SJSU Annual Program Assessment Form Academic Year Program: Bachelor's of Arts in Social Work (BASW) and a Master's in Social Work (MSW)

Transcription

1 SSW Annual Assessment Report AY Page 1 of 10 SJSU Annual Program Assessment Form Academic Year Department: School of Social Work (SSW) Program: Bachelor's of Arts in Social Work (BASW) and a Master's in Social Work (MSW) College: Applied Sciences and Arts (CASA) Program Website: Link to Program Learning Outcomes (PLOs) on program website*: [*Please note that the current website shows the previous PLOs (based on 2008 CSWE core competencies) and we are in the process of updating our School s website including updating PLOs. ] Program Accreditation (if any): BASW and MSW Programs Accredited by the Council on Social Work Education (CSWE) Contact Person and Peter Allen Lee, Director, peter.a.lee@sjsu.edu Meekyung Han, Assessment Coordinator, meekyung.han@sjsu.edu Date of Report: February 27, 2017 Part A 1. List of Program Learning Outcomes (PLOs) The curriculum for the School of Social Work is guided by ten core competency areas, which are defined by the Council on Social Work Education (CSWE), the sole accrediting agency for social work education, and are reflective of the program mission and goals. Each competency area is operationalized by practice behaviors: specific knowledge, values, and skills needed for generalist practice (BASW) or applied in advanced practice with additional specialized knowledge and skills (MSW). For the purpose of accreditation, both BASW and MSW Programs use exactly the same competencies and practice behaviors as they appear in the 2015 Educational Policy and Accreditation Standards (EPAS), which has 9 core competencies and 31 practice behaviors that will be assessed annually. BASW and MSW a Program PLOs 2015 CSWE core competencies: Competency 1: Demonstrate Ethical and Professional Behavior Competency 2: Engage Diversity and Difference in Practice Competency 3: Advance Human Rights and Social and Economic Justice Competency 4: Engage in Practice-informed Research and Research-Informed Practice Competency 5: Engage in Policy Practice

2 SSW Annual Assessment Report AY Page 2 of 10 Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities [Note: a The advanced year practice behaviors build on the competencies acquired in the foundation year, demonstrating greater independence and specificity in the context of a field of practice.] It is important to note that CSWE revised the previous 2008 core competencies (10 competencies with 41 practice behaviors) and, in 2015, released the revised core competencies (nine competencies with 31 practice behaviors). SSW was externally accredited in Summer 2015 based on the 2008 competencies. In recent strategic planning discussions, the School has prioritized curriculum review, with a focus on new CSWE competencies, for the 2016/2017 academic year and beyond. 2. Map of PLOs to University Learning Goals (ULGs) Based on the WASC report submitted to the WASC Senior College and University Commission on August 2014, our SSW programs PLOs are aligned with all five of the ULGs in the context of the BASW Program and the MSW Program (based on the 2008 CSWE core competence). Because our School s PLOs have remained exactly the same since then until AY , we present the map of the School s PLOs to ULGs based on the 2014 WASC report. We are currently in transition of revisiting and realigning our curriculum to the revised core competencies. We will update the map of PLOs to ULG based on the 2015 CSWE core competencies for the next round report. Table 1. BASW & MSW Program and Map of PLOs to ULG s Based on the 2008 CSWE Competencies GE or Degree Program 1. Specialized Knowledge 2. Broad Integrative Knowledge University Learning Goals 3. Intellectual Skills 4. Applied Knowledge 5. Social and Global Responsibilities BASW Program x x x x x MSW Program x x x x x 3. Alignment Matrix of PLOs to Courses Table 2 shows where the matrix of PLOs of BASW and MSW Programs to courses based on the 2008 CSWE core competencies (10 competencies). This provides an overview of how each competency is realized through the BASW and MSW curricula. Again, we are currently collecting syllabi of both programs to map out the matrix of PLOs to courses based on the 2015 CSWE core competencies. This effort is identified as one of the Proposed Changes and Goals later in this report.

