St. Catherine University and University of St. Thomas School of Social Work. BSW Program Outcome Study Academic Year.

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1 St. Catherine University and University of St. Thomas School of Social Work BSW Program Outcome Study Academic Year Final Report Prepared by Kendra J. Garrett, Ph.D. and Carey Winkler, M.S.W.

2 2 Table of Contents Explicit Curriculum.4 Field Evaluations.4 COAT Survey..4 Outcomes for the Academic Year.5 Formative Results (Juniors).5 Summative Results (Senior Outcomes)..8 Field s. 8 Field s of Senior Students Specific Competencies..9 Course Objective Assessment Tool (COAT).13 COAT s on Benchmarks.15 Summary of Field and COAT s for Seniors.16 Implicit Curriculum Academic Advising 22 Student Participation..22 Resources...23 Appendix A Junior BSW Fieldwork Evaluation 25 Appendix B Senior BSW Fieldwork Evaluation..35 Appendix C COAT Survey 45 Appendix D Field s of Practice Behavior..64 Appendix E COAT s of Practice Behaviors..68 Appendix F Climate Survey (Implicit Curriculum)...71 Appendix G Changes Made to Curriculum as a Result of Outcome Study.75 (to be completed summer 2014 and incorporate changes made as a result of this )report 2

3 3 Table of Tables Table 1. Overall of Competence by Field Work Instructors... 5 Table 2. Junior Field s for Table 3: Junior Field s Over Time...7 Table 4. Overall of Senior Students Competence by Field Work Instructors...9 Table 5. Mean s on 2012 Senior Students Curriculum Competencies Field Year-End s..9 Table 6. Senior Field s Percentages Above 4.2 for Table 7. Senior Field s Over Time Table 8. Comparison of Pretest and Posttest COAT Means for Table 9. Senior on COAT Over Time...15 Table 10. Field and COAT Senior Student s for Table 11. Diversity, Social Justice and Respect 19 Table 12. Addressing Diversity.20 Table 13. Demonstrating a Meaningful Commitment to Diversity...20 Table 14. Commitment to Diversity..20 Table 15. Respect...21 Table 16. Response to Harassment Table 17. Satisfaction with Admission Process.21 Table 18. Whom Students would Approach..22 Table 19. Advising 22 Table 20. Student Opportunities 22 Table 21. Participation...23 Table 22. Encouragement of Activities.23 Table 22. Support Systems Used by Students

4 4 BSW Program Outcome Study Academic Year The BSW outcome assessment is conducted annually. Explicit curriculum is evaluated in three parts, evaluation of competencies rated in three ways. Students complete the year-end field evaluation and self-rate practice behaviors. Field instructors (FI) complete the same field evaluation for each student, rating them on the same practice behaviors. Students also self-rate on a course objective assessment tool (COAT), a measure of a number of skills that are compounded into practice behaviors at the beginning of their social work classes and again on the same survey right before graduation. The ratings of the various practice behaviors are averaged by competency to provide competency ratings for our 14 BSW competencies. Implicit curriculum is measured through a survey of graduating students perception of school climate. Explicit Curriculum Field Evaluations. The field evaluations are completed by students as a self-rating and field instructor (FI) ratings of the same practice behaviors. This measure is given at the end of the academic year to both juniors and seniors (See Appendices A and B). The ratings of individual practice behaviors are averaged together to provide an aggregate rating on competencies. Formative information is compiled for junior students in field at the end of junior year. Because the BSW Program does not expect students to be competent at the end of junior year, the highest rating possible on that instrument is a 3 (student is gaining experience and meeting expectations in this area). The benchmark for junior field ratings is that at least 80% of the students will rate at 2.8 or above. At the end of the junior field placement, the FI also provides a summary rating that indicates whether the student has met the overall requirements for the junior year field placement on a four-point scale ranging from not being ready to move on to performing above expectations. The benchmark is that 95% of the juniors will be rated by FWI as having met this standard. Summative field ratings are obtained on senior students before graduation. The benchmark for senior students is a rating of 4.2 or above by at least 75% of the students. There is also a final summary rating that the FI provides that indicates whether a student has met the overall requirements for the year s field placement on a four-point scale ranging from demonstrating serious problems in performance to performing above expectations. The benchmark is that 90% of seniors will be rated by FWI as having met this standard. COAT Survey The COAT survey is a self-rating given to students in their first academic course and again just before graduation (See Appendix C). The COAT was derived from course objectives (which were, in turn, derived from practice behaviors that compose the competencies). It consists of 97 questions that measure 52 practice behaviors. These are averaged by competency to determine the ratings on the 14 competencies. There are two benchmarks related to the COAT survey. The first is that there will be a statistically 4

