MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT

Size: px
Start display at page:

Download "MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT"

Transcription

1 MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT This report covers the academic year and includes activity during the summer of 2011 Outcomes The current mission is to prepare graduate social work students for a life long commitment to: competent, evidence informed, principled, strengths-based, family-centered social work practice; leadership and service to urban communities; addressing human rights issues including social, racial and economic injustice; and to a spirit of inquiry. The outcomes measured are reflective of the program's goals, which are derived from the programs mission. The program objectives, stated below, are indicators of identified professional competency outcomes, which are explicitly indicated in the assessment tools utilized. Outcomes established and evaluated demonstrate achievement of competency in all areas indicated in the current program goals and objectives: GOAL 1: Provide students with foundation knowledge and skills for competent Social Work practice with individuals, families, groups, organizations, and communities. 1A: Demonstration of understanding and application of a generalist model in practice. 1B: Demonstration of understanding and application of a strengths based approach to practice. 1C:Demonstration of understanding and application of a family centered approach to practice. 1D:Demonstration of understanding of the historical context of current social work practice knowledge and skills 1E:Demonstration of the development of communication skills essential for competent Social Work practice, and their application to work with clients, colleagues, supervisors, administrators, and others in the community served GOAL 2: Provide students with advanced knowledge and skills for competent Social Work practice with individuals, families, groups, organizations, and communities. 2A: Demonstration of understanding and application of knowledge from the advanced curricula utilizing generalist, strength based, and family centered approaches to practice 2B: Demonstration of understanding and application of knowledge from the advanced curricula in multi-modal practice, utilizing supervision, consultation, and organizational resources: direct practice concentration 2C:Demonstration of understanding and application of knowledge from the advanced curricula in 1

2 multi-modal practice, utilizing supervision, consultation, and organizational resources: policy and administration concentration 2D:Demonstration of understanding and application of knowledge from the advanced curricula in multi-modal practice, utilizing supervision, consultation, and organizational resources: school social work concentration GOAL 3: Prepare students for practice with diverse urban populations. 3A: Demonstration of the ability to understand and apply the effects of culture, race, ethnicity, class, sexual orientation, national origin, religion, age, gender, mental or physical ability, and the "family structure" on clients of social work service, and on social work practice 3B: Demonstration of an understanding of poor, vulnerable, and stigmatized individuals, families, groups and communities. 3C: Demonstration of the ability to apply a non-discriminatory social work practice to a diverse urban client population. GOAL 4: Prepare students to advocate for transformative social and economic justice. 4A: Demonstration of knowledge of factors affecting social and economic justice, including the history and development of social welfare policy 4B: Demonstration of the ability to plan, effect, and evaluate advocacy activities and to promote social justice in communities served. GOAL 5: Prepare students for development of critical thinking, and evaluation of social work practice 5A: Demonstration of the ability to use written and oral communication skills in practice related activity 5B: Demonstration of the ability to critically evaluate practice activity. GOAL 6: Prepare students to understand and apply values and ethics in Social Work practice 6A: Demonstration of understanding of social work values and ethics in practice. 6B: Demonstration of application of professional values and ethics to practice activity, within the structure of service delivery systems and organizations in the community. GOAL 7: Prepare students for lifelong leadership service 7 A: Demonstration of leadership in application of integrated, advanced knowledge to understanding problems of service populations, and to articulation of practice and policy solutions 7 B: Demonstration of leadership in enacting effective empowerment activity with service populations. 7 C: Demonstration of leadership in application of theoretical knowledge to practice, to effect change. Method of Assessment. 2

3 Foundation Practice Self-Efficacy (FPSE) Survey, designed to demonstrate student self-evaluation of achievement of knowledge and skills taught in the foundation courses and field internship; FPSE Advanced Practice surveys (FPSE Advanced Direct Practice Survey; FPSE Advanced Administration and Policy Survey; FPSE Advanced School Social Work Survey. Findings related to knowledge and skill areas in the program objectives are summarized below, as well as findings informing about the learning context. Where possible, comparisons were made with similar 2008, 2009 and 2010 findings. A rubric established for evaluating the findings related to program curriculum is represented by 80% or above, indicating a high level of confidence and/or perceived confidence. Percentages reported below indicate those whose responses on items were 80 or above in confidence level, and those that fell below. Assessment Findings/Interpretations/Conclusion Surveys were administered to 42 foundation, and 44 advanced students (32 direct practice, 10 school social work, and 2 administration and policy) during Spring Semester. Important findings are summarized below: DEMOGRAPHICS (FOUNDATION AND ADVANCED) Most students in the program are female (95% at foundation level and 80% at the advanced level). At the foundation level, 81% of the students are African American, 14% are White and 5% are Latina. At the advanced level approximately 71% are African American, 16% are White, and 13% are Latina. This demographic represents an increasing ethnic diversity of students, and is influenced by the largely Latina student cohort from El Valor. Sixty percent (60%) of the foundation, and 50% of advanced students, are employed full time. Another 19% of foundation students and 39% of advanced students are employed part time. This represents a significant challenge, particularly with advanced students, as they are meeting both course work and field internship during the advanced year. The predominant employer support to these students is allowing flexible work schedules. Some receive more than one type of employer support. Tuition reimbursement, time off, and reduced work loads are minimally available. A significant number of students report no employer support while they are attending the graduate program (24% at the foundation level, and 33% at the advanced level). The students are relatively experienced coming into the program, with 20% of foundation level students having six or more years of related experience, and 48% of advanced level students having six or more years. Approximately 34% of the students overall come with no related work experience. IMPACT OF ACHIEVING THE MSW DEGREE (ADVANCED STUDENTS) Graduating students perceptions about how completing the program will impact their career trajectory remained very similar during the past three years, with some variation. Roughly a quarter of the students expected to continue in the same employment venue after graduating, and approximately one half expected some salary increase, with a slight decrease in that percentage in 2011; 19% of last year s cohort expected a 3

