WASC Approved Substantive Change Update Report Master of Social Work Three-Year Redding Program

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1 WASC Approved Substantive Change Update Report Master of Social Work Three-Year Redding Program An Off-Campus Program Using Distance Learning Technology Prepared by California State University, Chico School of Social Work Chico, California Director of the School of Social Work Celeste A. Jones, PhD MSW Program Director Jean Schuldberg, Ed.D Phone (530) Fax (530)

2 1 Substantive Change Update Report California State University, Chico Master of Social Work Three-Year Redding Program The Master of Social Work (MSW) Three-Year Redding Program application process was October 1, 2008 through March 2, There were 62 applicants for this program and of these, 40 were accepted into the program. Due to varied financial challenges, two applicants declined the program the week prior to classes commencing. The Three-Year program cohort represents eleven California counties; 10 of these are within the CSU, Chico service area. Two of the students outside our service area are from Sacramento county and southern Oregon. The MSW Three-Year Redding program is a cohort model and the entire program (100%) is offered via distance education at the Shasta Community College Downtown Campus in Redding CA. This program is a blended delivery mode; distance-learning modalities include online coursework, two-way video classes/conferencing, and face: face instruction in an accelerated format. The Three-Year Redding Program provides the MSW curriculum in a format that meets Friday afternoon (3pm-7pm) and Saturday (8am-5pm) twice a month (depending upon the Holiday schedule when classes might meet two consecutive weekends) for 12 months each year for a total of nine semesters. Students in this program are enrolled in two or three courses per semester that meet during a 16 week semester period. The MSW Three-Year Program admits students once every three years; this current cohort of students will graduate in May The Three-Year Program is designed for students who need a weekend format. The program requires a total of units of course work (depending on if the student chooses electives or a thesis/project) and 1200 hours of field education practicum experience. Students engage in an internship in the second and third year of the program. A bi-monthly, on-line, hybrid seminar is provided for the MSW Three-Year Program. The Shasta Community College Downtown Campus in Redding CA has classrooms designed to send and receive two-way video transmission of interactive classes and smart classrooms that allow instructors to use routine computer software to project presentations and internet connections. The program includes live, face: face (in-person) instruction, as well as synchronous instruction at a distance. The Three-Year Redding program officially began August 19, 2009 with a comprehensive orientation for students. The orientation included student and faculty introductions as well as program and facility details. Appendix A contains the packet of information each student received. This packet included the agenda for the day, the MSW Student Handbook, handouts on the Redding facility, safety, academic honesty, the National Association of Social Workers, the CSU, Chico School of Social Work mission, MSW program goals and objectives, and university services. The faculty members teaching the first two courses in the program were introduced and provided students with information to supplement previous s on preparation for the first days of classes. In addition, a packet of orientation information was given to the faculty (see Appendix B).