5 5 significant change in perceived competence ratings between entering and exiting the program. The second benchmark is that at least 75% of exiting seniors will rate themselves an average score of 4.2 or higher on each competency. Field Outcomes for the Academic Year Both students and field instructors rate students on the practice behaviors as part of the year-end evaluation (See Appendices A and B). In addition, field instructors rate students in an overall rating of their competence on a four-point rating scale. Formative Results (Juniors) The benchmark is that 95% of the juniors will be rated by FWI as having met this standard. For the academic year, students were rated as having met this competency by 100% by field instructors in final overall ratings Table 1. Overall of Competence by Field Work Instructors Competency JR Students: 95% of students will receive an overall rating of MC or above. ( This student has met the expectations of the junior field placement. This student is ready for a senior field placement. ) % at MC or above 100% The ratings of FI and student self-ratings are aggregated into competencies. The benchmark for junior students is that 80% or more will be rated by FI and self-rate 2.5 or above on a scale of 3 at the end of junior year. The rating categories are: 1. The student has not met the expectations in this area, and there is not much evidence that the student will meet the expectations in this area in the near future 2. The student has not as yet met the expectations in this area, but there is evidence that the student will meet the expectations in the near future. 3. The student is gaining experience and meeting expectations in this area. Table 2. Junior Field s for Competency Jr. Field Student Jr. Field Self- % 2.5 or above * Jr. Field FI Jr. FI % 2.5 or above * Status of Competency C2.1.1 Identify as a professional social worker and conduct oneself accordingly. 95% 98% Met 5

6 6 C2.1.2 Apply social work ethical principles to guide professional practice. C2.1.3 Apply critical thinking to inform and communicate professional judgments. C2.1.4 Engage diversity and difference in practice. C2.1.5 Advance human rights and social and economic justice. C2.1.6 Engage in research-informed practice and practice-informed research. C2.1.7 Apply knowledge of human behavior and the social environment. C2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work. C2.1.9 Respond to contexts that shape practice. C1.1.10A Engage with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10B. Assess client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10C Provide prevention/intervention for client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10D Evaluate practice with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10E End with client systems of all sizes (individuals, families, groups, organizations, and communities). * Benchmark=80% 2.5 or above; 92% 98% Met 84% 92% Met 95% 98% Met 79% 92% Partially Met 76% 85% Partially Met 84% 89% Met 73% 81% Partially Met 63% 80% Partially Met 92% 97% Met 87% 95% Met 77% 94% Partially Met 69% 87% Partially Met 70% 85% Partially Met When looking at the individual competencies, there were a number of competencies that were not completely met, including the following. These competencies were rated 2.5 or above by either the FI or the student but not by both. Junior students partially met the following competencies: C2.1.5 Advance human rights and social and economic justice. C2.1.6 Engage in research-informed practice and practice-informed research. C2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work. C2.1.9 Respond to contexts that shape practice. C1.1.10C Provide prevention/intervention for client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10D Evaluate practice with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10E End with client systems of all sizes (individuals, families, groups, organizations, and communities). 6

7 7 Those competencies that were partially met have been referred to the BSW Program Committee, which will consider the objectives in light of our curriculum and make revisions in the curriculum as necessary over the course of the academic year. Table 3: Junior Field s Over Time Competency JR ST 2011 JR ST 2012 *JR ST 2013 C2.1.1 Identify as a professional social worker and conduct oneself accordingly. C2.1.2 Apply social work ethical principles to guide professional practice. C2.1.3 Apply critical thinking to inform and communicate professional judgments. C2.1.4 Engage diversity and difference in practice. C2.1.5 Advance human rights and social and economic justice. C2.1.6 Engage in research-informed practice and practiceinformed research. C2.1.7 Apply knowledge of human behavior and the social environment. C2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work. C2.1.9 Respond to contexts that shape practice. C1.1.10A Engage with client systems of all sizes (individuals, families, groups, organizations, and communities). JR FI 2011 JR FI 2012 *JR FI % 83% 95% 87% 85% 98% 69% 64% 92% 83% 71% 98% 77% 66% 84% 77% 88% 92% 93% 85% 95% 94% 86% 98% 66% 63% 79% 77% 68% 92% 58% 47% 76% 76% 47% 85% 77% 73% 84% 79% 83% 89% 69% 61% 73% 75% 64% 81% 60% 68% 63% 66% 63% 80% 84% 86% 92% 87% 88% 97% 7

8 8 C1.1.10B. Assess client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10C Provide prevention/intervention for client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10D Evaluate practice with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10E End with client systems of all sizes (individuals, families, groups, organizations, and communities). * = year benchmark changed 79% 71% 87% 83% 81% 95% 68% 68% 77% 67% 78% 94% 53% 58% 69% 69% 66% 87% 73% 68% 70% 82% 75% 85% We track how our students do on the benchmarks over time. Table 3 above indicates that our junior students fared similarly to those of the previous year, the year when we revised out outcome study. While not all objectives were completely met, it is encouraging to note the growth in ratings of many of these objectives over time on the part of both field instructors and students. Summative Results (Senior Outcomes) Field s The evaluation of students by their field instructors (FI) includes a final summary rating that FI provide that indicates whether a student has met the overall requirements for the year s field placement on a four-point scale ranging from demonstrating serious problems to performing above expectations. See Appendices D and E for the evaluation instrument. The benchmark is that 90% of seniors will be rated by FI as having met this standard. For the academic year, students were at met competent and met standards or better by 98% of field instructors in final overall ratings, so this benchmark was met. 8

