Social Work Program
Program Assessment Report
Fall 2010
Social Work
Working for a cause
Working for no applause
Working without a moment’s pause
This is an undergrad at work
My major is social work
~ Poem by B. Orr, MC Social Work Class of ‘08
2
Table of Contents
I.
Introduction
……………………………………………………………………… 4
II.
Program Assessment Plan
III.
Progress Report from Previous Year ………………………………………… 8
IV.
Program Assessment Data ……………………………………………………… 10
…………………………………………………… 7
A. Manchester College Social Work Students ..……………...…….…… 10
B. Assessment of Student Learning .……………………………………….… 12
C. Senior’s Satisfaction and Suggestions ……………………………………. 14
D. Alumni Survey …………………………………………….…………………….. 16
E. Employers’ Survey ……………………………………………………………… 19
F. Overall Achievement of Program Objectives ………………………….. 20
V.
Conclusions and Recommendations ………………………………………… 21
3
I. Introduction
Purpose
The Manchester College Social Work Program is committed to providing an outstanding educational
experience for students. This experience should be true to the mission of the program, Manchester
College, and the social work profession as well as accreditation standards. To ensure the ongoing quality
and fidelity of our program, we have implemented a comprehensive Program Assessment Plan.
Our Program Assessment Plan enables us to receive feedback from key stakeholders: students, agency
field instructors, alumni, and alumni employers. This feedback is reviewed annually by the social work
faculty and Advisory Council. It guides our decisions about improvements to the explicit and implicit
curriculum. The annual Social Work Program Assessment Report is then shared with the Manchester
College Assessment Committee and the Office of Academic Affairs. It is posted on the Social Work
Program website for prospective students and others to review. Finally, the Council on Social Work
Education (CSWE) reviews our assessment plan and annual reports every eight years during the
accreditation reaffirmation process.
Guiding Principles and Mandates
Our Program Assessment Plan is implemented in keeping with principles and mandates from CSWE
and our own program mission, goals, objectives, and understanding of generalist social work practice:
 CSWE Educational Policy 4.0—Assessment
Assessment is an integral component of competency-based education. To evaluate the extent to
which the competencies have been met, a system of assessment is central to this model of
education. Data from assessment continuously inform and promote change in the explicit and
implicit curriculum to enhance attainment of program competencies.
 CSWE Accreditation Standard 4.0—Assessment
4.0.1 The program presents its plan to assess the attainment of its competencies. The plan
specifies procedures, multiple measures, and benchmarks to assess the attainment of each
of the program’s competencies.
4.0.2 The program provides evidence of ongoing data collection and analysis and discusses
how it uses assessment data to affirm and/or make changes in the explicit and implicit
curriculum to enhance student performance.
4.0.3 The program identifies any changes in the explicit and implicit curriculum based on the
analysis of the assessment data.
4.0.4 The program describes how it makes its constituencies aware of its assessment outcomes.
4.0.5 The program appends the summary data for each measure used to assess the attainment
of each competency for at least one academic year prior to the submission of the selfstudy.
4
 Manchester College Social Work Program Mission Statement
The Manchester College Social Work Program, a baccalaureate degree program accredited by
CSWE, graduates generalist social work professionals of ability and conviction who respect the
infinite worth of every individual. Graduates of the program improve the human condition by
applying social work knowledge, values, and skills to enhance the well-being of all people,
especially those who are vulnerable, oppressed, or living in poverty; to alleviate poverty and
oppression; and to promote social and economic justice and peace. (rev. Oct. 2009)
 Social Work Program Goals
1. The primary goal is to prepare students for beginning generalist baccalaureate social work
practice.
2. The secondary goal is to prepare students to enter and successfully complete graduate level
social work education programs.
 Social Work Program Objectives
1. Describe the historical development of the social work profession and its current status,
structure, dilemmas, and priorities.
2. Conceptualize various sizes and types of human systems, their life span development,
environments, behaviors, and relationships with other systems based on empirically
supported theoretical frameworks from the natural and social sciences.
3. Affirm and nurture the unique strengths and societal contributions of persons from diverse
racial, cultural, ethnic, and national groups or who vary by age, color, family structure, gender
identity, language, marital status, sex, sexual orientation, socioeconomic status, spirituality or
religion, and mental and physical ability by drawing on knowledge and skills relevant to their
history and current experiences.
4. Recognize the dynamics and consequences of oppression and engage in advocacy and social
change strategies that promote social and economic justice and peace.
5. Evaluate past and present social welfare policies and systems and contribute to the
development of humane policies and systems.
6. Use one’s professional self knowledgeably and skillfully in generalist social work practice with
diverse client systems of all sizes.
7. Practice generalist social work in keeping with the values and ethical principles of the social
work profession.
8. Apply critical thinking skills within the context of professional generalist social work practice.
9. Operate within, and improve the functioning of, diverse social welfare organizations and
systems.
10. Critique research findings, select evidence-based knowledge for practice, and use scientific
methods to evaluate practice effectiveness.
11. Use supervision and consultation toward increasingly competent generalist social work
practice.
12. Articulate an integrated professional identity as a generalist social worker and a plan for lifelong personal and professional growth.
5
 Program’s Definition of Generalist Social Work Practice
Generalist social work practice is the professionally responsible application of knowledge and
skills, grounded in a broad evidence-based theoretical foundation and transferable among
contexts and populations, to the alleviation of personal and public problems. Generalist social
workers understand client systems (i.e., diverse individuals, families, other small groups,
organizations, neighborhoods, communities, and societies) within their environmental context
and engage in holistic assessment, planning, and interventions which build upon client strengths
to (1) enhance the developmental, problem-solving, and coping capacities of people, (2) promote
the effective and humane operation of systems that provide resources to people, (3) link people
with those systems, and (4) contribute to the development of social policies and institutions which
promote social and economic justice.
6
II. Program Assessment Plan: Instruments and Schedule
Assessment Methods / Instruments
1.
2.
3.
Baccalaureate Education
Assessment Package (BEAP®)
Entrance Survey
Course Evaluations
(Standard Manchester College
course evaluations for non-field
courses, program-specific
evaluations of course objectives,
program-specific instrument for Field
Instruction & Seminar)
Program
Objectives
Measured
n/a


