Program Assessment Summary Table 16: Masters in Social Work (MSW)
Term
2005-2007
Learning
Outcomes
Assessment
Outcome/Goal
Assessed
Annual review of all
outcomes both
foundational year
and concentration
year using the Field
Evaluation
Assessment Tool
completed by the
field instructor.
Annual review of all
outcomes
both foundational
year and
concentration year
using the
student evaluation
of the program
survey completed
by students in the
foundational year
and concentration
year, resp.
Results
Direct Assessment: Field
evaluation of student
performance (students
were assessed mid-year
and at the end of year):
averages attained for all
students on all
objectives fell between
meets (3 on a 4 point
scale) and above
expectations (4 on a 4point scale). Average
student performance on
nearly every objective
showed some
improvement between
the mid-year and final
assessments.
Indirect Assessments:
Concerning attainment
of student learning
outcomes, students
completing the survey in
both years of the
program on all
objectives showed
averages that fell
between agree (3 on a 4
point scale) and strongly
agree (4 on a 4-point
scale).
Table continued below
1
Comments /
Improvement Made

The direct and indirect
assessments showed
concurrence that
students are
accomplishing the
student learning
outcomes.

The following actions
were taken to enhance
student performance
as a result of these
assessments and input
from faculty, students,
alumni, and the
program advisory
board:
1) Reviewed courses
to determine that
course descriptions
clearly reflect core
knowledge and skills
for each course.
2) Re-evaluated
course objectives to
ensure they measure
core knowledge and
skills stated in the
course descriptions.
3) Revised the
concentration
curriculum to allow
adequate time for the
practice courses to
afford advanced
knowledge and skills
for competence in
treating individuals,
families, couples, and
groups.
4) Capstone project
initiation timeline
moved to the fall
before the spring
semester when it is
implemented.
5) Course titles
revised to better align
with course content.
Term
2006-2008
Program
Goals
Assessment
Fall 2008
Program
Goals
Assessment
Fall 2009
2009
learning
Outcomes
Assessment
Outcome/Goal
Assessed
All 5 program goals
were assessed in
light of CSWE
accreditation
standards
Results
New accreditation
standards
introduced.
All SLO’s and
measurements reviewed.
Indirect: Employment
statistics
Over 90% of program
grads employed in
Florida within six months
of graduation: highest
percentage in state
university system.
Revised SLO’s and
measurements developed
to meet new accreditation
standards.
Direct Assessment: Field
evaluation of student
performance: averages
attained for all students
on all objectives fell
between meets (3 on a 4
point scale) and above
expectations (4 on a 4point scale) with the
exception of 1 item in
the concentration year
affecting research and
analysis under SLO-4.

Post-graduation
employment data
reviewed.
All SLO’s evaluated.
Preparation of a selfstudy for reaccreditation
by CSWE examining all
aspects of the program
followed by an on-site
team review. Program
weakness cited re
number of full-time
faculty; financial
resources for the
program; course
coverage related to
policy practice; and
program admissions.
Table continued below
2
Comments /
Improvement Made

Added an additional
full-time faculty
member to provide
adequate coverage
and depth of the
program.

Increased the financial
resources available to
the program to
achieve its goals.

Revised a course
syllabus to ensure
coverage of policypractice related to
community
organization and
program evaluation.

Changed program
admissions policy to
ensure only graduates
of an accredited BSW
program were eligible
for advanced standing
in the MSW program.
One item that fell
below meets to be
monitored for trend
development (was
within meets range
when reassessed in
fall 2010).
Term
Fall
2010
learning
Outcomes
Assessment
Outcome/Goal
Assessed
All SLO’s evaluated.
Results
Direct Assessment: Field
evaluation of student
performance: averages
attained for all students
on all objectives fell
between meets (3 on a 4
point scale) and above
expectations (4 on a 4point scale) with the
exception of 2 items in
the foundation year
affecting SLO’s 3,6,7,8,
and 12.
See Attachment B for
additional measurement
instruments.
Comments /
Improvement Made