4 promotion, and 23% of this year s graduating class expect a promotion after graduation. For those staying in the same employment, 63% of the 2009 cohort, 33% of the 2010 class, and 45% of the 2011 class expected new assignments. Around half the students in the 2009 and 2911 classes, and 84% in the 2010 cohort, expect to get more advanced formal education, with some variation in timelines for pursuing post-graduate education. PERCEIVED COMPETENCE: KNOWLEDGE AND SKILL Most of the areas surveyed demonstrated high or very high confidence of students at the foundation and advanced levels in 2011 (see Demonstration of Student Learning section below). Findings reported in this section are limited to those that demonstrate specific positive changes or specific areas of concern. An item that moved significantly upward in 2011 was cultural competence regarding sex. However, several of the areas moved significantly (10 points or more) downward in These included: communication skills; use of supervision; use of consultation; organizational adaptation; organizational change; cultural competence regarding class. Areas that were of most concern (50% or below) in 2011 included: Social Policy Formulation; Social Policy Advocacy & Communication Skills. Areas that were of some concern (60% to 79%) in 2011 included: Critical Thinking; Understanding Oppression; Knowledge of Social Work History; Mastery of the Generalist Model; Use of Theoretical Frameworks; Research Evaluation; Research Application to Practice; Evaluation of Interventions; Organizational Adaptation; Organizational Change. Of particular concern is the recent drop in the Communication item, as it is an area central to competency in practice, and emphasized in the foundation practice courses. Other areas appear to have moved, over the recent past years, in a more positive direction, reflecting new faculty emphasis on policy content and application, and on integration of research principals into practice courses and field experiences. However, they remain below an acceptable standard for our program. As these measures are taken at the foundation level, we would expect more positive responses at the advanced level, and in the coming year as foundation students complete advanced courses. The 2011 findings also indicate no significant drop in confidence in any of the content areas. Significant (10 points or more) movement upward was observed in: Knowledge of Social Work History; Use of Theoretical Frameworks; Social Policy Analysis; Social Policy Formulation; Social Policy Advocacy; Research Evaluation; Research Application to Practice; Use of Consultation; Organizational Adaptation.. No items remained in an area of most concern (59% or below). Items that remained in an area of some concern (60% to 79%) included: Social Policy Formulation; and Social Policy Advocacy. Areas of concern continue to be concentrated in social policy formulation and advocacy. This, in part, reflects ongoing concerns about policy curriculum, as noted also at the foundation level. Many of our students do not work or have field internships in environments where they have opportunity to be introduced to advocacy initiatives. Thus, it is deemed 4

5 important to provide these opportunities in the curriculum. It also is related to the small number of students who select the Administration and Policy concentration at the advanced level. At the advanced level, most of the students select the Direct Practice concentration, and a smaller number select the School Social Work and Administration and Policy concentrations. Responses to the concentration-specific questions included in the survey indicate that responses are high-to-very high to all these questions, including Administration and Policy concentration students. In general, movement overall is toward more confidence. Only two items remained as areas of concern: Social Policy Formulation & Social Policy Advocacy. The rest of the items ranked as high or very high levels of confidence. Though concerns remain about particular areas of policy (discussed above), the program apparently provides adequate teaching and other contributions in the classroom, field supervision and experience, advisement, and other supports to the students learning. Particular areas of policy continue to be areas of concern for the overall student population, though not for students who select the administration and policy advanced concentration. It is important to note that most students select the Direct Practice advanced concentration. For the School Social Work concentration, the overwhelming majority of students in both the Post MSW and Traditional Programs (Advanced School Social Work concentration) met and or exceeded expectations for the field practicum objectives. This finding provides evidence that the majority of the students are successful in the application of the ISBE Standards for School Social Workers while in the field setting. All of the students in the Traditional Cohort took the exam on either the February 2011 test date or the April 2011 test date. 100% of the students passed the exam. A composite score of 240 is needed to pass the Type 73 Exam. The exam has 4 subareas. An average of the 4 subareas provides a composite score. The following are the 4 subareas: 1) Social work theories, intervention and services 2) Assessment, Planning and Evaluation 3) Consultation, Collaboration, Advocacy, and Facilitation 4) Learning Community, and the School Social Worker The average composite score for those students taking the exam in February was 266, the statewide average was 267. For the two students taking the exam in April the average composite score was 268, the statewide average for April was 265. None of the students in the Post MSW Cohort took the Type 73 Exam during this school year. Data from recent evaluations of the School Social Work Program indicate fewer students in this cohort choose to take the exam. LEARNING CONTEXT: RESOURCES AND SUPPORT The FPSE Foundation and Advanced Surveys included some questions regarding support and use of resources both within the University and in Social Work Program to facilitate evaluation of the learning context, and to 5