9 9 Table 4. Overall of Senior Students Competence by Field Work Instructors Competency SR Students: 90% of students will receive an overall rating of MC or above ( This student has met the expectations of the senior field placement. This student is ready for generalist social work practice. - MC = met competent and met standards) or better. % at MC or above 98% Field s of Senior Students Specific Competencies The ratings of FI and student self-ratings are aggregated into competencies. The benchmark for senior students is that 75% or more will be rated by FI and self-rate above 4.2 on a scale of 5 at the end of junior year. The rating categories are: 1. The student has not met the expectations in this area, and there is not much evidence that the student will meet the expectations in this area in the near future 2. The student has not as yet met the expectations in this area, but there is evidence that the student will meet the expectations in the near future. 3. The student is gaining experience and meeting expectations in this area. 4. The student is demonstrating beginning competency in this area. 5. The student is fully competent in this area for beginning generalist social work practice. Table 5 indicates the mean ratings of senior student self-ratings and the means of field instructor ratings of their students at the end of the academic year. Table 5. Mean s on 2013 Senior Students Curriculum Competencies Field Year-End s Curriculum Competency A2.1.1 Identifying as a professional SW A2.1.2 Applying SW ethical principles A2.1.3 Applying critical thinking A2.1.4 Engaging diversity A2.1.5 Advancing human rights and justice Field Instructor Assessment (n=54) 4.65 (s.d. =.545) 4.66 (s.d. = (s.d. =.602) 4.73 (s.d. =.473) 4.59 (s.d. =.575) Marked "N.A" Survey Field Student Assessment (n=54) (s.d. =.391) (s.d. =.464) (s.d. = 4.56) (s.d. =.335) (s.d. =.546) Marked "N.A."

10 10 A2.1.6 Engaging researchinformed practice and practice-informed research A2.1.7 Applying knowledge of HBSE A2.1.8 Engaging in policy practice A2.1.9 Responding to contexts that shape practice A Engagement, assessment, intervention, and evaluation A (a) Engagement A (b) Assessment A (c) Intervention A (d) Evaluation A (e) 4.35 (s.d. =.724) (s.d. =.617) 4.54 (s.d. =.681) 4.56 (s.d. =.645) 4.87 (s.d. =.273) 4.71 (s.d. =.491) 4.65 (s.d. =.496) 4.61 (s.d. =.613) 4.65 (s.d. =.492) 4.33 (s.d. =.657) (s.d. =.463) (s.d. =.603) (s.d. =.530) (s.d. =.293) (s.d. =.402) (s.d. =.460) (s.d. =.537) (s.d. =.506) The benchmark was that at least 75% of graduating seniors mean ratings (self-ratings and field instructor ratings) would be equal to or above 4.2. The percentage rates are in Table 6 below. Table 6. Senior Field s Percentages Above 4.2 for 2013 Competency Sr. Field Student Sr. Field Self- % 4.2 and above 4.2 ** Sr. Field FI % 4.2 and above 4.2 ** Status of Competency C2.1.1 Identify as a professional social worker and conduct oneself accordingly. C2.1.2 Apply social work ethical principles to guide professional practice. C2.1.3 Apply critical thinking to inform and communicate professional judgments. C2.1.4 Engage diversity and difference in practice. 89% 87% Met 87% 89% Met 87% 85% Met 89% 89% Met 10

11 11 C2.1.5 Advance human rights and social and economic justice. C2.1.6 Engage in research-informed practice and practice-informed research. C2.1.7 Apply knowledge of human behavior and the social environment. C2.1.8 Engage in policy practice to advance social and economic wellbeing and to deliver effective social work. C2.1.9 Respond to contexts that shape practice. C1.1.10A Engage with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10B. Assess client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10C Provide prevention/intervention for client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10D Evaluate practice with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10E End with client systems of all sizes (individuals, families, groups, organizations, and communities). **Benchmark=75% 4.2 or above 78% 83% Met 53% 51% Unmet 83% 80% Met 72% 80% Partially Met 69% 74% Unmet 93% 94% Met 85% 87% Met 80% 87% Met 80% 83% Met 72% 78% Partially Met In the year-end field ratings, students met the benchmark for ten of the fourteen competencies, partially met two, and did not meet two: Partially met competencies, meaning that these competencies were rated 4.2 or above by either the FI or the student but not by both: : C2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work. C1.1.10E End with client systems of all sizes (individuals, families, groups, organizations, and communities). Unmet competencies: C2.1.6 Engage in research-informed practice and practice-informed research. C2.1.9 Respond to contexts that shape practice. 11

12 12 Table 7 Senior Field s Over Time. Competency C2.1.1 Identify as a professional social worker and conduct oneself accordingly. C2.1.2 Apply social work ethical principles to guide professional practice. C2.1.3 Apply critical thinking to inform and communicate professional judgments. C2.1.4 Engage diversity and difference in practice. C2.1.5 Advance human rights and social and economic justice. C2.1.6 Engage in research-informed practice and practiceinformed research. C2.1.7 Apply knowledge of human behavior and the social environment. C2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work. C2.1.9 Respond to contexts that shape practice. C1.1.10A Engage with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10B. Assess client systems of all sizes (individuals, families, groups, organizations, and communities). SR ST 2011 SR ST 2012 Senior ST 2013 SR FI 2011 SR FI 2012 Senior FI % 95% 89% 87% 93% 87% 84% 92% 87% 84% 97% 89% 90% 93% 87% 86% 95% 85% 84% 89% 89% 82% 93% 89% 82% 85% 78% 76% 93% 83% 55% 61% 53% 47% 59% 51% 84% 85% 83% 76% 89% 80% 71% 82% 72% 78% 87% 80% 59% 66% 69% 57% 70% 74% 98% 93% 93% 94% 97% 94% 90% 90% 85% 86% 95% 87% 12