4.
Social Work Knowledge Area
Exams
(Four written exams, part of Senior
Comprehensive Exam)
Policy: 5, 8-9
Practice: 2-4,
6-8
Research: 10
HBSE: 2-4, 8
5.
Field Instructor’s Evaluation of
Student Performance in Field
Instruction
(Part of Senior Comprehensive
Exam)
Agency Field Instructor’s
Evaluation of Field Instruction and
the Entire Social Work Program
(Survey)
Instructor and course quality
Extent to which course objectives were achieved








Overall program quality
Achievement of program mission, goals, objectives
Coverage of foundation curriculum content areas
Advising
Program policies / procedures
Fit with College mission
Educational outcomes: seniors’ knowledge in primary content
areas

Educational outcomes: seniors’ behavioral performance of
program objectives
2-7, 9-10
MC: 1-12
BEAP: 1-11
8.
Practice Frame of Reference
(Part of Senior Comprehensive
Exam)
1-12
MC and BEAP® Alumni Surveys
MC: 1-12
BEAP: 1-11
Every social work major
At least every 8 years as part
of CSWE reaffirmation cycle,
more frequently as needed

Social work seniors in SOWK
475 Field Instruction (final
semester in Social Work
Program)
February of Field Instruction
Every student in SOWK 475
Field Instruction rated by
Agency Field Instructor
Last two weeks of Field
Instruction
Agency Field Instructors
End of Field Instruction




Impressions of student preparation
Logistical and procedural matters in Field Instruction










Logistical structure in Field Instruction
Process of selecting of field agencies and instructors
Seniors’ recommendations for improving curriculum
Social work skills, knowledge, and values gained in program
Achievement of program objectives
Advising
Plans for employment and graduate study
Demographic data


Educational outcomes: integrated personal model of generalist
social work practice







Social work skills, knowledge, and values gained in program
Achievement of program objectives
Employment / graduate study
Professional development



Demonstration of social work skills, knowledge, and values,
related to program objectives


Social work faculty evaluate previous program improvement
efforts
Review current data
Develop program improvement plan for next year
Prepare written assessment report
1-11
1-12



7
Sophomore social work
majors preparing to enter the
program.
12th week of SOWK 233
(Fall)
All students in SOWK
courses
End of each semester



MC and BEAP® Exit Surveys
11. Social Work Faculty Annual
Program Assessment Meeting &
Report


1-12
7.
10. BEAP® Employers’ Survey
New students’ demographic data
Social service volunteer or employment experience
1-12
(varies by
course)
1-12
9.



Current Student Survey & Group
Discussion
(All current social work students’
perceptions. Written survey and
group discussion with faculty.)
6.
Respondent Group and
Administration Schedule
Summary of Contents / Purpose
All seniors currently
completing the Social Work
Program
3rd week of SOWK 477
Practice II
All seniors in SOWK 477
Practice II (completing the
Social Work Program)
3rd week of SOWK 477
Practice II
Social work alumni
September, 2 years postgraduation
Current employers of social
work alumni

September, 2 years postgraduation
Program Assessment Report
shared each fall with key
stakeholders:

SW Advisory Council

Office of Academic Affairs

Assessment Committee

Posted on program website
III. Progress Report on Previous Year’s Program Improvement Plan
The 2009-2010 Assessment Report articulated specific objectives and strategies for program
improvement. Below is a summary of progress to date on that program improvement plan.
Areas Targeted for Improvement during 2009-2010
1. Applying research findings to practice; making practice decisions informed by research
(Program Objective #10)
a. Barb will bolster this aspect of two assignments: the Intervention Plans in SOWK 375
and in SOWK 476.
Done. Assignment guidelines were clarified and rigor increased. Student performance
was subsequently stronger in this area.
b. Abby Fuller, who teaches the required Social Research Methods course, plans to
participate in the Nov. 2009 Advisory Council meeting, where the topic will be the role of
research in undergraduate social work education.
Done. Abby attended the Advisory Council meeting and participated in a lively,
substantive discussion. She implemented a community needs assessment as a major
project within SOWK 222 Social Research Methods. Student feedback on the project
was positive (they liked doing a “real-world” project), but the project was limited due to a
small class size. The faculty will continue to evaluate the viability of such a project in
coming years.
2. Knowledge and skills for effective policy practice (Program Objective #5)
a. Brad will develop course content on the role and function of two social structures—
regions and neighborhoods—that bridge the gap between micro and macro practice and
are relevant to the effectiveness of many policies and programs.
Incomplete. Brad plans to do this during Fall 2010.
b. The faculty will strongly encourage all social work students (not only seniors) to attend
LEAD every year. The new LEAD format may also allow for more direct interaction and
advocacy with state legislators.
Done. Many students from across the program signed up to attend LEAD this year.
Unfortunately, we were unable to attend due to winter weather.
c. Barb will refine the Policy Portfolio assignment in SOWK 476 to help students succeed
in identifying appropriate elected officials and writing effective advocacy letters.
Done. Refinements were made and student performance improved somewhat. Barb will
continue to provide
3. Knowledge of the current status of the social work profession (Program Objective #1)
a. The social work faculty will compile a list of key professional social work organizations
and review them with students in SOWK 476.
Done. This was distributed to students in the spring. Faculty will continue to update the
handout periodically and share it with students at least annually.
8
b. Faculty will infuse relevant current events into social work courses whenever possible.
Done. Current events discussed as part of this year’s curriculum included immigration,
health care reform, veterans’ health care, welfare reform, and others.
4. Knowledge of laws relevant to ethical social work practice (Program Objectives #1, 7, 8)
a. Brad will provide content in SOWK 476 on the legal mandates in social work practice
(duty to warn, mandated reporting, documentation, etc.).
Done. Brad delivered a unit on legal mandates this spring. We will keep this as a regular
part of SOWK 476.
5. Diversity content (Program Objectives #3, 6)
a. Brad will develop a handout of resources in rural communities for SOWK 233 and 366.
Incomplete. Brad plans to do this in Fall 2010.
b. Cheri will create a handout for students of resources related to spirituality and social
work.
Done. Cheri created this and distributed it to students. She will continue to update it as
needed.
6. Program Assessment Procedures
a. Barb will work with the administrators of MC’s on-line course management system
(ANGEL) to use its outcomes assessment capabilities.
Done. Barb worked with Jill Lichtsinn to explore ANGEL’s assessment capabilities. It is
a complex system, and many of its features may not fit our needs, but some should be
useful. We would be wise to wait until after our upcoming curriculum review before
investing heavily in the use of ANGEL’s assessment tools.
9
IV. Program Assessment Data
A note on reading the data in this report:
 All means and percentages have been rounded to the nearest tenth.
 Bold type data indicate the Manchester College rate meets or exceeds national rate.
 An asterisk ( * ) indicates the rating meets or exceeds our targeted benchmark. The Social Work Program
Faculty and Advisory Council have set benchmarks at 80% (4.0 or higher on 5-pt. scales, 8.0 or higher on 10pt. scales).
A. Manchester College Social Work Students
Demographic Description
1.
All MC Social Work Majors
a. Admitted to Program
b. First years
c. Sophomores
d. Juniors
e. Seniors
f.
Graduating seniors
g. Overall percentage of men
h. Overall percentage of racial/ethnic minorities
i.
Overall percentage of LGBTQ students
j.
Overall percentage of students with disabilities (physical, mental, learning)
10
MC 2009-2010
MC 2004-2009
23
9
11
7
1
5
3
4.3%
17.4%
4.3%
13.0%
29.3
5.8
7.0
8.0
8.3
8
15.6%
7.4%
12.2%
12.2%
Senior Class of 2010
Data Source: BEAP Exit Survey
1.
2.
Demographics
a. Percentage of males
b. Percentage non-U.S. citizens
c. Percentage of racial/ethnic minorities
d. Percentage with a disability
e. Mean age at graduation
f.
Mean overall GPA at graduation
g. Mean GPA in major at graduation
h. Percentage fluent in language other than English
i.
Percentage employed during BSW
j.
Mean hours worked per week (during BSW program)
k. Percentage receiving financial aid
Percentage (of those seeking employment) employed in Social Work at graduation
a.
Most common employment setting
b.
c.
d.
e.
3.
Most common field of practice
Most common functions
Most common roles
Most common clients
i. system size
ii. client income
iii. age group
f.
Primary geographic area
g. Mean annual SW income (to nearest dollar)
Percentage (of those seeking employment) employed in Social Work 3 months
post-graduation
a.
4.
5.
Primary geographic area
Plans for graduate education
a. Percentage planning to pursue graduate education
b.
Percentage applied to MSW program
c.
Percentage accepted into MSW program (of those who applied)
d. If accepted to MSW Program, percentage in advanced standing
Specific post-graduation professional plans of the Class of 2010