6 determine specific areas of that context that are perceived by students as supportive and/or as barriers to learning. The findings suggest the range of university support resources are not utilized by many students. The students in the program attend classes in the evenings and on weekends, and typically are not on campus during the day when most university services are available (excepting the library). The findings also suggest a range of opinions about the usefulness of these resources. In 2011 the survey sample responses indicated a significant (10 points or more) increase in positive responses in all categories except the Disability Office. Responses of the advanced students were similar to foundation students responses, with significant increase in positive responses in Counseling Center, Library, and Disability Office categories in Regarding supports and resources within the Masters Social Work Program, students at the foundation level registered fairly positive responses overall. Categories that had below a 50% strong positive rating were: Course Scheduling; Physical Environment; Advisor Availability; Advisor Planning Help; Advisor Professional Planning Help. Students at the advanced level also registered fairly positive responses overall in Again: Advisor Planning Help & Advisor Professional Planning Help were rated below 50%. Advisor Planning Help was rated significantly lower than in previous years. Categories that were rated more positive (10 points or more) in 2011 than in 2010 were: Peer Support; Faculty Support; Course Scheduling; Field Seminar & Overall Field Experience. INTERPRETATION Demographically, the student population is becoming more diverse, in part resulting from the successful integration of the El Valor cohort, which is predominantly Latino. The student population remains predominantly African American. Most of the students are employed full time, and few receive support from their employment beyond flexible time. Students continue to anticipate modest improvements in income and status after graduation, and many expect to continue in their current employment. Notably, approximately half of the graduating students expect to pursue further education after graduation, suggestion some success their valuing lifelong learning. Initial interpretation of the findings, consistent with findings in the recent few years, is that the program continues to be experienced by students as meeting most program objectives, and as a relatively supportive, positive learning environment. At the foundation level, ratings have moved directionally upward over the past three years. At the advanced level, the ratings reflected a high level of confidence in most areas of knowledge, skill, values and practice competency. Concerns related to the curriculum, at both foundation and advanced levels, continue to include particular administration and policy areas of learning and competence: social policy analysis, formulation and advocacy. While the direction of confidence ratings continue to move in a positive direction, these items 6

7 remain below the 80% standard. However, a breakdown of the advanced concentrations indicates that, except for policy advocacy, students in the administration and policy direction are highly confident about these content areas. Further, the six concentration-specific items in each concentration achieved high confidence ratings, suggesting the policy competencies are well integrated by students in that concentration. Social policy categories remain areas of concern across concentrations. Perceived competence in research appears to have moved upward and to be within an acceptable range. This would suggest some focused attention to these policy and administration areas at the foundation level, and special emphasis in those areas that are weak within concentrations. Access and use of university resources are perceived as problematic. Overall, ratings of services tended to be more negative at both foundation and advanced levels, in 2010 than in 2009, and remained negative in Many students in the program work full time while attending school, have field internships, and only are on campus for evening and Saturday classes. Many of the resources on campus are available only during daytime hours, and are geared more for undergraduate students. Also, a portion of the students are a cohort derived from El Valor, and attend most of their classes at a site on the West Side. These students have even relatively less contact with the main campus. These ratings may suggest surveying students to determine more specifically what campus resources are needed by our graduate students. Regarding supports and resources within the Masters Social Work Program, students at both levels registered fairly positive responses overall. A downward trend was visible for advisement and field liaison resources. In particular, advisement categories were negative. This trend is concerning, and may reflect a growing student body size, and limited faculty size and availability. Faculty perceive the program to be in a period of stabilization and growth, with increased numbers of students, increase in electives offered to students, diversification of the student body resulting from a collaborative arrangement with El Valor to bring several Latino students to the program, implementation of a trauma-focused training developed for foster parents and foster care staff of the Illinois Department of Children and Family Services, increased research and scholarly activity by faculty, and strengthening the research, administration, and advocacy components of the program. Several years of evaluation are demonstrating that the faculty and Program Director are committed to creating and maintaining a personal and supportive learning environment for students, and to enhancing and facilitating peer support among students. Faculty are recognizing a need to review and revise syllabi in response to Council on Social Work Education (CSWE) revision of academic standards for accredited professional Social Work programs, focusing on competencies. Decision Making Using Findings The findings were reviewed at the October 2011 faculty meeting, and focused on assessment findings and 7