3 SSW Annual Assessment Report AY Page 3 of 10 Table 2. The Matrix of PLOs of BASW and MSW Programs to Courses SSW PLOs (2008 CSWE Competencies) 1. Identify as a Professional Social Worker BASW Curricular Courses covering PLO SW110, SW111, SW112, SW120, SW140, SW Apply Ethical Principles SW110, SW111, SW112, SW140, SW170, SW Apply Critical Thinking SW110, SW111, SW112, SW120, SW121, SW130, SW131, SW170, SW Engage Diversity in Practice SW110, SW111, SW112, SW120, SW130, SW131, SW140, SW Advance Human Rights/ Social and Economic Justice 6. Engage Research Informed Practice/Practice Informed Research SW110, SW175, SW121, SW140 SW170, SW Apply Human Behavior Knowledge SW111, SW130, SW131, SW Engage Policy Practice to Advance Well-Being and Deliver Services SW175, SW120, SW121 MSW Curricular Courses covering PLO SW202, SW230, SW231, SW232, SW233, SW263, SW280, SW262, SW281 SW220, SW222, SW230, SW231, SW232, SW240, SW262, SW263, SW280, SW281, SW221, SW233, SW204, SW261 SW202, SW212, SW214, SW230, SW231, SW232, SW233, SW240, SW261, SW280, SW298, SW251, SW262, SW281, SW260 SW204, SW212, SW214, SW230, SW231, SW232, SW233, SW251, SW262, SW280, SW281, SW260 SW202, SW204, SW230, SW231, SW232, SW233, SW250, SW260, SW263, SW280, SW281 SW230, SW231, SW232, SW240, SW242, SW261, SW298, SW204, SW233, SW212, SW214, SW230, SW231, SW232, SW233, SW251, SW262, SW298, SW240, SW281 SW202, SW204, SW230, SW231, SW232, SW233, SW250, SW260, SW263, SW Respond to Practice Contexts SW140, SW112, SW110, SW202, SW230, SW232, SW233, SW251, SW261, SW263, SW281, SW Practice Skills: Engagement, Assessment, Intervention, and Evaluation SW111, SW112, SW140, SW110, SW141, SW142, SW170 SW298, SW220, SW230, SW231, SW232, SW233, SW262, SW281, SW221, SW251, SW222, SW261

4 SSW Annual Assessment Report AY Page 4 of Planning Assessment Schedule Table 3. Assessment Schedule Proposed SSW SLOs (2015 CSWE Core Competencies) AY 16/17 AY 17/18 AY 18/19 AY 19/20 C = data Collected D = results Discussed I= changes (if any) Implemented P=Plan AY 20/21 BASW PROGRAM 1. Identify as social worker P C** C** D I C** D C** D 2. Engage diversity and differences P C** C** D I C** D C** D 3. Advance human rights/social economic justice P C** C** D I C** D C** D 4. Engage in research informed practice/ practice P C** C** D I C** D C** D informed research 5. Policy practice P C** P C** I C** D C** D 6. Engage in practice P C** C** D I C** D C** D 7. Assess practice (individuals, groups, orgs and P C** C** D I C** D C** D communities) 8. Intervention practice P C** C** D I C** D C** D 9. Evaluate practice P C** C** D I C** D C** D MSW PROGRAM 1. Identify as social worker P C** C** D I C** D C** D 2. Engage diversity and differences P C** C** D I C** D C** D 3. Advance human rights/social economic justice P C** C** D I C** D C** D 4. Engage in research informed practice/ practice P C** C** D I C** D C** D informed research 5. Policy practice P C** P C** I C** D C** D 6. Engage in practice P C** C** D I C** D C** D 7. Assess practice (individuals, groups, orgs and P C** C** D I C** D C** D communities) 8. Intervention practice P C** C** D I C** D C** D 9. Evaluate practice P C** C** D I C** D C** D * Planning Development of new learning objectives, revised course syllabi, and assessment tools based on CSWE-revised Educational Policy and Accreditation Standards (EPAS) that includes core competencies and corresponding practice behaviors. The new planning cycle began in AY ** Collection of assessment data for revised learning objectives. All program objectives to be assessed over a two-year time frame (as two years of data are required for reaccreditation, scheduled for 2022).