Child & Adolescent Case Manager, Bowen Center (Syracuse, IN)
11
MC 2010
(n = 3)
National 00-09
(n = 20,837)
0.0%
0.0%
0.0%
33.0%
22.5
3.2
3.3
0.0%
66.7%
11.0
100.0%
9.6%
2.0%
23.4%
27.8
3.3
3.5
8.0%
75.7%
22.2
77.7%
100.0%
private secular
non-profit
at-risk youth
direct practice
case manager
24.3%
private secular
non-profit
criminal justice
activist/advocate
activist/advocate
individual / family
poverty or below
child/adolescent
rural (100%)
$27,000
individual
poverty or below
no typical age
urban (73.7%)
$15,192
100.0%
-
rural (100%)
-
100.0%
81.5%
0.0%
27.8%
-
-
-
19.7%
B. Assessment of Student Learning
Learning Outcomes from the Senior Class of 2010
1.
2.
Senior Comprehensive Exams (corresponding Program Objectives for each instrument)
a. Policy Knowledge Area Exam (percent passing on first attempt, avg passing score) (5, 8-9)
b. Research Knowledge Area Exam (percent passing on first attempt, avg passing score) (10)
c. HBSE Knowledge Area Exam (percent passing on first attempt, avg passing score) (2-4, 8)
d. Practice Knowledge Area Exam (percent passing on first attempt, avg passing score) (2-4, 6-8)
e. Field Instruction Pass Rate (percentage passing Field Instruction, avg grade) (1-12)
f.
Practice Frame of Reference (percentage passing on first attempt) (1-12)
MC Student Achievement of Program Objectives in Field Instruction
Data source: Evaluation of Student Performance in Field Instruction, completed by Agency Field Instructor.
Scale: 1 low - 5 high
a. Describe the historical development of the social work profession and its current status,
structure, dilemmas, and priorities.
b. Conceptualize various sizes and types of human systems, their life span development,
environments, behaviors, and relationships with other systems based on empirically supported
theoretical frameworks from the natural and social sciences.
c. Affirm and nurture the unique strengths and societal contributions of persons from diverse racial,
cultural, ethnic, and national groups or who vary by age, color, family structure, gender identity,
language, marital status, sex, sexual orientation, socioeconomic status, spirituality or religion,
and mental and physical ability by drawing on knowledge and skills relevant to their history and
current experiences.
d. Recognize the dynamics and consequences of oppression and engage in advocacy and social
change strategies that promote social and economic justice and peace.
e. Evaluate past and present social welfare policies and systems and contribute to the
development of humane policies and systems.
f.
Use one’s professional self knowledgeably and skillfully in generalist social work practice with
diverse client systems of all sizes.
g. Practice generalist social work in keeping with the values and ethical principles of the social
work profession.
h. Apply critical thinking skills within the context of professional generalist social work practice.
i.
j.
3.
4.
Operate within, improve the functioning of, diverse social welfare organizations and systems.
Critique research findings, select evidence-based knowledge for practice, and use scientific
methods to evaluate practice effectiveness.
k. Use supervision and consultation toward increasingly competent generalist social work practice.
l.
Articulate an integrated professional identity as a generalist social worker and a plan for life-long
personal and professional growth.
Use of Research Techniques during BSW
Data source: Student self-report on BEAP Exit Survey (corresponding Program Objectives for each item)
a. Mean number of times students evaluated client progress w/ research techniques (10)
b. Mean number of times students used program evaluation methods (5, 9, 10)
Student Evaluation of Knowledge Gained
Data source: Student self-report on BEAP Exit Survey (corresponding Program Objectives for each item)
Scale: 1 low – 9 high
a. Theories of diversity (2-3)
b. Oppression & discrimination (4)
c. Social & economic justice (4)
d. History of social work (1)
e. Social work professional associations (1)
f.
Current issues in social work (1)
g. Bio-psycho-social development (2)
h. Family development (2)
i.
Group development (2)
j.
Organizational development (2)
k. Community development (2)
l.
Interactions between systems (2)
12
MC 2010
(n = 3)
MC 2005-09
(n = 32)
National
100% (88)*
100% (74)
100% (72.5)
100% (91)*
100% (A)*
100%*
95.7%*
78.7%
91.5%*
95.7%*
100.0%*
100.0%*
-
3.8
4.3*
-
3.7
4.2*
-
3.5
4.4*
-
3.7
4.2*
-
3.4
4.0*
-
3.7
4.2*
-
4.1*
4.5*
-
3.9
4.3*
-
3.9
4.3*
-
3.2
4.1*
-
4.0*
4.4*
-
4.1*
4.4*
-
-
10.3
6.8
7.0
6.0
7.7
7.7
7.0
8.0*
8.7*
7.3
7.3
8.0*
8.7*
7.7
7.0
7.3
8.0*
8.1*
7.8
7.8
7.7
8.2*
8.0*
7.8
8.1*
7.6
7.5
8.1*
7.3
7.4
7.1
7.3
7.3
7.5
7.5
7.4
7.4
7.1
7.2
7.2
Learning Outcomes from the Senior Class of 2010 (cont.)
5.
6.
7.
Student Evaluation of Skills Gained
Data source: Student self-rating on BEAP Exit Survey (corresponding Program Objectives for each item)
Scale: 1 low – 9 high
a. Culturally competent interventions (3, 6, 9)
b. Professional use of self (6)
c. Generalist interventions (6)
d. Applying bio-psycho-social knowledge (2)
e. Skills to impact social policies (5)
f.
Skills to influence organizational policies (9)
g. Skills to evaluate research studies (10)
h. Applying research findings (10)
i.
Evaluating my own practice with supervision (11)
j.
Communication based on diversity & ability (3)
k. Use of supervision in practice (11)
l.
Function within organizational structures & policies (9)
m. Seek organizational change with supervision (9, 11)
Student Evaluation of Values & Ethics Gained
Data source: Student self-rating on BEAP Exit Survey (corresponding Program Objectives for each item)
Scale: 1 low – 9 high
a. Respect dignity of clients (3, 7)
b. Uphold client confidentiality (7)
c. Respect client self-determination (3, 7)
d. Maintain non-judgmental manner (7)
e. Respect cultural & social diversity (3, 7)
f.
Ensure primary responsibility to clients (7)