8 exploration of changes needed. Changes discussed, and being implemented include: 1. Develop clear and specific advocacy assignments in both foundation and advanced concentration practice courses; the foundation assignment could be an exercise in development of an advocacy plan; the advanced assignment could be a small group activity which requires students to plan and carry out a specific advocacy activity and report on its impact. 2. Develop a clear and specific advocacy assignment in both foundation field and advanced field concentration syllabi; provide orientation and basic training to field instructors for supervising the advocacy assignments; create a list of possible advocacy assignments for field instructors. 3. Continue to include clear and specific research/evaluation assignments in foundation and advanced concentration practice courses; the foundation level assignment could be selecting a practice approach/method and reviewing and evaluating literature that reports evidence of effectiveness of that approach; the advanced assignment could be developing an outcome evaluation plan for a practice approach/method that the student is learning about. 4. Develop a clear and specific research/evaluation assignment in foundation field demonstrating use of evidence to evaluate credibility of an approach used in the foundation field internship; provide orientation and basic training to field instructors for supervising the research/evaluation assignments; create a list of possible research/evaluation assignments for field instructors. 5. Develop and conduct a brief survey with current students at the January 2012 All Student Meeting to obtain feedback on: a. the learning context, including support and resource needs identified by the students, and their use and assessment of available university and program resources; their assessment and use of advisement and field liaison resources and arrangements; and their use and assessment of field seminars b. Advisement needs and availability and use of advisors for support of their progress in the program 6. Provide the students with a current listing and description of available university and program resources at the January 2012 All Student Meeting. 7. Provide the students with a guide to use of the library and data bases available through the library at the January 2012 All Student Meeting. Faculty discussed the ongoing concern about student use of advisors and field liaisons, and access to these resources. A general impression is that the growing number of students assigned to advisors, challenges the active use of advisors and advisor outreach to students. 8

9 Demonstrating Improved Learning Most of the areas surveyed demonstrated high or very high confidence of students at the foundation level in In all areas, confidence level moved directionally upward between 2008 and 2010, suggesting a positive impact of changes in the curriculum. The findings suggest continued strength in most areas of curriculum content and process. At the foundation level, students are minimally exposed to research and policy curricula, and these are areas that are traditionally difficult for Social Work students. The positive trend in all these areas, however, may suggest the impact of (1) a more recent faculty emphasis in the policy area, and (2) a concerted effort by faculty to integrate research content into all required courses, and in the field internship experience. These findings indicate consistently strong confidence of graduating students in most of the important curricular areas. Confidence in research evaluation and research application to practice has moved upward, taking these two areas out of the "concern" category, for now. Comparison of advanced students in 2011 with advanced students in 2010, 2009 & 2008, indicated, overall, a high level of confidence in most areas of knowledge, skill, values and practice competency. Comparison of the same cohort on responses at foundation and advanced levels indicates that in most areas, responses at the advanced level were consistent with ratings at the foundation level, with some variation both upward. Items that moved significantly upward (10 points or more) included: Knowledge of Social Work History; Use of Theoretical Frameworks; Research Evaluation; Research Application to Practice; Evaluation of Interventions; Cultural Competence re: Race; Cultural Competence re: Sex. These comparisons suggest maintenance of high confidence in most essential areas of knowledge and skill by this cohort of students between completion of foundation courses and completion of the program. Publicizing Student Learning Assessment findings are posted on the CSU Social Work Program website. They were also distributed to students at the All Student Meeting in January of 2012, and students were invited to give feedback to the Assessment Committee. Assessment results are uploaded on the CAS assessment site on LiveText. Copies of the assessment reports and assessment plans are kept in the Assessment file in the Social Work office, SCI 116 A. Accomplishments and Challenge. The program is in a period of stabilization and growth, evidenced by: increased numbers of students; an increase in electives offered to students; diversification of the student body resulting from a collaborative arrangement with El Valor to bring several Latino students to the program; implementation of a traumafocused training developed for foster parents and foster care staff of the Illinois Department of Children and 9

10 Family Services; increased research and scholarly activity by faculty; and a strengthening of the research, administration, and advocacy components of the program. 10

MASTERS SOCIAL WORK PROGRAM ASSESSMENT

MASTERS SOCIAL WORK PROGRAM ASSESSMENT MASTERS SOCIAL WORK PROGRAM ASSESSMENT Social Work Program assessment is carried out by an Assessment Committee that includes CSU Social Work Department faculty, students, and alumnae. Findings produced

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,

More information

College of Health & Human Services. Bachelor of Science in Social Work

College of Health & Human Services. Bachelor of Science in Social Work College of Health & Human Services Bachelor of Science in Social Work Bachelor of Science Social Work Major Program Overview Recent Improvements Expected Outcomes and Results Plans for Further Improvement

More information

STUDENT LEARNING OUTCOMES PLAN. Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK

STUDENT LEARNING OUTCOMES PLAN. Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK STUDENT LEARNING OUTCOMES PLAN Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK Introduction Our Student Outcomes Plan begins with our department s mission which is linked to the university

More information

Social Work (MSSW) www.utpa.edu/grad. A d m iss i o n Requirements Apply to the UTRGV Graduate College:

Social Work (MSSW) www.utpa.edu/grad. A d m iss i o n Requirements Apply to the UTRGV Graduate College: The Master of Science in Social Work (MSSW) prepares graduates for advanced practice with Latino individuals and families, and groups or advanced practice with organizations and communities. Distance Education

More information

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

More information

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval:

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval: Unit Plan for Assessing and Improving Student Learning in Degree Programs Unit: Social Work Date: May 15, 2008 Unit Head Approval: Section 1: Past Assessment Results MSW Program The School of Social Work