13 13 C1.1.10C Provide prevention/intervention for client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10D Evaluate practice with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10E End with client systems of all sizes (individuals, families, groups, organizations, and communities). 86% 84% 80% 82% 90% 87% 76% 85% 80% 73% 89% 83% 59% 79% 72% 67% 89% 78% As we compare student field ratings over time, we find that students in 2012 performed slightly better than the previous class (the first using our revised outcome measures) on most measures. As we move forward in future assessments, we will be tracking trends and monitoring how students do on collective evaluations from year to year. Course Objective Assessment Tool (COAT) In addition to field assessments, the BSW program uses an instrument based on course objectives (which were, in turn, based on the 14 competencies comprised of 52 practice behaviors) to assess student outcomes. The practice behaviors are compiled and averaged to provide an overall field and COAT rating for each competency. This measure is given at the beginning of the year to incoming students and at the end of the year to graduating seniors. One of our benchmarks is that the mean competency rating for exiting students is significantly higher than the mean competency rating for entering students. This benchmark was met for all competencies. The mean self-ratings of competencies on the COAT were statistically significantly higher on exit than on entry for every competency. Table 8 below summarizes the results. 13

14 14 Table 8. Comparison of Pretest and Posttest COAT Means for Competency Pretest Mean (SD) * N=80 Posttest Mean (SD)* N=46 C2.1.1 Identify as a professional social worker and conduct oneself accordingly (0.66) 4.74 (0.62) 95.7 % 4.2 and above C2.1.2 Apply social work ethical principles to guide professional practice (0.71) 4.78 (0.36) 89.1 C2.1.3 Apply critical thinking to inform and communicate professional 93.5 judgments (0.67) 4.80 (0.28) C2.1.4 Engage diversity and difference in practice (0.88) 4.84 (0.27) 97.8 C2.1.5 Advance human rights and social and economic justice (0.78) 4.70 (0.40) 87.0 C2.1.6 Engage in research-informed practice and practice-informed research (0.66) 4.31 (0.75) 63.0 C2.1.7 Apply knowledge of human behavior and the social environment (0.67) 4.79 (0.33) 89.1 C2.1.8 Engage in policy practice to advance social and economic well-being 65.2 and to deliver effective social work (0.67) 4.47 (0.65) C2.1.9 Respond to contexts that shape practice (0.61) 4.49 (0.65) 63.0 C1.1.10A Engage with client systems of all sizes (individuals, families, groups, 87.0 organizations, and communities) (0.73) 4.77 (0.35) C1.1.10B. Assess client systems of all sizes (individuals, families, groups, 80.4 organizations, and communities) (0.60) 4.60 (0.49) C1.1.10C Provide prevention/intervention for client systems of all sizes (individuals, families, groups, organizations, and communities) (0.47) 4.54 (0.64) 73.9 C1.1.10D Evaluate practice with client systems of all sizes (individuals, families, groups, organizations, and communities) (0.57) 4.50 (0.65) 65.2 C1.1.10E End with client systems of all sizes (individuals, families, groups, 78.3 organizations, and communities) (0.40) 4.55 (0.58) All differences are statistically significant (p<0.001). 14

15 15 COAT Pre- and Posttests pre post Figure 1. Pre and Posttest COAT s The second benchmark that the BSW program set was that at least 75% of students would rate their competence at 4.2 on an competencies, which are developed by averaging the of the practice behaviors for each competency, as measured by the COAT survey. The results are identified in the final column of Table 8 above. COAT s on Benchmarks Table 9 represents the COAT ratings since we implemented our revised outcome measures in 2011 Table 9 Senior on COAT Over Time Competency C2.1.1 Identify as a professional social worker and conduct oneself accordingly. C2.1.2 Apply social work ethical principles to guide professional practice. C2.1.3 Apply critical thinking to inform and communicate professional judgments. C2.1.4 Engage diversity and difference in practice. C2.1.5 Advance human rights and social and economic justice. C2.1.6 Engage in research-informed practice and practice-informed research. C2.1.7 Apply knowledge of human behavior and the social environment. C2.1.8 Engage in policy practice to advance social and economic well-being 2011 COAT % above COAT % above COAT % above COAT % above

16 16 and to deliver effective social work. C2.1.9 Respond to contexts that shape practice. C1.1.10A Engage with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10B. Assess client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10C Provide prevention/intervention for client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10D Evaluate practice with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10E End with client systems of all sizes (individuals, families, groups, organizations, and communities) Benchmark is that at least 75% of our students will exceed 4.2 on ratings of competencies. Summary of Field and COAT s for Seniors Table 10 lists the ratings on the three outcome measures for senior students for the academic year. It is our goal that students will rate above 4.2 on all of the measures. Those competencies identified as met indicate that students either self-rated or were rated by FI as above the benchmark for all three measures. Partially met benchmarks indicate that student ratings were above the benchmark on at least one measure; not met benchmarks were below the benchmark on all of the measures. Table 10. Field and COAT Senior Student s for Competency C2.1.1 Identify as a professional social worker and conduct oneself accordingly. C2.1.2 Apply social work ethical principles to guide professional practice. Sr. Field Student Sr. Field Self- % above 4.2 ** Sr. Field FI Sr. Sr. Field FI % above 4.2 ** COAT % above % 87% 95.7 Met 87% 89% 89.1 Met C2.1.3 Apply critical thinking to 87% 85% 93.5 Met Competency Status 16