g. Work with colleagues in social work (7, 9)
h. Work with colleagues in other fields (7, 9)
i.
Maintain professional relationship with client (7)
j.
Promote social & economic justice (4, 5, 7)
MC Student Achievement of Program Objectives
Data source: Student self-report on MC Exit Survey
Scale: 1 low – 5 high
a. Describe the historical development of the social work profession and its current status, structure,
dilemmas, and priorities.
b. Conceptualize various sizes and types of human systems, their life span development, environments,
behaviors, and relationships with other systems based on empirically supported theoretical frameworks
from the natural and social sciences.
c. Affirm and nurture the unique strengths and societal contributions of persons from diverse racial,
cultural, ethnic, and national groups or who vary by age, color, family structure, gender identity,
language, marital status, sex, sexual orientation, socioeconomic status, spirituality or religion, and
mental and physical ability by drawing on knowledge and skills relevant to their history and current
experiences.
d. Recognize the dynamics and consequences of oppression and engage in advocacy and social change
strategies that promote social and economic justice and peace.
e. Evaluate past and present social welfare policies and systems and contribute to the development of
humane policies and systems.
f.
Use one’s professional self knowledgeably and skillfully in generalist social work practice with diverse
client systems of all sizes.
g. Practice generalist social work in keeping with the values and ethical principles of the social work
profession.
h. Apply critical thinking skills within the context of professional generalist social work practice.
i.
Operate within, and improve the functioning of, diverse social welfare organizations and systems.
j.
Critique research findings, select evidence-based knowledge for practice, and use scientific methods to
evaluate practice effectiveness.
k. Use supervision and consultation toward increasingly competent generalist social work practice.
l.
Articulate an integrated professional identity as a generalist social worker and a plan for life-long
personal and professional growth.
13
MC 2010
MC 2005-09
National
8.3*
8.7*
8.7*
7.3
8.3*
7.7
7.3
7.3
8.3*
9.0*
8.7*
8.0*
7.7
8.2*
8.4*
8.3*
8.0*
8.0*
7.3
7.3
7.4
8.2*
8.3*
8.2*
8.1*
7.8
7.2
7.9
7.7
7.3
7.3
7.1
6.9
6.9
7.5
7.7
7.6
7.5
7.2
9-pt
scale
10-pt
scale
10-pt
scale
9.0*
9.0*
9.0*
9.0*
9.0*
8.7*
8.0*
8.3*
9.0*
8.0*
9.2*
9.2*
9.0*
9.0*
9.2*
8.9*
8.9*
8.8*
9.0*
9.1*
8.8
8.9
8.8
8.8
8.8
8.6
8.4
8.2
8.7
8.5
MC 2010
(n = 3)
MC 2004-10
(n = 51)
5.0 *
4.4*
-
4.7*
4.5*
-
5.0*
4.7*
-
4.7*
4.6*
-
4.3*
4.2*
-
5.0*
4.5*
-
5.0*
4.7*
-
5.0*
4.7*
4.7*
4.5*
-
4.7*
4.2*
-
4.7*
4.6*
-
5.0*
4.7*
-
C. Seniors’ Satisfaction with Field Instruction and Overall Program
Feedback from the Senior Class of 2010
MC 2010
(n=3)
MC 2005-10
(n=51)
National
5.0*
5.0*
4.7*
4.7*
4.6*
4.6*
3.9
3.6
-
Field Instruction Agency
a. My field placement responsibilities supported my learning goals
b. The agency was accepting and responsive to me as a student
c. Agency staff members were available for consultation
d. I was welcomed and encouraged to attend agency programs and activities
e. The general atmosphere of the agency was conducive to me as a learner
4.0*
4.7*
5.0*
5.0*
4.7*
4.4*
4.4*
4.5*
4.6*
4.4*
-
Agency Field Instructor
a. Provided me adequate information during initial weeks
b. Clearly defined my role and responsibilities during initial weeks
c. Helped me set goals
d. I had confidence in my Agency Field Instructor’s knowledge and skills
e. Appraised my strengths and limitations accurately
f.
I felt supported by my Agency Field Instructor
g. Was accessible to me during my placement
h. Had adequate teaching/supervision abilities
4.0*
3.7
3.8
3.7
4.7*
3.7
4.7*
3.3
4.3*
3.9
4.2*
4.5*
4.5*
4.6*
4.3*
4.4*
-
Faculty Field Instructor
a. Was readily accessible to me during my placement
b. Helped me clarify my learning goals during my placement
c. Meetings with my Faculty Field Instructor during my placement were helpful
d. Worked well with my Agency Field Instructor
5.0*
5.0*
5.0*
5.0*
4.6*
4.5*
4.5*
4.6*
-
Self-Rating
a. I had a strong desire to have a field placement
b. I put forth a great deal of effort in my field placement
c. My choice of social work as a career was reinforced as a result of field placement
5.0*
5.0*
5.0*
4.8*
4.7*
4.6*
-
4.7*
5.0*
4.7*
5.0*
4.0*
4.7*
4.0*
4.7*
4.0*
3.7
4.4*
4.4*
4.2*
4.3*
4.1*
4.1*
-
MC 2010
(n=3)
MC 2005-09
(n = 32)
8.3*
7.3
7.7
6.9
7.4
7.9
6.8
6.1
6.7
8.3*
8.0*
7.6
Data source: Student self-report on MC Exit Survey
Scale: 1 low – 5 high
1. Process of selecting and confirming a Field Instruction placement
a. SW Program provided adequate information to me
b. My career and personal goals were considered
c. My pre-placement interview at the agency was helpful
d. My pre-placement shadow day at the agency was useful
2.
3.
4.
5.
6.
7.
8.
Field Instruction Seminar
a. Topics selected for seminar presentations were relevant
b. The seminar format was effective in stimulating learning
c. It was valuable to learn about similarities and differences in others’ field placements
d. Written assignments were relevant to my learning.
e. The Knowledge Area Exams were a fair and accurate measure of my learning
f.
The LGBT Workshop was a valuable learning experience
g. The Chicago Seminar was a valuable learning experience
h. The Koinonia Retreat helped consolidate my learning and transition to future
Satisfaction with Advising
Data source: Student self-report on BEAP Exit Survey
Scale: 1 low – 9 high
a. Course selection & curriculum planning
b. Career planning
c. Professional matters / planning for employment
How well has the BSW prepared you for additional education? (Obj 1-2, 8, 10, 12; Goal 2)
Data source: Student self-report on BEAP Exit Survey
Scale: 1 low – 9 high
14
-