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

Southern Illinois University At Carbondale

Southern Illinois University At Carbondale Southern Illinois University At Carbondale School of Social Work Graduate Program Handbook of Field Instruction Dr. Mizan Miah, Director Judith McFadden Graduate Field Practicum Coordinator School of Social

More information

MASTER OF SOCIAL WORK Director: Sherry Edwards

MASTER OF SOCIAL WORK Director: Sherry Edwards Social Work MASTER OF SOCIAL WORK Director: Sherry Edwards Program Description The mission of the Social Work Program at The University of North Carolina at Pembroke seeks to prepare students to become

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

MASTER OF SOCIAL WORK Director: Sherry Edwards

MASTER OF SOCIAL WORK Director: Sherry Edwards 486 MASTER OF SOCIAL WORK Director: Sherry Edwards Program Description The mission of the Social Work Program at The University of North Carolina at Pembroke seeks to prepare students to become leaders

More information

The four goals and their corresponding objectives follow, accompanied by commentary about the collected data related to each objective.

The four goals and their corresponding objectives follow, accompanied by commentary about the collected data related to each objective. Major Assessment Report for the Anderson University Social Work Program Submitted to the Anderson University Majors Assessment Committee 1-2013 The Mission, Goals, and Objectives of the Social Work Major/Program

More information

CHICAGO STATE UNIVERSITY MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL

CHICAGO STATE UNIVERSITY MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL Chicago State University CHICAGO STATE UNIVERSITY MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL August 2014 9501 South King Drive SCI # 116 A Chicago, Illinois 60628-1598 Phone: 773-995-2207 WWW.CSU.EDU

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

M.A. Counseling Psychology 2015 2016 Program Guidebook

M.A. Counseling Psychology 2015 2016 Program Guidebook M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in School Counseling

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in School Counseling NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in In keeping with the University s strategic commitment to excellence, each educational program

More information

Graduate Program Goals Statements School of Social Work College of Education and Human Development

Graduate Program Goals Statements School of Social Work College of Education and Human Development Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in

More information

Vision, Mission, and Process

Vision, Mission, and Process The Counselor Education and School Psychology Department regularly and systematically evaluates its programs for the purposes of ensuring student success, alignment with licensure and certification standards,

More information

SCHOOL OF SOCIAL WORK MISSION SCHOOL OF SOCIAL WORK GOALS: Teaching:

SCHOOL OF SOCIAL WORK MISSION SCHOOL OF SOCIAL WORK GOALS: Teaching: Southern University at New Orleans School of Social Work Master of Social Work Degree Program 6400 Press Drive, Room 211 New Science Building New Orleans, Louisiana 70126 (504) 286-5376 FAX (504) 286-5387

More information

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW MSW Program Description As of September 2010, Westfield State University is working with the Council on Social Work Education (SCWE) for accreditation of the MSW program. Further details on CSWE accreditation

More information

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Institutional Effectiveness Assessment and Improvement Report Department of Sociology and Social Work Bachelor of Social Work Degree (BSW) The

More information

Western Kentucky University Master of Social Work Program Information

Western Kentucky University Master of Social Work Program Information Western Kentucky University Master of Social Work Program Information Dear Prospective Student, I am so pleased that you are considering pursuing the Master of Social Work degree at Western Kentucky University!

More information

Widener Center for Social Work Education

Widener Center for Social Work Education Widener Center for Social Work Education MSW FIELD EDUCATION INFORMATION The Council for Social Work Education has identified the field experience as the signature pedagogy in social work education. The

More information

Bachelor of Science Degree Completion Program in Social Work* 2015-2017. *Accredited by the Council on Social Work Education (CSWE)

Bachelor of Science Degree Completion Program in Social Work* 2015-2017. *Accredited by the Council on Social Work Education (CSWE) Bachelor of Science Degree Completion Program in * 2015-2017 *Accredited by the Council on Education (CSWE) B.S. DEGREE COMPLETION PROGRAM IN SOCIAL WORK Program Prerequisites: an associate s degree from

More information

Northern Illinois University. Report to the University Assessment Panel Fall 2007

Northern Illinois University. Report to the University Assessment Panel Fall 2007 Northern Illinois University Report to the University Assessment Panel Fall 2007 Program: EdD in Instructional Technology The Doctor of Education program in Instructional Technology prepares students to

More information

The goals of the Social Work Department reflect the mission of MSU Denver and the purposes of the social work profession:

The goals of the Social Work Department reflect the mission of MSU Denver and the purposes of the social work profession: Metro State College of Denver Assessment Report Template 2011-12 annual reports Please complete the report using the format provided and attach the following as appendices: curriculum map, rubrics, survey

More information

Social Work Program Outcomes

Social Work Program Outcomes 1 Social Work Program Outcomes 2009 2010 2 The 2008 Educational Policy and Accreditation Standards (EPAS) identified by the Council on Social Work Education (CSWE) include a provision for assessment of

More information

OVERVIEW PROGRAM ADMISSION OPTIONS

OVERVIEW PROGRAM ADMISSION OPTIONS OVERVIEW The Master of Social Work (MSW) program at Texas A&M Commerce is designed to meet the educational needs of future social workers. The program prepares students for advanced generalist social work