Classes where the
foundation year
deficiencies have been
found to occur will be
revised to ensure
content and
assignments to enable
students to achieve
higher levels of
competency.
For a detailed description of these assessments, please see the MSW program
assessment report.
Term
Spring 2011
Goals & SLO
Assessment
Outcome/Goal
Assessed
All goals,
competencies and
practice behaviors
evaluated
Results
Using the Final Field
Evaluation as the
measurement tool, All
enrolled students (17 or
100%) earned a
Satisfactory rating on
specific practice
behaviors and overall
competencies for SOW
6537 – meeting
expectations
See Attachment B for
additional measurement
instruments.
Spring 2012
Goals & SLO
Assessment
All goals,
competencies and
practice behaviors
evaluated
Using the Final Field
Evaluation as the
measurement tool, All
enrolled students (37 or
100%) earned a
Satisfactory rating on
specific practice
3
Comments /
Improvement Made
This was the first year for
which the department
used the Ten Core
Competencies and
practice behaviors to
determine whether a
student met the goals of
the MSW program. After
we calculated the
outcomes the curriculum
and field committees
voted in the fall of 2011
to create a Final Field
Evaluation that was more
detailed. The result was a
document that outlined
more specifically the
expectations of the field
placement and the field
instructor.
While all students met the
expectation for the
achievement of
competency in each of the
ten areas, the field
committee, during the
summer of 2012, once
behaviors and overall
competencies for SOW
6537 – meeting
expectations
See Attachment B for
additional measurement
instruments.
Spring 2013
Goals & SLO
Assessment
All goals,
competencies and
practice behaviors
evaluated
Using the Final Field
Evaluation as the
measurement tool, All
enrolled students (21 or
100%) earned a
Satisfactory rating on
specific practice
behaviors and overall
competencies for SOW
6537 – meeting
expectations
See Attachment B for
additional measurement
instruments.
4
again revised the Final
Field Evaluation to reflect
tasks and activities that
would be appropriate for
demonstrating
competency.
Additionally, the field
coordinator and field
committees reviewed the
available field placements
for MSW students and
clearly defined which
placements were
appropriate for the
Generalist year and the
Concentration year.
This year the Final Field
Evaluation is not being
changed so we can have
consistent metrics to
present for the 2016
CSWE reaffirmation of
accreditation. Faculty
continue to monitor the
Learning Plans for the
students in field
placement in order to
insure that the Core
Competencies are being
addressed and met.
Attachment A
Department of Social Work
Florida Gulf Coast University
Fort Myers, Florida 33965
MSW CONCENTRATION YEAR
FALL SEMESTER FIELD EVALUATION
Student Name:
Field Instructor:
Task Instructor:
Faculty Liaison:
To the Field Instructor:
You are being asked to evaluate the competency of the student who has been under your
supervision for the fall semester of the Concentration Year of the MSW program at FGCU.
Upon completion of this evaluation, please share it with the student and discuss the areas of
success and the areas that may need improvement. Students receive a satisfactory/
unsatisfactory grade for each semester of field education. This evaluation is a major portion
of that grade. The student is responsible for submitting this form to her/his Faculty Liaison
no later than the last day of classes in fall semester.
If the student does not meet expectations on any item, please discuss alternative tasks,
activities, or strategies for spring semester to give the student an opportunity to
demonstrate competence. This is for areas in which the student did not demonstrate
expected competent behavior. There will be areas which are not measured until spring
semester.
The faculty liaison for this student is available to discuss any alterations or additions with
you to enhance the student’s opportunities for success.
Thank you for your service to this student and the Department of Social Work at Florida Gulf
Coast University.
Lori D. Carroll, LCSW
Field Education Coordinator
lcarroll@fgcu.edu
239-590-7726
FAX: 239-590-7758
5
Brief Summary of Student’s Performance:
1. Describe the student’s assignments with regard to client populations and service delivery
that characterize the student’s field experience.
2. Describe the supervisory tools use to document and evaluate the student’s performance
and demonstration of competence.
3. Briefly describe the student’s performance.
4. Describe the student’s learning style.
5. Describe the student’s strengths as generalist social work practitioner.
6. Review the Learning Contract and identify any learning activities, tasks, or strategies
that should be added or modified for spring semester.