15
Comments and Suggestions from the Senior Class of 2010
Data source: MC Exit Survey
Field Instruction Agency / Agency Field Instructors (AFI)
• Everyone (at the agency) but my AFI were great learning tools for me.
Faculty Field Instructors
• She was there and offered support during the difficult parts of my internship.
Strengths of the MC Social Work Program:
• Small class sizes, assignments that are relevant to practice, interesting topics, knowledgeable
professors
• The faculty was always encouraging and supportive. I always knew that I was able to come to then
at any time.
• The profs are very easy to get a hold of and they make time to speak with you, very quick about it.
Limitations of the MC Social Work Program:
• Not all classes are incredibly organized and I tend to want organization
• The Knowledge Area Exam for HBSE was too broad of a question. I felt like the study guide didn’t
help for that class’s exam either.
• Trying to fit in all the classes I was interested in.
Content or teaching methods to add to the Program:
• More focused learning and emphasizing major parts of the curriculum
• Maybe more role plays. They don’t have to be formal or video-taped, but just to be given different
cases and people to interact with.
• Need to add about working with outside non-social work agencies. Situations where you would
have to do it and how to handle it professionally. I was shocked by it in my field placement and a
little intimidated by it.
Content or teaching methods to discontinue:
• none
Other suggestions for improving the Program:
• none
16
D. Alumni Survey
Alumni Data
(Direct reports from Class of ’08 alumni who did not complete the surveys are included where known.)
1.
2.
MC Alumni Achievement of Program Goals
Data source: BEAP Alumni Survey
Scale: 1 low – 9 high
a. How well did your BSW Program prepare you for an entry-level position in social work? (Pgm Goal 1)
b. How well did your BSW Program prepare you for additional education? (Pgm Goal 2)
MC Alumni Achievement of Program Objectives
Data source: MC Alumni Survey
Scale: 1 low – 5 high
a. Describe the historical development of the social work profession and its current status, structure,
dilemmas, and priorities.
b. Conceptualize various sizes and types of human systems, their life span development, environments,
behaviors, and relationships with other systems based on empirically supported theoretical frameworks
from the natural and social sciences.
c. Affirm and nurture the unique strengths and societal contributions of persons from diverse racial, cultural,
ethnic, and national groups or who vary by age, color, family structure, gender identity, language, marital
status, sex, sexual orientation, socioeconomic status, spirituality or religion, and mental and physical
ability by drawing on knowledge and skills relevant to their history and current experiences.
d. Recognize the dynamics and consequences of oppression and engage in advocacy and social change
strategies that promote social and economic justice and peace.
e. Evaluate past and present social welfare policies and systems and contribute to the development of
humane policies and systems.
f.
Use one’s professional self knowledgeably and skillfully in generalist social work practice with diverse
client systems of all sizes.
g. Practice generalist social work in keeping with the values and ethical principles of the social work
profession.
MC ’04-‘07
(n = 21)
National
’00-‘07
(n = 5390)
7.0
9.0
7.9
7.9
7.6
7.8
MC ‘08
(n = 4)
MC ’05-‘07
3.7
3.9
-
4.3*
4.6*
-
4.3*
4.9*
-
4.7*
4.6*
-
3.7
4.1*
-
4.7*
4.7*
-
4.7*
5.0*
-
Return rate:
37.5%
(n = 13)
h.
Apply critical thinking skills within the context of professional generalist social work practice.
4.3*
4.9*
-
i.
Operate within, and improve the functioning of, diverse social welfare organizations and systems.
4.3*
4.4*
-
3.7
3.9
-
4.3*
4.4*
-
4.3*
4.8*
-
MC ‘08
(n = 3)
MC ’04-‘08
7.7
7.3
7.0
6.7
7.3
8.0
7.7
7.3
7.0
7.0
6.3
7.3
7.4
8.0
7.5
7.6
7.2
7.3
8.7
8.2
8.0
7.5
7.4
8.0
j.
3.
MC ‘08
(n = 3)
Critique research findings, select evidence-based knowledge for practice, and use scientific methods to
evaluate practice effectiveness.
k. Use supervision and consultation toward increasingly competent generalist social work practice.
l.
Articulate an integrated professional identity as a generalist social worker and a plan for life-long
personal and professional growth.
Alumni Evaluation of Knowledge Gained
Data source: BEAP Alumni Survey (corresponding Program Objectives for each item)
Scale: 1 low – 9 high
a. Theories of diversity (2-3)
b. Oppression & discrimination (4)
c. Social & economic justice (4)
d. History of social work (1)
e. Social work professional associations (1)
f.
Current issues in social work (1)
g. Bio-psycho-social development (2)
h. Family development (2)
i.
Group development (2)
j.
Organizational development (2)
k. Community development (2)
l.
Interactions between systems (2)
17
(n = 21)
National
’98-‘07
(n = 4367)
7.1
7.2
6.6
7.3
6.9
7.2
7.5
7.3
7.1
6.8
6.8
6.8
Alumni Data (cont.)
4.
5.
6.
7.
Alumni Evaluation of Skills Gained
Data source: BEAP Alumni Survey (corresponding Program Objectives for each item). Scale: 1 low – 9 high
a. Culturally competent interventions (3, 6, 9)
b. Professional use of self (6)
c. Generalist interventions (6)
d. Applying bio-psycho-social knowledge (2)
e. Skills to impact of social policies (5)
f.
Skills to influence organizational policies (9)
g. Skills to evaluate research studies (10)
h. Applying research findings (10)
i.
Evaluating my own practice with supervision (11)
i. Number of times in past year I evaluated client progress using research techniques (10)
ii. Number of times in past year I used program evaluation methods (5, 9, 10)
j.
Communication based on diversity & ability (3, 6)
k. Use of supervision in practice (11)
l.
Function within organizational structures & policies (9)