5 SSW Annual Assessment Report AY Page 5 of Student Experience PLOs and ULGs are posted at the School s website: As stated above, we are in the process of updating our School s website including updating PLOs. We have continued our work in engaging with students to identify opportunities for curriculum and program improvements. Below is the list of our key efforts: Each syllabus has clearly stated PLOs, student learning objectives that are aligned with PLOs, and how each PLO is being assessed through various assignments and learning experiences. Students have had direct input into curricular and programmatic development. Students are represented in the General Faculty Assembly, in which major curricular decisions are discussed and approved. Our faculty and students have been actively involved in departmental discussions about diversity issues to create better learning environments. Most recently, we have engaged in dialogues entitled Authentic Conversations an initiative started by students in collaboration with the School in response to in- and out-of-classroom interactions and experiences that indicated the need to openly address stereotypes, bias, and prejudice about race and other cultural aspects (e.g., religion, sexual orientation, etc.). Student input is also obtained annually through online surveys (i.e., Qualtrics), such as a survey of course offerings for the winter intersession and summer Special Sessions. Aggregate information is shared with the faculty and discussed in BASW and MSW curriculum committee meetings. Part B 6. Assessment Data and Results Students are assessed on their mastery of the competencies that comprise the accreditation standards of the CSWE. These competencies are dimensions of social work practice that all social workers are expected to master during their professional training. A measurement benchmark is set by the social work programs for each competency. An assessment score at or above that benchmark is considered by the program to represent mastery of that particular competency. Please note that we will assess students outcomes for AY in May 2017 through a combination of student self-assessment (e.g., Exit Survey on Qualtrics) and field instructor s evaluation of each student s performance in field internship. For this report, we elected to examine 2015/2016 data corresponding to all competencies (based on 2008 CSWE competencies) for all graduating students in the BASW Program and in the advanced year of the MSW Program. Specifically, we examined aggregate data from three sources that map back to each of the ten competencies in the BASW and MSW Programs. Each competency is measured using at least two sources (as required by CSWE).

6 SSW Annual Assessment Report AY Page 6 of 10 Table 4. Procedures, Instruments and Benchmarks for BASW & MSW Program Assessment Data Source Field Instructor Student Procedures Instrument Description Achievement Criteria and Benchmarks Evaluation of student Field Instructor (FI) Evaluation Criteria: FI rates on performance in field tool includes ranking of practice behaviors as collected each semester; practice behaviors, based on a proficient or above forms for final Spring scale of 1-5 (1=strongly Benchmark: Mean of 3.5 semester collected and disagree, 2=disagree, or higher entered into Excel/SPSS for 3=neutral, 4=agree, 5=strongly analysis agree) Exit survey administered to all graduating MSW students electronically (Qualtrics) Survey includes self-efficacy rankings by students for all practice behaviors on a scale of 1-5 (1=strongly disagree, 2=disagree, 3=neither agree nor disagree, 4=agree, 5=strongly agree) Criteria: Student selfefficacy ratings Benchmark: Mean of 3.5 or higher Field evaluations were completed by field instructors, and represent a direct measure of student performance in relation to field education objectives (n=116 in the MSW Program and N=61 in the BASW Program). Assessment of selected student culminating year products, with a special focus on assessment of competencies related to research and policy in the MSW Program and competencies related to research, policy, and critical thinking ability in the BASW Program (n=116 MSW and N=61 BASW). Finally, a student Exit Survey is administered to all graduating students in both programs to selfefficacy in relation to all practice behaviors that operationalize competencies through an annual exit survey of graduating BASW and MSW students (N= 24 BASW and N=48 in MSW). Specific practice behaviors that define key knowledge, skills, and values for social work practice associated with each competency are aggregated for program-level assessment. Table 5 below provides the summary of the program assessment results.