3 2 Following the orientation, there was a community reception. The reception was held from 4-5:30 pm at the Shasta Center. The dignitaries that attended were the CSU, Chico University President, Dr. Paul Zingg, Dean of the College of Behavioral and Social Science, Dr. Gayle Hutchinson, Dean of Regional and Continued Education. Dr. Debra Barger, Associate Dean of the College of Behavioral and Social Science, Dr. Eddie Vela, the Dean of Nursing at Shasta College who facilitates the Shasta Center, Wanda Spratt representatives from the Superior Region Mental Health Directors, Shasta College representatives from the police department and administration, regional agencies, and representatives from the Northern Child Welfare Directors. Additionally, the Director of the School of Social Work, the MSW Program Director, and 75% of the faculty and staff of the School of Social Work attended the reception in Redding. The curriculum delivery is organized in a logical, integrated fashion that reflects the MSW Program s student learning outcomes. The foundation courses provide a base for the advanced curriculum. The advanced level courses delivers depth and breadth at the graduate social work practice level. Appendix C includes the Three-year Course Sequencing and further description and detail of the foundation and concentration year curriculum. Students began classes on August 28th and 29th, The first semester schedule consists of two courses, the beginning Human Behavior in the Social Environment (HBSE) course and beginning Social Work Policy course. SWRK 601: HBSE I provides an understanding of human behavior and social environment from an eco-systemic and value-based perspective as applicable in social work practice. Content includes theories and knowledge of human, bio-psycho-social development, and the range of social systems (families, groups, organizations, institutions and communities) in which individuals live. This course evaluates the larger view of the interaction of Human Behavior in the Social Environment across the life span from the human ancestor and family genetic inheritance to birth, childhood, youth, adult life, old age, and death. SWRK 605: Social Welfare Policy examines economic, historical, political, intellectual, sociocultural, leadership, values and ideologies and other factors that shape social welfare and economic policy, programs and services. It addresses various frameworks for studying social welfare policy, programs and services, and examines the roles of policy-makers, processes of social change, and the roles of social workers as facilitators of positive social change. Special emphasis is placed on effects of social and economic policy decisions on impoverished and oppressed people. WASC Recommendations The Substantive Change Implementation Notification recommendations from the Review Committee stated The panel request that further attention to assessment be given and that attempts be undertaken to compare the quality of student learning in the Redding program with that on the main campus. The School of Social Work offered a Three-Year MSW Program on campus from Assessment during involved comparing data from the full time and Three-Year programs. This comparison process remains part of our on-going assessment process. The School of Social Work maintains a comprehensive approach to evaluating program outcomes in relation to the program objectives. This approach includes direct (demonstration of specific skills in the field and course assignments), indirect (opinion/self efficacy surveys of

4 3 students, faculty, alumni, and faculty), and descriptive sources of evidence. The comprehensive approach relies on several lines of evidence to assess achievement of program objectives from several constituencies including students, community, faculty, and social work administrators. The assessment plan has two related components: (a) assessment of course objectives, and (b) assessment of program objectives. Data is collected at multiple points in time and aggregated by class cohort and program for course objectives, and by graduating cohorts (Full-time and Three- Year cohorts) for program objectives. The School uses several assessment tools and procedures to determine achievement of learning objectives that include exit, alumni, and employer surveys, field evaluations that are aligned with the program and course objectives, and the parallel student self-efficacy instrument. The School uses a validated instrument on self-efficacy developed by Gary Holden (see Appendix D) that is currently being used by many other social work programs around the nation. The School also utilizes embedded assignments to measure course and program objectives. Each of these measures is discussed briefly below and in more detail in the following section. For each content area, faculty are assigned responsibility for updating syllabi in regard to currency, competencies, and regional needs. Briefly, the current assessment process entails a multi-dimensional approach that includes the use of the following tools to collect data from the different constituencies: Students: Field Evaluations: The new field practicum evaluation instrument was developed in spring 2006, and has been institutionalized since fall It is administered on-line and was updated summer 2009 to provide great ease for use by Field Instructors and for data analysis overall and in regard to the MSW focus areas. Self-Efficacy Instrument: The School uses the self-efficacy scale that is based on the instrument developed by Dr. Gary Holden (NYU). This survey assesses the opinions of students who are in the program. The permission to use Holden s instrument was obtained and utilization began fall Grades from specific course assignments in select courses: Specific assignments from different courses at foundation and concentration levels across the curriculum were selected by the curriculum sequence committees to offer insight into student mastery of various course and program objectives in spring Final Product (Comprehensive Exam, Thesis, or Project): The Comprehensive Exam/Thesis/Project assesses student knowledge, skills, and values in the core curriculum areas as they are linked to program goals and objectives. It is an objective measure of student attainment of program goals and objectives. Exit Focus Groups: Focus groups are held for graduating students to discuss their experiences in the School. The focus group discussion is framed by the objectives of the program as well as open-ended discussion opportunities for information that might be helpful to the planning process of the School.