m. Seek organizational change with supervision (9, 11)
Student Evaluation of Values & Ethics Gained
Data source: BEAP Alumni Survey. Scale: 1 low – 9 high
a. Respect dignity of clients (3, 7)
b. Uphold client confidentiality (7)
c. Respect client self-determination (3, 7)
d. Maintain non-judgmental manner (7)
e. Respect cultural & social diversity (3, 7)
f.
Ensure primary responsibility to clients (7)
g. Work with colleagues in social work (7, 9)
h. Work with colleagues in other fields (7, 9)
i.
Maintain professional relationship with client (7)
j.
Promote social & economic justice (4, 5, 7)
Educational Activities since completing BSW
Data source: BEAP Alumni Survey.
a. Percentage enrolled in any graduate course since BSW
b. Percentage applied to MSW Program
c. Percentage of applicants accepted to MSW Program (Program Goal 2)
d. Percentage of applicants accepted to Advanced Standing MSW Program (Program Goal 2)
e. Percentage completed another degree since BSW
f.
Percentage currently studying for masters degree, not MSW
g. Percentage currently studying for MSW degree
h. Percentage currently studying for doctoral degree, any field
i.
Percentage planning to pursue further education
Professional and Volunteer Activities since completing BSW
Data source: BEAP Alumni Survey.
a. Currently employed in SW position
b. Current annual SW income
c. Average number of months after BSW until employment found
d. Percentage who have engaged in community service
e. Percentage who have joined NASW
f.
Percentage who have engaged in grant writing or other funding activities
g. Percentage who have conducted a workshop
h. Percentage who have presented to community group
i.
Percentage who have enrolled in a continuing education course
j.
Number of times attended a conference, workshop, seminar in past year
k. Percentage licensed as a social worker (BSW or MSW level)
18
MC ‘08
MC ‘04-‘08
National
’98-07
7.3
8.3
8.0
8.3
7.3
7.7
6.7
7.3
7.7
11.0
2.3
8.7
8.7
8.0
7.7
9-pt
scale
8.7
8.7
8.7
8.7
8.7
8.3
8.3
8.0
8.7
8.0
7.8
8.1
8.1
8.1
7.6
7.0
6.4
6.6
7.5
17.7
8.8
8.3
6.9
8.0
7.8
10-pt
scale
9.1
9.2
9.2
9.2
9.2
9.1
8.6
8.0
9.2
7.3
6.8
8.0
7.6
7.2
7.0
6.5
6.5
6.5
7.3
16.1
6.0
7.5
7.3
7.2
6.8
10-pt
scale
8.8
9.0
8.8
8.8
8.7
8.5
8.2
7.9
8.8
8.2
37.5%
37.5%
100%
100%
0.0%
0.0%
37.5%
0.0%
66.7%
45.5%
38.1%
98.0%
98.0%
38.1%
9.5%
14.3%
0.0%
41.7%
11.7%
42.7%
92.8%
82.3%
21.1%
8.2%
25.8%
0.7%
44.4%
62.5%
$30,760
2.5
100%
33.3%
33.3%
33.3%
33.3%
66.7%
2.3
33.3%
71.4%
$30,323
2.4
64.7%
52.9%
23.5%
5.9%
35.3%
41.2%
7.1
62.5%
79.2%
$27,044
3.0
21.0%
17.1%
6.4%
7.4%
13.9%
13.3%
7.7
42.2%
Comments and Suggestions from Class of 2008
Strengths of the MC Social Work Program
• Great professors, willing to help their students with any struggles. The material taught was very helpful and
useful in going into the social work profession—I use it every day!
• Dedication of professors, small class sizes, generalized curriculum, field placements.
• Looking at social work from the present and future—people are often impressed with my history knowledge
Limitations of the MC Social Work Program
• None really, just scary that if fewer students show interest in SW the program may not be there in the future.
• Lack of management and community org in macro classes
• Continue teaching theory for interpersonal practice when able
• Be stricter on writing skills
• Very general. Often I find myself struggling in path specific areas.
Content or teaching methods to add to the Program
• If any more hands-on experience could be added that would be beneficial (the internship was the best learning
experience in my opinion).
• Exposure to more diversity when possible
• More management and community org content
• More crisis intervention.
• How to find the best job and evaluate ethical practices before being hired.
Content or teaching methods to discontinue
• Not really, it is all useful.
• Wow, I am really not sure.
Other suggestions for improving the Program
• Keep it going, it is a great program with great professors!
• I loved my education from MC and I feel very prepared for grad school now. I feel like it gave me a “one-up” on
other students.
19
E. Employers’ Survey
Employer Feedback Regarding Alumni:
Data Source: BEAP Employers’ Survey (corresponding Program Objectives for each item)
Scale: 1 low – 9 high
1. MC Alumni Job Performance. “How well does the employee…”
a. practice within social work values and ethics? (7)
b. practice within an understanding, respect, and appreciation of diversity? (3)
c. manage personal values to ensure professional values guide practice (7)
d. adhere to professional roles and boundaries (6)
e. apply skills of generalist social work? (3, 6)
f.
apply knowledge of generalist practice? (2, 4, 6, 8)
g. use theoretical frameworks to understand individual development (2)
h. use theoretical frameworks to understand families? (2)
i.
use theoretical frameworks to understand groups? (2)
j.
use theoretical frameworks to understand organizations? (2, 9)
k. analyze the impact of social policies on individuals, families, and groups? (5)
l.
analyze the impact of social policies on organizations and communities? (5)
m. advocate for changes in agency policies, procedures, and practices? (9)
n. apply research findings to practice? (10)
o. evaluate the effectiveness of own practice interventions? (10)
p. evaluate the effectiveness of programs? (5, 9,10)
q. use communication skills appropriate to different client systems? (3, 6)
r.
use supervision? (11)
s. advocate for client access to social work services? (6)
20
MC ‘08
(n=5)
MC ’04-‘07
(n=14)
National ’98-‘08
(n=2123)
8.6*
7.8
8.0*
8.2*
8.2*
8.2*
7.8
8.0*
8.0*
8.0*
8.0*
8.0*
7.6
7.4
7.8
7.8
8.4*
7.8
8.6*
8.0*
8.4*
7.9
7.9
7.6
7.6
7.6
7.5
7.7
7.6
7.6
7.4
7.9
8.1*
8.0*
8.0*
-
8.5
8.6
8.1
8.1
7.6
7.7
7.6
7.4
7.6
7.4
7.6
7.1
7.8
7.6
8.3
8.4
-
F. Overall Achievement of Program Objectives
Data sources: Alumni Survey, Employer Survey, Field Instruction Eval., Agency Field Instructor Eval., MC and BEAP Exit Survey*