7 SSW Annual Assessment Report AY Page 7 of 10 Table 5. BASW and MSW Assessment Results (AY ) Based on the 2008 CSWE Core Competencies COMPETENCY COMPETENCY BENCHMARK BASW Program MSW Program PERCENTAGE OF STUDENTS ACHIEVING BENCHMARK PERCENTAGE OF STUDENTS ACHIEVING BENCHMARK 1. Identify as a Professional Social Worker 91.1% 94% 2. Apply Ethical Principles 3. Apply Critical Thinking 4. Engage Diversity in Practice 5. Advance Human Rights/ Social and Economic Justice 88.1% 94.9% 87.4% 87.9% 92.8% 94.7% 83.9% 85.7%

8 SSW Annual Assessment Report AY Page 8 of Engage Research Informed Practice/ Practice Informed Research 7. Apply Human Behavior Knowledge 8. Engage Policy Practice to Advance Well- Being and Deliver Services 9. Respond to Practice Contexts 10. Practice Skills 7. Analysis 71% 78.2% 86.4% 88.8% 88.5% 91% 79.1% 93.9% 88.9% 91.1% Based on the evaluation of students competencies, as shown in the above table (Table 5), 8 out of 10 for the BASW Program and 9 out of 10 for the MSW Program exceeded a benchmark of 80%, indicating that our students graduate with the competencies required by CSWE. Although data affirm that students are mastering competencies upon graduation in both the BASW and MSW Programs, our faculty continues to identify opportunities to update the curriculum to better address specific competencies. Specific changes implemented over the last academic year (and slated for continued development in the coming AY) include the following: In response to the revised CSWE core competencies, the BASW Program is in the early stage of reviewing and revising assignments of BASW courses to capture student learning outcomes and

9 SSW Annual Assessment Report AY Page 9 of 10 competencies, especially to enhance student s capacity to engage research and practice. The BASW Program also plans to incorporate SJS4 into ScWk 140, Introduction to Community Services. This is a supervision course including a 72-hour volunteer social work experience. SJS4 is a database administered by SJSU s Center for Community Learning and Leadership ( and efficiently manages student placement, learning sites, risk management, and reporting. For the MSW Program, the graduate writing requirement (GWAR) was moved from the foundation research courses (SW240/SW242) to the foundation theory courses (SW212/SW214) in AY This was done because the first-year part-time MSW students were not being officially assessed for writing in their first year since they took the research class in their second year of the part-time program sequence. With this move, students requiring writing support can now be identified early on and can be provided with the needed support and guidance in a timely fashion. 8. Proposed Changes and Goals The School continues to extend and expand activities in alignment with College and University plans in terms of student success and learning experiences. Specific future directions include the following: Efforts to more comprehensively restructure course offerings organized by the 2015 competencies. An envisioning of our Multi-Systems Fields of Practice to more accurately match them to student interests in cross-field studies. The development of an advanced standing option has been approved in the School s strategic plan. The School is developing continuing education programs that will be available potentially to students, alumni, and other professionals. Part C Proposed changes and goals in this section are based on the School s Program Planning Report in December, Proposed Changes and Goals Updating/revising curriculum and assessment to align with new CSWE competencies Status Update The School is currently conducting an intensive process of reviewing and revising the BASW and MSW (both on-campus and online) curricula to align with the new 2015 CSWE EPAS. We are in a process of identifying core strategies for assessment of student mastery of competencies. Our future plans involve using insights from the self-study to inform further refinement of the curricula in both the undergraduate and graduate programs

10 SSW Annual Assessment Report AY Page 10 of 10 Leveraging technology to both streamline and expand program assessment Addressing and strengthening the curriculum to reflect the annual assessment results Efforts are already underway to improve use of technology for assessment. Specifically, we designed an on-line mechanism for completing FI evaluation of student competencies to improve access to timely information and reduce workload challenges. In this electronic document, the evaluation was combined with the learning agreement that is developed at the beginning of the semester. As the learning agreement guides the learning for the year the integration with the evaluation provides an opportunity to improve learning goals. The primary focus of program improvements in both the BASW and MSW Programs has been related to Field Education. The School has worked to improve integration between field education and practice classes as the greater integration better supports student learning and improves student experience. The School has also had town hall meetings or surveys to gather information so that we can target student concerns. Changes in the placement process include giving BASW students choices in internship interviews, sending first-year MSW students for internship interviews, and allowing the final-year MSW students more involvement and decision making in their final-year internship placement process.