5 4 Exit Survey: This survey was be implemented for the first time spring 2008 and was provided to all graduating students. Community: Alumni Surveys: This survey explores the opinions of those who have been out of School for more than one year regarding their educational experiences and related career development. Employer Surveys: This survey is sent to the major employers of CSU, Chico MSW graduates to assess the marketplace determination of how well they meet the objectives of the School. Focus Groups/Meetings with Community Advisory Board, and Field Advisory Board: Meetings are held once a semester by the Director of the School and Field Director with the members of the Community Advisory Board, Student Advisory Board, and Field Advisory Board respectively. The Title IV-E Advisory Board, Mental Health Advisory Board, and Hartford Partnership Program in Aging Education (HPPAE) Advisory Boards meet once a year in conjunction with the School of Social Work Advisory Board meeting each spring. These meetings are very useful in bridging the gaps between the needs of the community and academia. Appendix E and F highlight the detailed time-table and plan for the external and internal assessment mechanisms of MSW Program and Curriculum Objectives for both the MSW program on the main campus as well as the Redding program. Appendix G lists all of the assessment instruments that both the main campus and the Redding programs employ and the MSW Program Objective that each measures. Appendix H provides information about the specific instruments and items in each instrument that measure each program objective, as well as the type of data collected and the benchmark used to determine how successfully the program is meeting Program Objectives. Feedback Loop for Creating Program Change The measures used for the self-study and program evaluation, and the mechanisms for using the results of these evaluations to develop and implement program change are described in detail below. We regularly review data from the measures discussed below and use these to inform our curriculum and address other areas of concern in our programs. The structure of the feedback loop occurs helps to maximize the analysis of each outcome measure. The School has a Faculty meeting once a month and previous Faculty Meeting Minutes and Reports that discuss assessment in both programs are reviewed. The Director sets the Faculty meeting agenda with input from faculty. In addition to the Faculty meetings, all of the faculty participate in the MSW Program Committee meetings that occur once a month. Faculty also serve on various Curriculum Sequence Committees that meet regularly and report back to the MSW Committees and at Faculty meetings. These five curriculum sequence committees meet on a regular basis each semester to assess the progress of courses across the curriculum and the major changes in the curriculum. Beginning fall 2007, these changes have been logged in Curriculum Change Log Form (see Appendix I). A curriculum audit occurs in the Curriculum Sequence Committees and if changes are warranted (i.e. readings, assignments, and/or exams), the Committee brings the

6 5 changes to the faculty at a monthly faculty meeting. Faculty review and vote for approval of the changes. The MSW Assessment Coordinator coordinates collection of data. The MSW Coordinator is joined by the Director of Field Education, the MSW and BSW Program Directors and the Director of the School to comprise the Assessment Committee. Data gathered by each of the measures described below is reviewed by the MSW Assessment Coordinator and brought to the Assessment Committee. A presentation on the assessment data is made to the faculty in the fall at the Faculty Retreat and again in the spring at an assessment meeting. The assessment committee shares successes and concerns with the faculty and there is an opportunity for faculty to discuss any other concerns arising from the data. When problems are noted, they are sent to the appropriate Curriculum Sequence Committee to review and recommend a solution. This solution is brought back to the larger faculty at a MSW or Faculty meeting where it is discussed and voted on. Pressing issues that may become apparent between the fall and spring assessment conversations with faculty are brought to the faculty s attention at monthly faculty meetings. Summary of MSW Program Assessment In summary, the Social Work program at CSU, Chico has developed and implemented an assessment plan using multiple measures and types of data to assess our success in meeting our nine program objectives. These measures have provided us with valuable information about ways in which we are meeting these program objectives and areas where improvement is needed. Assessment was conducted on the Three-Year Program cohort ( ) and compared with the full-time program. We found that there were no significant differences in student performance on the field evaluations, self-efficacy scales, grades, final product and the student learning outcomes. Students participating in the exit focus groups for the two programs did note a few differences in their overall graduate school experience. These differences surrounded university facilities operations, and course delivery. Most importantly, the feedback from the Three-Year MSW students were immediately applied and implemented in the Redding Three-Year program format (courses being offered concurrently throughout the semester rather than one course at a time) and delivery method (Friday/Saturday twice a month rather than Friday/Saturday/Sunday once a month). The School of Social Work uses all the assessment data to help encourage faculty discussion of our program in general and our curriculum more specifically. These discussions have resulted in numerous changes to our program. We continue to use new data to determine how successful the changes have been, and to make additional changes as needed.

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