17 17 inform and communicate professional judgments. C2.1.4 Engage diversity and difference in practice. C2.1.5 Advance human rights and social and economic justice. C2.1.6 Engage in research-informed practice and practice-informed research. C2.1.7 Apply knowledge of human behavior and the social environment. C2.1.8 Engage in policy practice to advance social and economic wellbeing and to deliver effective social work. C2.1.9 Respond to contexts that shape practice. C1.1.10A Engage with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10B. Assess client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10C Provide prevention/intervention for client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10D Evaluate practice with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10E End with client systems of all sizes (individuals, families, groups, organizations, and communities). **Benchmark=75% 4.2 or above 89% 89% 97.8 Met 78% 83% 87.0 Met 53% 51% 63.0 Unmet 83% 80% 89.1 Met 72% 80% 65.2 Partially Met 69% 74% 63.0 Unmet 93% 94% 87.0 Met 85% 87% 80.4 Met 80% 87% 73.9 Partially Met 80% 83% 65.2 Partially Met 72% 78% 78.3 Partially Met Senior Students met the following benchmarks: C2.1.1 Identify as a professional social worker and conduct oneself accordingly. C2.1.2 Apply social work ethical principles to guide professional practice. C2.1.3 Apply critical thinking to inform and communicate professional judgments C2.1.4 Engage diversity and difference in practice. C2.1.5 Advance human rights and social and economic justice. C2.1.7 Apply knowledge of human behavior and the social environment. C1.1.10A Engage with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10B. Assess client systems of all sizes (individuals, families, groups, organizations, and communities). The following benchmarks were partially met this year: 17

18 18 C2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work. C1.1.10C Provide prevention/intervention for client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10D Evaluate practice with client systems of all sizes (individuals, families, groups, organizations, and communities). C1.1.10E End with client systems of all sizes (individuals, families, groups, organizations, and communities). The following benchmarks were not met this year: C2.1.6 Engage in research-informed practice and practice-informed research. C2.1.9 Respond to contexts that shape practice. The competencies that were not met and those that were partially met will be discussed in BSW Program Committee and in the various curriculum committees over the course of the academic year to determine ways to address student deficits in the areas of unmet and partially met competencies. We look more carefully at unmet competencies, and consider which specific practice behaviors are low, so that we can address these areas in both field and classroom curriculum. Appendices D and E indicate the mean ratings on the practice behaviors on the field and COAT measures. 18

19 19 Implicit Curriculum In addition to evaluating our curriculum, the School of Social Work monitors student experiences through an annual climate survey (see Appendix F). Graduating seniors are surveyed to learn about their experiences in the School of Social Work. This climate survey includes questions examining the environment within which the BSW Program s teaching and learning occurs. The tool focuses on whether students feel that they and others have been treated with respect, the extent to which differences and diversity have been supported, advising, and the extent to which they feel they have access to faculty and administration to voice concerns. It also asks the extent to which they have participated in extra-curricular activities and used campus resources. We asked students to identify the extent to which they agreed with the following questions regarding the SCU/UST Social Work (SCU/UST SSW). Response categories ranged from strongly disagree (1) to strongly agree (5). Table 11. Diversity, Social Justice and Respect Question 2011 % that disagree or strongly agree I feel pressure to fit in at the SCU/UST SSW 2012 % that disagree or strongly agree % that disagree or strongly agree The SCU/UST School of Social Work encourages discussions about issues of difference. I feel free to speak up about diversity issues that are important to me in my classes at SCU/UST SSW. The SCU/UST SSW demonstrates commitment to social justice

20 20 We asked students their experiences in the classroom addressing diversity by providing a number of different diversity issues and asked students if they had discussed diversity in their classes the SCU/UST School of Social Work. Table 12. Addressing Diversity 2011%agree or strongly agree 2012 %agree or strongly agree 1. Sexuality Race and Ethnicity Religion and Spirituality Ability and Disability Social Class Age Issues %agree or strongly agree We polled students regarding their opinions that the SCU/UST School of Social Work (SCU/UST SSW) demonstrates a meaningful commitment to diversity. Table 13. Demonstrating a Meaningful Commitment to Diversity % that agree or % that agree or strongly agree strongly agree 1. Curriculum Field Education Faculty Administration and Staff Recruitment 5. Student Recruitment and Admission % that agree or strongly agree Student opinions regarding The SCU/UST School of Social Work s commitment to diversity can be seen in their responses to questions regarding the diversity of a number of groups. Table 14. Commitment to Diversity 2011 % that agree or strongly agree 4. Administration and Staff Recruitment 5. Student Recruitment and Admission 2012 % that agree or strongly agree % that agree or strongly agree Students were asked if they believed that they had been treated with respect in the SCU/UST School of Social Work. 20