6
Please circle the number which best describes the student’s first semester competency in
each area. When selecting a number, think of them in the following terms:
1
Does not demonstrate competency: Student unable to perform minimal tasks and does
not demonstrate competency in an understanding of the theoretical basis for this
practice behaviors.
2
Marginal demonstration of competency: Student requires intensive redirection and
demonstrates difficulty in achieving required competency for this practice behavior.
3
Meets expectations for competency: Student demonstrates ability and knowledge to
meet the basic expectations for competency for this practice behavior.
4
Above expectations for demonstration of competency: Student demonstrates knowledge
and ability beyond the basic expectations for competency for this practice behavior.
NA No basis for evaluation: This is used when there was no opportunity for the student to
demonstrate competency. There should be few, if any, of these designations.
I.
Identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its core values.
They know the profession’s history. Social workers commit themselves to the profession’s
enhancement and to their own professional conduct and growth.
Demonstration of Practice Behaviors
Rating
A. Advocate for client access to the services of social work.
1
2
3
4
NA
B. Practice personal reflection and self-correction to assure continual
professional development.
1
2
3
4
NA
C. Attend to professional roles and boundaries.
1
2
3
4
NA
D. Demonstrate professional demeanor in behavior, appearance, and
communication.
1
2
3
4
NA
E. Use supervision and consultation.
1
2
3
4
NA
7
II.
Apply social work ethical principles of guide professional practice.
Social workers have an obligation to conduct themselves ethically and to engage in ethical
decision making.
Demonstration of Practice Behaviors
Rating
A. Recognize and manage personal values in a way that allows.
professional values to guide practice.
1
2
3
4
NA
B. Make ethical decisions by applying the NASW Code of Ethics.
1
2
3
4
NA
C. Tolerate ambiguity in resolving ethical conflicts.
1
2
3
4
NA
D. Apply strategies of ethical reasoning to arrive at principled
decisions.
1
2
3
4
NA
III.
Apply critical thinking to inform and communicate professional
judgments.
Social workers are knowledgeable about the principles of logic, scientific inquiry, and
reasoned discernment. They use critical thinking augmented by creativity and curiosity.
Critical thinking also requires the synthesis and communication of relevant information.
Demonstration of Practice Behaviors
Rating
A. Distinguish, appraise, and integrate multiple sources of knowledge,
including researched-based knowledge, and practice wisdom.
1
2
3
4
NA
B. Analyze models of assessment, prevention, intervention, and
evaluation.
1
2
3
4
NA
C. Demonstrate effective oral and written communication in working
with individuals, families, groups, organizations, communities, and
colleagues.
1
2
3
4
NA
IV.
Engage diversity and difference in practice.
Social workers understand how diversity characterizes and shapes the human experience
and is critical to the formation of identity. The dimensions of diversity are understood as the
inter-sectionality of multiple factors including age, class, color, culture, disability, ethnicity,
gender identity and expression, immigration status, political ideology, race, religion, sex,
and sexual orientation. Social workers appreciate that, as a consequence of difference, a
person’s life experiences may include oppression, poverty, marginalization, and alienation
as well as privilege, power, and acclaim.
8
Demonstration of Practice Behaviors
Rating
A. Recognize the extent to which a culture’s structures and values may
oppress, marginalize, alienate, or create or enhance privilege and
power.
1
2
3
4
NA
B. Gain sufficient self-awareness to eliminate the influence of personal
biases and values in working with diverse groups.
1
2
3
4
NA
C. Recognize and communicate their understanding of the importance
of difference in shaping life experiences.
1
2
3
4
NA
D. View themselves as learners and engage those with whom they
work as informants.
1
2
3
4
NA
V.
Advance human rights and social and social and economic justice.
Each person, regardless of position in society, has basic human rights, such as freedom,
safety, privacy, an adequate standard of living, health care, and education. Social workers
recognize the global interconnections of oppression and are knowledgeable about theories of
justice and strategies to promote human and civil rights. Social work incorporates social
justice practices in organizations, institutions and society to ensure that these basic human
rights are distributed equitably and without prejudice.
Demonstration of Practice Behaviors
Rating
