectives).
Do they match the SLOs listed in Tables 1A and 1B?
____x____ YES
_________ NO
2. Fall 2006 Performance Data: Describe the direct assessment (performance) data that were
collected in fall 2006 (‘C’ in F06 column of Table 2), how much and by whom. Be specific, for
example: Instructors in two sections (60 students) of PSYC 150, Anagnos and Cooper, gave an embedded
exam question and in their summary report indicated the % of students who earned a ’B’ or better, ‘C’, or
less than ‘C’ using the same grading rubric for that question.
SLO #
1
2
etc.
Data collected, how much, by whom**
N/A
3. Fall 2006 Indirect Measurement (if any): Describe the indirect assessment data that were
collected in fall 2006 (‘C’ in F06 column of Table 2), how much and by whom. Be specific, for
example: 50 employers were surveyed by Margaret Wilkes, Career Planning and Placement about
performance of recent hires who graduated from our program in 2004-5.
SLO #
B 1.1 1.2
M 1.1, 1.2
Data collected, how much, by whom**
The transcultural perspective is a central part of our School’s mission and we elected to
conduct an in-depth qualitative assessment of learning objectives related to this area.
Group interviews were conducted with approximately 120 MSW students and 60 BASW
students during the Spring 06 and Fall 07 semesters about strengths and opportunities for
improvement in the program, including learning objectives related to practicing social
work from and transcultural perspective and diversity content of the program. In addition,
an MSW student conducted interviews with approximately 10 BASW and MSW faculty
about perceptions and pedagogical strategies about teaching transcultural content. We
begun collecting data, with the help of MSW students, and plan to discuss findings from
that data in Fall 2007.
4. Fall 2006 Findings/Analysis: Describe the findings that emerged from analysis of data collected in
F06. Be specific. For Example: less than 50% of students met criteria for teamwork outcome. OR
Employers indicated students have sufficient teamwork skills, no change needed.
Finding 1 (SLO # (s))
Finding 2 (SLO # (s))
Finding 3 (SLO # (s))
etc.
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Students and faculty consistently affirmed the importance of the transcultural
perspective in the mission and curriculum of the School of Social Work. At the
same time, both faculty and students suggested that the School’s transcultural
perspective could be defined/operationalized more clearly and used more
consistently throughout classes in the program.
revised 3/19/07
5. Fall 2006 Actions: What actions are planned and/or implemented to address the findings from fall
2006 data? These are indicated by ‘I’ in Table 2 for the SLO data collected in fall ’06. Examples of
actions taken include curricular revision, pedagogical changes, student support services, resource
management. Be specific. For example: revising ENGR 103 to include more teamwork.)
Planned
Planned
Implemented
Faculty worked to operationalize the transcultural perspective in a series of
discussions in faculty meetings and the Fall 2006 faculty retreat.
In support of providing curricular resources to facilitate presentation of the
transcultural model in both undergraduate and graduate courses, faculty members
wrote and successfully obtained a grant to develop three class modules based on
the newly clarified transcultural perspective for use in three sequences in both the
BASW and MSW program: Policy, Practice, and Human Behavior and the Social
Environment. These modules will be piloted on a volunteer basis in the Fall of
2007.
Implemented
6. Fall 2006 Process Changes: Did your analysis of fall 2006 data result in revisiting/revising the
Student Learning Outcomes or assessment process? Yes __ No _X__.
If the answer is yes, please explain and submit an updated version of the Student Learning
Outcomes and/or assessment plan.
7. Spring 2007 Performance Data: Describe the direct assessment (performance) data that were
collected spring 2007 (‘C’ in Spr07 column of Table 2), how much and by whom. Be specific. For
example: Instructor for MATH 188 (30 students), Stone, gave 3 embedded exam questions and in his
summary report indicated the % of students who met or did not meet SLO #2.
SLO #
1
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Data to be collected, how much, by whom**
Multiple objectives will be measured using revised field instructor evaluation of student
performance in the field in both the BASW and MSW programs.
revised 3/19/07
8. Spring 2007 Indirect Measurement (if any): Describe the indirect assessment data that were
collected (‘C’ in Spr07 column of Table 2), how much and by whom. Be specific, for example: 100
alumni were surveyed by the department with questions related to SLOs #1 & #2.
SLO #
1
Data to be collected, how much, by whom**
Graduating seniors in the BASW program and students in the final year of the MSW
program will fill out an exit survey to measure their perceived mastery of student learning
objectives. The survey also measures student perceptions about the quality of the
program.
2
9. Fall 2007 Direct Measurement: For the SLOs scheduled to be assessed in fall 2007, describe the
direct (performance) data that will be collected, how much and by whom.
Be specific, for example: Instructors in two sections of ART144, will assess SLOs #3 & #4 using a common
rubric on the students’ final paper.
SLO #
1 (BASW)
2 (MSW)
Data to be collected, how much, by whom**
Multiple objectives will be measured using a common rubric in all sections of ScWk 170,
the BASW capstone project.
Multiple objectives will be measured using a common rubric in all sections of ScWk 298
the capstone research project.
etc.
10. Fall 2007 Indirect Measurement (if any): Describe the indirect assessment data that will be
collected (‘C’ in F07 column of Table 2), how much and by whom. Be specific, for example:
graduating seniors in all capstone course sections will be surveyed on curriculum strengths & weaknesses.
SLO #
1
2
etc.
Page 6
Data to be collected, how much, by whom**
N/A