More information

Program Outcomes and Assessment. Learning Outcomes

Program Outcomes and Assessment. Learning Outcomes Program Outcomes and Assessment Degree Program: Criminal Justice Contact Person: Lisa Holland- Davis Program Mission Statement: The mission of the bachelors of science in Criminal Justice degree program

More information

Part I Program SLO Assessment Report for Academic Year 2013-2014

Part I Program SLO Assessment Report for Academic Year 2013-2014 Degree/Certificate: Master of Social Work (MSW) Submitted by: Blake Beecher Date: 1-2-2015 Part I Program SLO Assessment Report for Academic Year 2013-2014 The EWU Masters of Social Work program is accredited

More information

MASTER OF SOCIAL WORK PROGRAM. 2011-12 ADMISSION INFORMATION AND APPLICATION INSTRUCTIONS (To begin study in the 2012-13 Academic Year)

MASTER OF SOCIAL WORK PROGRAM. 2011-12 ADMISSION INFORMATION AND APPLICATION INSTRUCTIONS (To begin study in the 2012-13 Academic Year) MASTER OF SOCIAL WORK PROGRAM 2011-12 ADMISSION INFORMATION AND APPLICATION INSTRUCTIONS (To begin study in the 2012-13 Academic Year) Department of Social Work Minnesota State University, Mankato Mankato,

More information

Program Assessment Summary Table 16: Masters in Social Work (MSW)

Program Assessment Summary Table 16: Masters in Social Work (MSW) Program Assessment Summary Table 16: Masters in Social Work (MSW) Term 2005-2007 Learning Outcomes Assessment Outcome/Goal Assessed Annual review of all outcomes both foundational year and concentration

More information

Defiance College FIELD PLACEMENT APPLICATION. Name Student ID # Last First Middle. Local address

Defiance College FIELD PLACEMENT APPLICATION. Name Student ID # Last First Middle. Local address Defiance College FIELD PLACEMENT APPLICATION Name Student ID # Last First Middle Local address Home address Street City State Zip Cell Phone number: Home phone: E-Mail Address Defiance College Email Address:

More information

MSW. social work. working professionals. Master of. for. school / Social Work faculty / Arts & Social Sciences

MSW. social work. working professionals. Master of. for. school / Social Work faculty / Arts & Social Sciences school / Social Work faculty / Arts & Social Sciences Contact us telephone / 519-256-3113, ext. 21 (local) 1-866-419-0685, ext. 21 (toll free from Canada) e-mail / cepe@uwindsor.ca online / www.uwindsor.ca/msw

More information

school / Social Work faculty / Arts & Social Sciences MSW Master of social work working professionals for

school / Social Work faculty / Arts & Social Sciences MSW Master of social work working professionals for school / Social Work faculty / Arts & Social Sciences MSW for working professionals WELCOME On behalf of the University of Windsor and the School of Social Work, I would like to encourage you to consider

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Alumni, Employer, and Site Supervisor (AESS) Surveys School Counseling & Clinical Mental Health Counseling Programs Annual Report Summary, 2011

Alumni, Employer, and Site Supervisor (AESS) Surveys School Counseling & Clinical Mental Health Counseling Programs Annual Report Summary, 2011 School of Education Department of Human Services & Counseling Counselor Education Programs Alumni, Employer, and Site Supervisor (AESS) Surveys School Counseling & Clinical Mental Health Counseling Programs

More information

Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce

Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce 2008 EPAS Curriculum Features The 2008 EPAS consists of four curriculum features: 1) program mission and goals;

More information

The University of Alabama Rehabilitation Counselor Education. Information for Prospective Students

The University of Alabama Rehabilitation Counselor Education. Information for Prospective Students The University of Alabama Rehabilitation Counselor Education Information for Prospective Students Thank you for your interest in the Rehabilitation Counselor Education (RCE) program at The University of

More information

Ed.S. School Psychology 2014 2015 Program Guidebook

Ed.S. School Psychology 2014 2015 Program Guidebook Ed.S. School Psychology 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

Agenda Items I.1.a.(1) and I.1.a.(2)

Agenda Items I.1.a.(1) and I.1.a.(2) June, 2015 Agenda Items I.1.a.(1) and I.1.a.(2) REQUEST FOR AUTHORIZATION TO IMPLEMENT A DOCTORATE OF EDUCATION DEGREE IN STUDENT AFFAIRS ADMINISTRATION AND LEADERSHIP AT UW-LA CROSSE PREAPARED BY UW-LA

More information

DOCTOR OF EDUCATION (Ed. D.) DEGREE PROGRAM

DOCTOR OF EDUCATION (Ed. D.) DEGREE PROGRAM DOCTOR OF EDUCATION (Ed. D.) DEGREE PROGRAM IN CURRICULUM AND INSTRUCTION WITH EMPASIS IN CURRICULUM STUDIES Department of Instruction and Teacher Education College of Education University of South Carolina

More information

Applicant Demographics: 81% female, 19% male 94% White, 5% African American, 1% other/not indicated Average Undergraduate GPA = 3.