A. Understand the forms and mechanisms of oppression and
discrimination
1
2
3
4
NA
B. Advocate for human right and social and economic justice.
1
2
3
4
NA
C. Engage in practices that advance social and economic justice.
1
2
3
4
NA
VI.
Engage in research informed practice and practice informed research.
Social workers use practice experience to inform research, employ evidence-based
interventions, evaluate their own practice, and use research findings to improve practice,
policy, and social service delivery. Social workers comprehend quantitative and qualitative
research and understand scientific and ethical approaches to building knowledge.
Demonstration of Practice Behaviors
Rating
A. Use practice experience to inform research inquiry.
1
2
3
4
NA
B. Use research evidence to inform practice.
1
2
3
4
NA
9
VII. Apply knowledge of human behavior and the social environment.
Social workers are knowledgeable about human behavior across the life course; the range
of social systems in which people live; and the ways social systems promote or deter people
in maintaining or achieving health and well-being. Social works apply theories and
knowledge from the liberal arts to understand biological, social, cultural, psychological, and
spiritual developments.
Demonstration of Practice Behaviors
Rating
A. Use conceptual frameworks to guide the processes of assessment,
intervention, and evaluation.
1
2
3
4
NA
B. Critique and apply knowledge to understand person and
environment.
1
2
3
4
NA
VIII. Engage in policy practice to advance social and economic well-being and
to deliver effective social work services.
Social work practitioners understand that policy affects service delivery, and they actively
engage in policy practice Social workers know the history and current structures of social
policies and services; the role of policy in service delivery; and the role of practice in policy
development.
Demonstration of Practice Behaviors
Rating
A. Analyze, formulate, and advocate for policies that advance social
well-being
1
2
3
4
NA
B. Collaborate with colleagues and clients for effective policy action.
1
2
3
4
NA
IX.
Respond to contexts that shape practice.
Social workers are informed, resourceful, and proactive in responding to evolving
organizational, community, and societal contexts at all levels of practice. Social workers
recognize that the context of practice is dynamic, and use knowledge and skill to respond
proactively.
Demonstration of Practice Behaviors
Rating
A. Continuously discover, appraise, and attend to changing locales,
populations, scientific and technological developments, and
emerging societal trends to provide relevant services.
1
2
3
4
NA
B. Provide leadership in promoting sustainable changes in service
delivery and practice to improve the quality of social services.
1
2
3
4
NA
10
X.
Engage, assess, intervene, and evaluate with individuals, families,
groups, organizations, and communities.
Professional practice involves the dynamic and interactive processes of engagement,
assessment, intervention, and evaluation at multiple levels. Social workers have the
knowledge and skills to practice with individuals, families, groups, organizations, and
communities. Practice knowledge includes identifying, analyzing and implementing
evidence-based interventions designed to achieve client goals; using research and
technological advances; evaluating program outcomes and practice effectiveness;
developing, analyzing, advocating, and providing leadership for policies and services; and
promoting social and economic justice.
Engagement
Rating
Demonstration of Practice Behaviors
A. Substantively and affectively prepare for action with individuals,
families, groups, organizations, and communities.
1
2
3
4
NA
B. Use empathy and other interpersonal skills.
1
2
3
4
NA
C. Develop a mutually agreed-on focus of work and desired outcomes.
1
2
3
4
NA
Assessment
Demonstration of Practice Behaviors
Rating
A. Collect, organize, and interpret client data.
1
2
3
4
NA
B. Assess client strengths and limitations.
1
2
3
4
NA
C. Develop mutually agreed-on intervention goals and objectives.
1
2
3
4
NA
D. Select appropriate intervention strategies.
Intervention
1
2
3
4
NA
Demonstration of Practice Behaviors
Rating
A. Initiate action to achieve organizational goals.
1
2
3
4
NA
B. Implement prevention interventions that enhance client capacities.
1
2
3
4
NA
C. Help clients to resolve problems.
1
2
3
4
NA
D. Negotiate, mediate, and advocate for clients.
1
2
3
4
NA
E. Facilitate transitions and endings.
1
2
3
4
NA
11
Evaluation
Demonstration of Practice Behaviors
A. Critically analyze, monitor, and evaluate interventions.
Rating
1
2
3
4
NA
Comments:
Signatures:
Field Instructor
Date
Task Supervisor
Date
Student
Date
Faculty Liaison
Date
12
Attachment B:
Master of Social Work Program Assessment Plan