21 21 Table 15. Respect 2011 % that agree or strongly agree 2012 % that agree or strongly agree 1. By faculty By administration and staff 3. By my fellow students at the School % that agree or strongly agree In an attempt to learn if students experience harassment in the School of Social Work, a new question was added to the survey in When asked, 12.5 % of students indicated that they had experienced discrimination and/or harassment within the School of Social Work; 14.6 were not sure. The remaining 72.9% said that they had not. If students answered yes, they were asked if the School of Social Work made an appropriate response. Table 16. Response to Harassment The School of Social Work responded effectively to fix harassment and/or discrimination that I experienced 2013 %agree or strongly agree (n=6) 0% Of the 6 students who felt that they had been harassed or discriminated, none felt that the situation had been rectified. Half responded with a neutral neither agree nor disagree and the rest disagreed or strongly disagreed. Students were asked to rate their satisfaction with the admission process. Table 17. Satisfaction with Admission Process 2011 % that are satisfied or very satisfied 4. Admission to Major Process 2012 % that are satisfied or very satisfied % that are satisfied or very satisfied 21

22 22 Academic Advising In an attempt to learn how students negotiate difficulties with the program, students were asked whom they would feel comfortable approaching with a concern about the program at the SCU/UST School of Social Work. Table 18. Whom Students would Approach 2011 % that agree or strongly agree 2012 % that agree or strongly agree 1. Classroom faculty My advisor BSW Program Director Dean % that agree or strongly agree Advising was assessed by asking students about their satisfaction with faculty advising. Table 19. Advising 2011 % that agree or strongly agree 2012 % that agree or strongly agree 2. Faculty Advising Student Participation 2013 % that agree or strongly agree We asked students to rate the extent to which they were satisfied opportunities to participate in various activities. Table 20. Student Opportunities 2011 % that are satisfied or very satisfied 3. Opportunities for Student Research 4. Admission to Major Process 2012 % that are satisfied or very satisfied Social Work Club Beta Epsilon Student Honor Society 2013 % that are satisfied or very satisfied We also wanted to identify what activities students had actually taken part in while they were students at the School of Social Work. 22

23 23 Table 21. Participation Social Work Club 41% 33.9% 28.9% 2. Day at the Capitol 84.6% 88.1% 93.5% 3. Service Projects 74.4% 35.6% 58.7% 4. Salons 46.2% 6.8% 0% 5. Justice Lecture 79.5% 66.1% 33.%3 6. Room at the Table 26.5% 42.4% 20.0% 7. Institutes (Group work, 59% 52.5% 55.6& Supervision, Spirituality) 8. Licensure Preparation 30.8% 37.3% 63.0% 9. Beta Epsilon Honor Society 38.5% 40.7% 55.6% And we wondered if students perceived The SCU/UST School of Social Work to encourage them to participate in the above activities. Table 22. Encouragement of Activities 2011 %that agree or strongly agree 2012 %that agree or strongly agree 71.8% Resources 2013 %that agree or strongly agree In an effort to determine what resources students found useful, we survey them as to which resources they had used. Table 23. Support Systems Used by Students Writing Assistance 35.9% 45.8% 21.7% Accommodation for a 7.7% 6.8% 13.3% Disability Tutoring 15.4% 15.3% 4.4% Financial Aid 79.5% 86.4% 76.6% Scholarships 79.5% 71.2% 68.1% Faculty Recommendations or 66.7% 67.8% 68.9% References Informal consultation with 84.6% 81.4% 78.3% faculty Parenting Supports (e.g. day 5.1% 8.5% 4.5% care) University counseling services 38.6% 23

24 24 University Academic Advising (UST) 45.7% O Neill Learning Center 26.2% (SCU) Other (please identify) 5.1% 8.5% 4.0% Under other, Students wrote in disability services and job. Questions on the climate survey regarding the use of support services were included to identify services most needed and used by our students, not to assess the quality of services. These questions help us to know where to direct students who express need and allow us to build collaborations with support staff in these areas so we can better advocate for our students Overall we found that students were generally happy with the climate at the school of social work. They identified a general satisfaction with commitment to diversity and respect, indicating that they feel valued by faculty, students, and staff. 24

25 25 Appendix A JUNIOR BSW FIELDWORK EVALUATION This evaluation covers the St. Catherine University/University of St. Thomas School of Social Work Junior Field Placement experience. This document allows both the student and the fieldwork instructor to assess, monitor and give feedback on the growth of a student s knowledge, values and skills to be applied to generalist social work practice. Purpose of Social Work Fieldwork Placements and Evaluation: The goals of each fieldwork experience differ slightly based on the outline of the Social Work program. The program employs a model of growth the senior field experience builds on the junior experience. As the goals of each year are different, please take into acount the following when completing the evaluations. When assessing a student s competence please consider this through the lens of their junior or senior context. (For this reason, we have given a range specific to each year see assessment scale.) JUNIOR FIELDWORK: The purpose of Junior Field is to introduce the students to the issues and practice of professional social work, complementing the student s academic work and allowing the student to explore his or her goodness of fit with the social work major. Students begin learning about social work knowledge, values, and skills and how to integrate them in practice through observation and beginning tasks. INSTRUCTIONS FOR COMPLETING FINAL EVALUATION Students: - Complete the cover page aligning with your field experience (i.e. Junior/Senior Field Placement Information) - Complete your self- assessment of all Core Competencies and Practice Behaviors - your Final Evaluation to your Field Supervisor for their completion Field Supervisor(s): - Find the mid- term evaluation to reference specific tasks student completed to demonstrate practice behaviors - Complete the Final Evaluation of your student - Review ratings and comments with your student Students: - Sign off on agreement/disagreement and add any additional comments needed - Collect all necessary signatures - Make a copy for yourself and for your Field Supervisor - Submit to your Field Faculty 25