Applicant Demographics: 81% female, 19% male 94% White, 5% African American, 1% other/not indicated Average Undergraduate GPA = 3. Clinical Mental Health Counseling Program Evaluation Annual Report Fall 2015 What follows is a summary of CMH program and student data reviewed along with recommendations and/or specific modifications

More information

School of Behavioral and Applied Sciences. Master of. Social Work

School of Behavioral and Applied Sciences. Master of. Social Work School of Behavioral and Applied Sciences Master of Social Work Master of Social Work Why Social Work? Social workers help people manage and overcome some of life s most difficult challenges, such as poverty,

More information

PSYCHOLOGY Program Equivalency Criteria

PSYCHOLOGY Program Equivalency Criteria Division of Public Health Licensure Unit PO Box 94986 Lincoln, NE 68509 402-471-4970carrie.erickson@nebraska.gov PSYCHOLOGY Program Equivalency Criteria Applicant Name: First: Middle/MI: Last: In addition

More information

NORFOLK STATE UNIVERSITY THE ETHELYN R. STRONG SCHOOL OF SOCIAL WORK MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL 2009 2010

NORFOLK STATE UNIVERSITY THE ETHELYN R. STRONG SCHOOL OF SOCIAL WORK MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL 2009 2010 NORFOLK STATE UNIVERSITY THE ETHELYN R. STRONG SCHOOL OF SOCIAL WORK MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL 2009 2010 OFFICE OF FIELD EDUCATION 700 PARK AVENUE NORFOLK, VA 23504 Brenda Gilmore

More information

Medical Family Therapy Program Master of Arts Goals and Outcomes

Medical Family Therapy Program Master of Arts Goals and Outcomes Medical Family Therapy Program Master of Arts Goals and Outcomes Program Mission: The mission of the Medical Family Therapy Program is to train marriage and family therapists as scientist practitioners

More information

THE MID-TENNESSEE COLLABORATIVE MASTER OF SOCIAL WORK (MTC-MSW) PROGRAM

THE MID-TENNESSEE COLLABORATIVE MASTER OF SOCIAL WORK (MTC-MSW) PROGRAM THE MID-TENNESSEE COLLABORATIVE MASTER OF SOCIAL WORK (MTC-MSW) PROGRAM The Mid-Tennessee Collaborative Master of Social Work (MTC-MSW) Program brings together three institutions of higher education in

More information

1. Professional Identity (EP 2.1.1) Identify as a professional social worker and conduct oneself accordingly.

1. Professional Identity (EP 2.1.1) Identify as a professional social worker and conduct oneself accordingly. Boise State School of Social Work SAMPLE Advanced MSW Learning Agreement Student Semester Year Faculty Field Liaison Agency Agency Field Instructor Agency Task Supervisor (if applicable) NOTE: This is

More information

Bachelor of Social Work (B.S.W.)

Bachelor of Social Work (B.S.W.) Bachelor of Social Work (B.S.W.) 1 Bachelor of Social Work (B.S.W.) Cheri Carter, Ph.D, M.S.W., Assistant Professor, Undergraduate Program Director Ritter Annex 581 215-204-1228 cheri.carter@temple.edu

More information

University of Cincinnati School of Social Work Master of Social Work Program

University of Cincinnati School of Social Work Master of Social Work Program University of Cincinnati School of Social Work Master of Social Work Program Assessment of Student Learning Outcomes Academic Year 2014-15 July 31, 2015 1 Results for Assessment of Student Learning Outcomes

More information

FIELD EDUCATION MANUAL

FIELD EDUCATION MANUAL Graduate Social Work FIELD EDUCATION MANUAL The University of Toledo College of Health and Human Services Department of Criminal Justice and Social Work Health and Human Services Bldg. MS # 119 Toledo,

More information

ST. THOMAS UNIVERSITY MS PROGRAMS IN COUNSELING MENTAL HEALTH COUNSELING FIELD EXPERIENCE POLICY MANUAL. Definition

ST. THOMAS UNIVERSITY MS PROGRAMS IN COUNSELING MENTAL HEALTH COUNSELING FIELD EXPERIENCE POLICY MANUAL. Definition ST. THOMAS UNIVERSITY MS PROGRAMS IN COUNSELING MENTAL HEALTH COUNSELING FIELD EXPERIENCE POLICY MANUAL Definition The field experience internships (CPS 790, CPS 791 and CPS 795) are required course in

More information

Human Services Department Practicum Manual

Human Services Department Practicum Manual Human Services Department Practicum Manual This manual has been developed for Human Services students, SVC staff, and representatives of community agencies who supervise field work practicums for students

More information

Social Work Program BSW Assessment 2013-15

Social Work Program BSW Assessment 2013-15 Social Work Program BSW Assessment 2013-15 Social Work Program Assessment Plan The Social Work Program is accredited by the Council on Social Work Education (CSWE) and adheres to its accreditation standards

More information

DEPARTMENT OF SOCIAL WORK BSSW (UNDERGRADUATE) ASSESSMENT PLAN OCTOBER, 2013

DEPARTMENT OF SOCIAL WORK BSSW (UNDERGRADUATE) ASSESSMENT PLAN OCTOBER, 2013 DEPARTMENT OF SOCIAL WORK BSSW (UNDERGRADUATE) ASSESSMENT PLAN OCTOBER, 2013 Two years ago, the Bachelor of Social Work (BSSW) Program implemented new assessment processes in response to new standards

More information

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 Introduction Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 The practice of evaluation complements program management by gathering necessary information for improving

