The data from the annual assessment report for the MSW program is reflected on the annual
assessment report “Annual Assessment Report – Section 2 Assessment Process” submitted to the Office
of Institutional Effectiveness and Assessment.
ANNUAL ASSESSMENT REPORT – SECTION 2
ASSESSMENT PROCESS
COLLEGE / SCHOOL / DIVISION:
PROGRAM/UNIT: MSW
ASSESSMENT COORDINATOR:
Year: 2011-2012
a.
Identify individual(s)/committee responsible for designing and implementing assessment
process in the program/unit.
Brenda Gilmore-Hicks
Martha B. Sawyer
Carrie Waites
b.
Indicate whether the program/unit assessment plan for the current year is approved by program
faculty/staff in the beginning of fall semester. (Upload/attach minutes – “Assessment Reports” folder –
[year] – “Supporting Evidence”).
MSW Assessment plan was continued from previous year (2010-2011)
c.
Discuss the chronological organization of the assessment process in the program/unit. When are
program outcomes assessments conducted?
The Exit Activity for the 2nd year Field Practicum Evaluations Instrument – April 2012
The Exit Activity Survey for 1st year alumni - May 2012
The Exit Activity Survey for 3nd year alumni – May - 2012
d.
Discuss assessment data collection methods and tools.
i.
Identify and briefly describe major data collection approaches/tools (tests, exams, rubrics,
surveys, document analysis, process maps, observations, etc.).
1. Field Practicum Evaluations instruments were received by supervisor directly from students under
their supervision.
2. Exit Surveys for 1st year and 3rd alumni were mailed.
ii.
Briefly discuss why these particular tools have been adopted in the program/unit.
The tools are appropriate for professional contemporary social work practice evaluations and for
feedback from alumni. Both tools are used in social work programs accredited by Council on Social
Work Education.
iii.
Briefly discuss what steps the program/unit takes to ensure the quality of assessment
approaches/tools.
The MSW Program review assessment surveys using faculty members and selected field supervisors.
e.
Indicate how assessment results are disseminated and discussed in the program.
Assessment results are discussed in faculty meeting and with field supervisors
f.
Reflect on assessment findings in the past year. What do overall program assessment results tell
you and the Division administration about the effectiveness of the program/unit?
1.
Field Practicum Evaluations of 2nd year practicum students. A review of the assessment results
of the past year indicates students demonstrated professional competency levels. Of the fifty (50) 2nd
year exit field practicum students’ evaluation, one-hundred percent (100%) were rated as successfully
mastering the competencies.
2.
Of the fifty-three (53) 1st year exit alumni surveys mailed –16 were completed and returned;
and of the 51 (fifty-one) 3rd year alumni surveys mailed, eleven (11) were completed and returned.
A review of the assessment findings of the past year indicates students are achieving the professional
competency level and are prepared for employment.
Based on your analysis of assessment data, identify and briefly discuss
i.
The areas of excellence (strengths).
The areas of strengths reflect the supervisory process, advisement faculty collaborations and the
curriculum alignment. In addition, students are typically employed within six (6) months following
graduation.
ii.
The areas for improvement (weaknesses).
1.
Keep accurate minutes of discussions on assessment;
2.
Share assessment results systematically and formally with students, faculty, and selected
constituents;
3.
Focus on Assessment process in a structured process beginning September of each year;
4.
Expand the assessment team to include specific assignments for collaboration among faculty;
5.
Design a Bridge Connection for new students to share competencies;
6.
Design a focus group for entering and current students utilizing the curriculum mapping process
focusing on the competencies.
g.
How were assessment results used in the past year to make improvements in student learning
and development and/or program enhancement? What is the impact of assessment data-based
innovations? Please be specific.
The results support curriculum modifications and additional critical assessment strategies to provide
additional data for program review to continue the Self-Study process for accreditation with the Council
on Social Work Education.
h.
Discuss in detail one (1) concrete and documented example of program improvement based on
analysis of specific assessment data for one program outcome
i.
Identify the program outcome
Intended Outcome 2.1.7- Apply knowledge of human behavior and the social environment.
Factor Performance – Social workers critique and apply knowledge to understand person and
environment.
100% of the students evaluated were rated demonstrating “mastery” based on the skill to synthesize
and differentially apply bio-psycho-social-spiritual theories and multi-axial diagnostic assessments to
understand person and environment. Even though the results are positive, new knowledge on the
brain, war-trauma, the aging process and psychopharmacology and associated behaviors, requires
expanding and conceptualizing the knowledge content on human behavior and the social environment.
ii.
Provide and discuss specific assessment results that initiated action
Contemporary social work practice requires the MSW program to modify the curriculum to require a
class in “Neuroscience and Social Work Practice” and “Trauma in the Military Community.” Student will
have a command of contemporary knowledge in Neuroscience, Gerontology, and Brain Trauma for
practice. Therefore, the curriculum modification is being discussed among faculty and Field Supervisors.
iii.
Describe specific implemented improvement action(s)
Actions will require syllabi to be approved through the appropriate University channels and the hiring of
faculty or the retooling of a present faculty member.
iv.
Describe and discuss the impact of implemented actions.
The consideration of an adjunct with the contemporary knowledge and social work practice skills
requires a review of the School’s budget.
i.
If applicable, discuss how assessment is integrated in the program’s off-site locations and
distance education courses offered by the program. Discuss how the program ensures comparability of
student learning outcomes in face-to-face and distance education settings (academic degree programs
only).
Assessment is integrated in the programs off-site locations and distance education courses using the
assessment model as in place for on-site instruction. There are common syllabi, common learning
outcomes, and measures. Faculty teaching off-site and distance education courses meet the same core
requirements as on-site faculty.
j.
If applicable, discuss how the program ensures the quality of courses offered through consortia
and contractual arrangements (academic degree programs only).
N/A