26 26 JUNIOR PLACEMENT INFORMATION: Name of Student: Phone: Junior Placement Agency: Dates of Placement: to Fieldwork Instructor: Phone: Fieldwork Faculty Liaison: Briefly describe the assignments and learning experiences: 26

27 27 Instructions for Students on the 10 Competencies in the First Part of the Evaluation: The standard by which a student is to be compared is that of a new beginning- level social worker. The 10 competencies that are specified in this evaluation form are those established by our national accrediting organization (the Council on Social Work Education). Under each competency statement there are several items that we ask that you rate according to the following criteria. SENIORS JUNIORS 5 The student is fully competent in this area for beginning generalist social work practice. 4 The student is demonstrating beginning competency in this area. 3 The student is gaining experience and meeting expectations in this area. 2 The student has not as yet met the expectations in this area, but there is evidence that the student will meet the expectations in the near future 1 The student has not met the expectations in this area, and there is not much evidence that the student will meet the expectations in this area in the near future n/a Not applicable, as the student has not had the opportunity to demonstrate competence in this area Competency marks a threshold across which the student passes commencing a journey of career long learning. The notion of competence here is that the student has mastered the knowledge, values and skills i.e. practice behaviors which are necessary to commence entry level generalist practice. This represents his or her beginning of a professional rite of passage toward the eventual achievement of that sought after status of expert. As it is utilized here, competence is a threshold concept. That is, in demonstrating competence, one crosses the threshold separating the novice from the competent beginning practitioner. Competence, however, does not in any way connote expert (Holloway, Black, Hoffman & Pierce, 2009). Comments may be made under any competency statement, if desired. Please be sure to indicate those areas in which you think the student is particularly strong and those areas that need improvement. This evaluation is intended to give the student feedback about her or his performance. The agency supervisor s rating of these items will not directly be used to calculate the grade that is given to the student. The faculty supervisor has the responsibility of assigning the grade for the course. Please note that student s will also self- assess as part of this evaluation process. This gives the student the opportunity to reflect on her/his own learning as well as provides the student, the supervisor and faculty the opportunity to address any questions or differences in rating or understanding. Please note: though the student s rating is considered, the supervisor s rating is more heavily weighted. 27

28 28 Competency 2.1.1: Identify as a professional social worker and conduct oneself accordingly. PRACTICE BEHAVIORS 1. Advocate for client access to the services of social work at the micro, mezzo, and macro levels. 2. Practice personal reflection and self- correction to assure continual professional development. 3. Attend to professional roles and boundaries. JR Student 3) JR FWI 3) 4. Demonstrate professional demeanor in behavior, appearance, and communication. 5. Engage in life- long professional learning. 6. Use supervision and consultation. Competency 2.1.2: Apply social work ethical principles to guide professional practice. PRACTICE BEHAVIORS 1. Continuously recognize and manage personal values in a way that allows professional values to guide practice. 2. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics (NASW, 2008), the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles (IFSW 2004), and the Minnesota Board of Social Work and as appropriate other codes of ethics. 3. Tolerate ambiguity in resolving ethical conflicts. JR Student 3) JR FWI 3) 4. Apply strategies of ethical reasoning to arrive at principled decisions. 28

29 29 Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments. PRACTICE BEHAVIORS 1. Distinguish, appraise, and integrate multiple sources of knowledge, including research- based knowledge, community and cultural resources, and practice wisdom. 2. Analyze models of assessment, prevention, intervention, and evaluation. 3. Demonstrate effective oral communication in working with individuals, families, groups, organizations, communities, and colleagues. 4. Demonstrate effective written communication in working with individuals, families, groups, organizations, communities, and colleagues. 5. Utilize skills and processes of critical thinking to guide communication and decision making. JR Student 3) JR FWI 3) Competency 2.1.4: Engage diversity and difference in practice. PRACTICE BEHAVIORS 1. Engage in cultural self- study. JR Student 3) JR FWI 3) 2. Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. 3. Engage in continuous self- assessment of one s social location within social power structures to minimize the influence of personal biases and values in working with diverse groups. 4. Recognize and communicate their understanding of the 29

30 30 importance of difference in shaping life experiences. 5. View themselves as learners and engage those with whom they work as informants. 6. Recognize and appreciate strengths across cultures. justice. Competency 2.1.5: Advance human rights and social and economic PRACTICE BEHAVIORS 1. Understand the forms and mechanisms of oppression and discrimination and the changing nature of those systems. 2. Advocate for human rights and social and economic justice. 3. Engage in practices that advance social and economic justice. 4. Engage in advancing social and economic justice by applying Social Work for Social Justice Principles, the United Nations Declaration of Human Rights, and other perspectives on social justice. JR Student 3) JR FWI 3) Competency 2.1.6: Engage in research- informed practice and practice- informed research. PRACTICE BEHAVIORS 1. Use practice experience to inform scientific inquiry. 2. Use research evidence to inform practice. JR Student 3) JR FWI 3) Competency 2.1.7: Apply knowledge of human behavior and the social environment. PRACTICE BEHAVIORS JR Student 3) JR FWI 3) 30