Name of the Program: Master of Social Work
Name of Program Leader: Mary Hart
Revision Date: 12-11-13
Mission Statement (if any): The mission of the Master of Social Work program at Florida Gulf Coast University is to prepare
students with knowledge, skills, and values of professional social work.
Objective/SLO(s)
In Courses
#1: Identify as a professional social worker
and conduct oneself accordingly.
SOW 6105
SOW 6235
SOW 6236
COMMUNICATION
SOW 6305
SOW 6306
SOW 6369
SOW 6616
Field Ed.
#2: Apply social work ethical principles to
guide professional practice.
SOW 6235
SOW 6305
SOW 6306
CONTENT
SOW 6435
13
SOW 6616
Field Ed
#3: Apply critical thinking to inform and
communicate professional judgment.
SOW 6105
SOW 6124
SOW 6235
CRITICAL THINKING
SOW 6305
SOW 6306
SOW 6344
SOW 6369
SOW 6405
SOW 6435
SOW 6611
SOW 6616
Field Ed
#4: Engage diversity and difference in
practice.
SOW 6105
SOW 6235
SOW 6305
CONTENT
COMMUNICATION
SOW 6306
SOW 6369
14
CRITICAL THINKING
SOW 6435
SOW 6616
Field Ed
#5: Advance human rights and social and
economic justice.
SOW 6105
SOW 6235
SOW 6306
CONTENT
COMMUNICATION
SOW 6369
SOW 6616
Field Ed
#6: Engage in research-informed practice and
practice-informed research.
SOW 6235
SOW 6344
SOW 6369
CONTENT
CRITICAL THINKING
SOW 6405
SOW 6435
SOW 6616
Field Ed
#7: Knowledge of human behavior and the
social environment.
SOW 6105
SOW 6124
15
SOW 6235
COMMUNICATION
SOW 6306
CRITICAL THINKING
SOW 6344
SOW 6369
SOW 6616
Field Ed
#8: Engage in social policy practice to
advance social and economic well-being and to
deliver effective social work services.
SOW 6235
SOW 6236
SOW 6306
CONTENT
SOW 6369
CRITICAL THINKING
SOW 6616
Field Ed
#9: Respond the contexts that shape practice.
SOW 6124
SOW 6235
COMMUNICATION
SOW 6369
SOW 6616
Field Ed
#10: Engagement, assessment, intervention,
and evaluation with individuals, families,
groups, organizations, and communities.
16
A. Engagement
SOW 6235
SOW 6305
CONTENT
COMMUNICATION
CRITICAL THINKING
SOW 6306
SOW 6344
SOW 6369
SOW 6616
Field Ed
B. Assessment
SOW 6124
CONTENT
SOW 6235
COMMUNICATION
SOW 6305
CRITICAL THINKING
SOW 6306
SOW 6344
SOW 6369
SOW 6435
SOW 6611
SOW 6616
Field Ed
C. Intervention
SOW 6235
17
SOW 6305
CONTENT
SOW 6344
COMMUNICATION
SOW 6369
CRITICAL THINKING
SOW 6611
SOW 6616
Field Ed
D. Evaluation
SOW 6235
SOW 6344
CONTENT
COMMUNICATION
CRITICAL THINKING
SOW 6369
SOW 6435
SOW 6616
Field Ed
18
EACH COURSE IN MSW PROGRAM:
Course
How often
How assessed
When assessed
Who is assessed
Who assesses
SOW 6105: Human
Behavior and the
Social Environment
Multiple
times
/course
Cultural Experience and
related paper;
HBSE/developmental theory
paper; Life Event paper
Fall semester –
Foundation year
All students
enrolled
Course
instructor
SOW 6124:
Psychopathology
Multiple
times
/course
Diagnostic papers; Practice
Licensure exam; Case
discussions (on-line)
Fall Semester –
Concentration year
All students
enrolled
Course
instructor
SOW 6186: Macro SW
Theory and Practice
Multiple
times
/course
Understanding Community
Strengths and Needs paper;
International Social Justice
and Poverty paper
Spring semester –
Foundation year
All students
enrolled
Course
instructor
SOW 6235: Social
Welfare and History
Multiple
times
/course
Social Welfare Problem
paper; Wiki group project;
Fall semester –
Foundation year
All students
enrolled
Course
instructor
SOW 6236: Social
Policy Analysis
Multiple
times
/course
Social Welfare Policy Analysis
project; NASW Policy Position
paper;
Spring semester –
Foundation year
All students
enrolled
Course
instructor
SOW 6305: Social
Work Practice I
Multiple
times
/course
Agency Overview paper;
Client Assessment paper;
Mutual Aid Group proposal
Fall semester –
Foundation year
All students
enrolled
Course
instructor
19
SOW 6306: Social
Work Practice II
Multiple
times
/course
Literature Review of
Evidence-Based Practice;
Practice Theory presentation;
Spring semester –
Foundation year
All students
enrolled
Course
instructor
SOW 6344: Advanced
Clinical Group Practice
Multiple
times
/course
Group Process Summary
paper and evaluation; Group
Technique and Skill Building
Presentation
Spring semester –
Concentration year
All students
enrolled
Course
instructor
SOW 6369: Advanced
Practice Seminar
Multiple
times
/course
Advanced Clinical Practice
presentation; Advanced
Policy Project; Professional
Resume;
Spring semester –
Concentration year
All students
enrolled
Course
instructor
SOW 6405: Research
I: Methods
Multiple
times
/course
Case Study; Research
Proposal; exam
Spring semester –
Foundation year
All students
enrolled
Course
instructor
SOW 6435: Research
II: Practice Evaluation
Multiple
times
/course
Research proposal; Program
Evaluation report; mid-term
exam.
Fall Semester –
Concentration year
All students
enrolled
Course
instructor
SOW 6611: Advanced
Clinical Practice with
Families and Couples
Multiple
times
/course
Assessment/Intervention of
Family or Couple; Family Role
Play (video);
Spring semester –
Concentration year
All students
enrolled
Course
instructor
SOW 6616: Advanced
Clinical Practice with
Individual
Multiple
times
/course
Staged Client Interview:
Assessment/Intervention;
final exam
Fall Semester –
Concentration year
All students
enrolled
Course
instructor
20