Scale: 1 Strongly Disagree - 5 Strongly Agree
*All items converted to 10-pt. scale for this analysis
1.
Achievement of Social Work Program Objectives. Graduates of the MC Social Work Program are able to:
a. Describe the historical development of the social work profession and its current status, structure, dilemmas, and priorities.
b. Conceptualize various sizes and types of human systems, their life span development, environments, behaviors, and
relationships with other systems based on empirically supported theoretical frameworks from the natural and social sciences.
c. Affirm and nurture the unique strengths and societal contributions of persons from diverse racial, cultural, ethnic, and national
groups or who vary by age, color, family structure, gender identity, language, marital status, sex, sexual orientation,
socioeconomic status, spirituality or religion, and mental and physical ability by drawing on knowledge and skills relevant to
their history and current experiences.
d. Recognize the dynamics and consequences of oppression and engage in advocacy and social change strategies that
promote social and economic justice and peace.
e. Evaluate past and present social welfare policies and systems and contribute to the development of humane policies and
systems.
f.
Use professional self knowledgeably and skillfully in generalist social work practice with diverse client systems of all sizes.
g. Practice generalist social work in keeping with the values and ethical principles of the social work profession.
2006-2009 Overall Mean
Combined Data from all Scaled Indicators
2010 Overall Mean
Note: This summary excludes two key indicators of student learning outcomes:
Senior Knowledge Area Exams and Senior Practice Frame of Reference
8.5*
8.2*
8.5*
8.2*
9.1*
9.0*
8.6*
8.6*
8.3*
8.4*
9.2*
9.5*
8.6*
9.0*
h.
Apply critical thinking skills within the context of professional generalist social work practice.
8.9*
8.8*
i.
Operate within, and improve the functioning of, diverse social welfare organizations and systems.
8.8*
8.4*
j.
Critique research findings, select evidence-based knowledge for practice, use scientific methods to evaluate practice.
8.2*
7.4
k.
l.
Use supervision and consultation toward increasingly competent generalist social work practice.
Articulate an integrated professional identity as a generalist social worker and a plan for life-long personal and professional
growth.
8.9*
8.6*
9.0*
8.8*
21
V. Conclusions and Recommendations
In September 2010, the Social Work Faculty reviewed the above assessment data. We collectively
interpreted the data, attempting to discern the most significant themes and priorities. The following is a
summary of our conclusions and subsequent ideas for program improvement. We welcome further
suggestions for improvement from students, the Advisory Council, and other stakeholders.
Program Strengths
1. The Social Work Program supports the Manchester College mission in clear and distinctive ways.
2. The program has been consistent and stable over time. It consists of a coherent, integrated, and
comprehensive curriculum which undergoes continuous assessment and improvement.
3. The social work faculty are valued by students and alumni.
4. The majority of our ratings on the BEAP instruments surpass the national averages.
5. Aggregated outcomes for all 12 program objectives met or surpassed benchmarks during the 20092010 academic year.
6. Data suggests an increasing number of racially diverse students are choosing social work.
7. Reported alumni income surpasses the national average.
8. MC social work alumni participate in community service at rates will beyond the national average.
9. Curricular content on professional values and ethics is strong.
10. Students rate the quality of academic and professional advising provided by the social work faculty
higher than the national average.
11. MC social work seniors and alumni report great confidence in their preparation for further
education.
12. Graduating seniors report significant confidence in the knowledge, values, and skills they have
gained from the MC Social Work Program.
22
Areas Targeted for Improvement during 2010-2011
1. Applying research findings to practice; making practice decisions informed by research
(Program Objective #10)
Response Plan
a. Barb will bolster this aspect of the Termination Process Paper assignment in SOWK 476.
b. All faculty will explicitly teach students about the reciprocal relationship between research
and practice.
2. Human Behavior and the Social Environment Senior Knowledge Area Exam (Program
Objective #2)
Response Plan
a. Cheri and Barb will review course content and revise the senior exam to be a better fit
with what the course currently includes.
3. Effective practice in interdisciplinary teams / settings (Program Objective #9)
Response Plan
a. Cheri will conduct role plays of interdisciplinary interactions (e.g., court hearings) in
SOWK 274.
4. Applying research findings to practice; making practice decisions informed by research
(Program Objective #10)
Response Plan
a. Barb will bolster this aspect of two assignments: the Intervention Plans in SOWK 375
and in SOWK 476.
5. Recruiting students to the Social Work Program.
Response Plan
a. Barb will serve as Faculty Ambassador (reaching out to prospective social work students),
coordinate campus visit days for prospective social work majors, and work with the Dean
and Admissions Office to increase the number of social work majors.
b. The social work faculty will consider adopting more exciting course titles.
c. All social work faculty will help educate colleagues in other departments about the social
work profession and the major.
6. Begin preparing for the next CSWE Self-Study.
Response Plan
a. Barb will lead the social work faculty in a comprehensive curriculum review in light of the
new accreditation standards.
23