31 31 1. Utilize conceptual frameworks to guide the processes of engagement, assessment, prevention/intervention, evaluation, and endings. 2. Critically analyze and apply knowledge to understand person and environment. 3. Apply the multidimensional concepts of bio/psycho/social/spiritual/cultural perspective to social work practice on the micro, mezzo, and macro levels. Competency 2.1.8: Engage in policy practice to advance social and economic well- being and to deliver effective social work services. PRACTICE BEHAVIORS 1. Understand the impact that social and organizational policy and agency delivery systems has on individuals, groups, families, organizations, and communities. 2. Analyze, formulate, and advocate for policies that advance individual wellbeing and a just society. 3. Collaborate with colleagues and individuals, groups, families, organizations, and communities for effective policy action. JR Student 3) JR FWI 3) Competency 2.1.9: Respond to contexts that shape practice. PRACTICE BEHAVIORS 1. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. 2. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. JR Student 3) JR FWI 3) 31

32 32 Competency (a- e): Engage, assess, intervene, evaluate, and end with client systems of all sizes (individuals, families, groups, organizations, and communities). PRACTICE BEHAVIORS ENGAGE 1. Mindfully prepare for action with individuals, families, groups, organizations, and communities. 2. Establish rapport and build effective relationships. 3. Use empathy and other interpersonal skills. 4. Use the collaborative relationship to develop a mutually agreed- on focus of work and desired outcomes. ASSESS 1. Collect, organize, and interpret client system data. 2. Assess client system strengths and challenges. 3. Develop mutually agreed- on intervention goals and objectives. 4. Select appropriate prevention/intervention strategies. INTERVENE 1. Help client systems address problems and foster resiliency. 2. Negotiate, mediate, and advocate with client systems. 3. Initiate actions to implement prevention/intervention strategies to enhance client system capacities. 4. Initiate actions consistent with organizational goals. EVALUATE 1. Critically analyze, and evaluate interventions. 2. Continuously monitor progress toward goals and respond accordingly. JR Student 3) JR FWI 3) 32

33 33 3. Evaluate outcomes through use of multiple sources and types of data END 1. Facilitate transitions and endings. 2. Plan for, integrate, and promote sustainable and transferable client system change. Student Comments: FWI Comments: JUNIOR - FINAL OVERALL EVALUATION: Please check one of the following at the final evaluation. This student has excelled in junior field placement by performing above expectations for students. This student is ready for a senior field placement. This student has met the expectations of the junior field placement. This student is ready for a senior field placement. This student is not yet ready for a senior field placement. This student is not yet ready for a senior field placement, and has demonstrated serious problems in performance, and perhaps should be encouraged to pursue another major. If you have not previously done so in the comment sections, please identify 2 areas of student strengths and 2 areas for improvement: STRENGTHS: AREAS FOR IMPROVEMENT: 33

34 *The following section should be completed by the student: My agency supervisor has discussed this evaluation with me, and I have received a copy. My agreement or disagreement follows: I agree with the evaluation Comments: apple I do not agree with evaluation Comments: apple Signature of Fieldwork Instructor: Date: Student s Signature: Date: Field Faculty Liaison Signature: Date: 34

35 35 Appendix B SENIOR BSW FIELDWORK EVALUATION This evaluation covers the St. Catherine University/University of St. Thomas School of Social Work Junior Field Placement experience. This document allows both the student and the fieldwork instructor to assess, monitor and give feedback on the growth of a student s knowledge, values and skills to be applied to generalist social work practice. Purpose of Social Work Fieldwork Placements and Evaluation: The goals of each fieldwork experience differ slightly based on the outline of the Social Work program. The program employs a model of growth the senior field experience builds on the junior experience. As the goals of each year are different, please take into account the following when completing the evaluations. When assessing a student s competence please consider this through the lens of their junior or senior context. (For this reason, we have given a range specific to each year see assessment scale.) SENIOR FIELDWORK: The purpose of Senior Field is to provide the student with the opportunity to further integrate and apply knowledge and theory from academic courses to actual social work situations. The student is expected to learn to perform social work responsibilities equivalent to those of a new staff member in the agency, under close supervision of their supervisor. INSTRUCTIONS FOR COMPLETING FINAL EVALUATION Students: - Complete the cover page aligning with your field experience (i.e. Junior/Senior Field Placement Information) - Complete your self- assessment of all Core Competencies and Practice Behaviors - your Final Evaluation to your Field Supervisor for their completion Field Supervisor(s): - Find the mid- term evaluation to reference specific tasks student completed to demonstrate practice behaviors - Complete the Final Evaluation of your student - Review ratings and comments with your student Students: - Sign off on agreement/disagreement and add any additional comments needed - Collect all necessary signatures - Make a copy for yourself and for your Field Supervisor - Submit to your Field Faculty 35