More information

Fall Term Syllabus MASTER SYLLABUS. Course Domain and Boundaries

Fall Term Syllabus MASTER SYLLABUS. Course Domain and Boundaries Fall Term Syllabus MASTER SYLLABUS Social Work 7771 Field Work Seminar I Core Year School of Social Work Fall semester.5 credit First of Four Field Seminars for MSW Students Course Domain and Boundaries

More information

MPA Program Assessment Report Summer 2015

MPA Program Assessment Report Summer 2015 MPA Program Assessment Report Summer 2015 Introduction: This was the second full year for doing learning outcomes assessment based on the 2009 NASPAA accreditation standards and conducting our exit interviews

More information

Bachelors of Science in Education (BSED) Middle Childhood Education. School of Education CECH

Bachelors of Science in Education (BSED) Middle Childhood Education. School of Education CECH Bachelors of Science in Education (BSED) Middle Childhood Education School of Education CECH 2014 Primary Faculty: Emilie M. Camp Emilie.Camp@uc.edu 513-556-0388 I. Program Overview The Middle Childhood

More information

SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE

SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE VCU 1 SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE Program accreditation Council on Social Work Education Program goal The VCU School of Social Work

More information

The BYU- Idaho social Work program is Accredited by the Council on Social Work Education (CSWE).

The BYU- Idaho social Work program is Accredited by the Council on Social Work Education (CSWE). The BYU- Idaho social Work program is Accredited by the Council on Social Work Education (CSWE). The data presented below and the format are largely due to CSWE s requirements for accreditation. Program

More information

Bachelor of Social Work

Bachelor of Social Work Indiana University School of Social Work PRAC Annual Report 2005-2006 Academic Introduction The Indiana University School of Social Work was founded in 1911. It currently offers social work education at

More information

Master of Social Work Field Education Manual Class of 2013-2015

Master of Social Work Field Education Manual Class of 2013-2015 Master of Social Work Field Education Manual Class of 2013-2015 School of Social Work University of North Carolina at Wilmington Jeanne Denny, MSW, ACSW, CSW/IP Coordinator of Field Education Angie Vandenberg,

More information

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Principalship MED Enrollment and Graduate History Data in PED Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Program description The Master

More information

DOCTORATE IN in EDUCATIONAL LEADERSHIP

DOCTORATE IN in EDUCATIONAL LEADERSHIP 1 DOCTORATE IN in EDUCATIONAL LEADERSHIP Cabrini College s Doctor of Education (Ed.D) in Educational Leadership program is a 60-credit post-master s program that continues Cabrini s dedication to academic

More information

The Standards of Good Practice for Education Abroad The Forum on Education Abroad May 2007

The Standards of Good Practice for Education Abroad The Forum on Education Abroad May 2007 The Standards of Good Practice for Education Abroad The Forum on Education Abroad May 2007 DEFINITION OF TERMS Education Abroad Program (or Program) In-classroom and out-of-classroom related activities

More information

Online Field Instructor Workshop #2: Program Competencies

Online Field Instructor Workshop #2: Program Competencies Online Field Instructor Workshop #2: Program Competencies Introduction & Focus Welcome to the Texas State University School of Social Work s Online Field Instructor Workshop #2. This workshop focuses on

More information

School of Social Work Assessment Plan. BSW and MSW Programs

School of Social Work Assessment Plan. BSW and MSW Programs School of Social Work Assessment Plan BSW and MSW Programs The Illinois State University School of Social Work began re-developing the assessment plan for the BSW and MSW programs in 2009 as a team approach.

More information

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) :

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) : Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student : Field Instructor : Task Supervisor (if appropriate) : _ Agency : University Faculty

More information

Texas State University Outcomes Report

Texas State University Outcomes Report Texas State University Outcomes Report General Information Academic Year: 2013-2014 College: Education Department: Counseling, Leadership, Adult Ed. & School Psych. Program: Professional Counseling (MA)

More information

STUDENT LEARNING PLAN Social Work Practice in SW 400/401

STUDENT LEARNING PLAN Social Work Practice in SW 400/401 Semester/year: STUDENT LEARNING PLAN Social Work Practice in SW 400/401 STUDENT: Phone Number: Placement Phone Number: UW Email Address: Field Hour Schedule: SUPERVISOR: Phone Number: Agency Name/Address:

More information

Form 201BC: Assessment Report Form for Instructional Programs 2014-2015

Form 201BC: Assessment Report Form for Instructional Programs 2014-2015 Form 21BC: Assessment Report Form for Instructional Programs 214-215 Program Clinical Mental Health Counseling Graduate Program Department Psychology Student Learner Outcomes List the outcome(s) being

More information

Social Work Field Education: Overview

Social Work Field Education: Overview Social Work Field Education: Overview As with all practice-based careers, social work requires its students to apply theory to direct and community practice with clients. Assimilation of theory occurs

More information

FIELD EDUCATION ROLES AND RESPONSIBILITIES. General Criteria for the Selection of Field Sites

FIELD EDUCATION ROLES AND RESPONSIBILITIES. General Criteria for the Selection of Field Sites FIELD EDUCATION ROLES AND RESPONSIBILITIES The Coordinator of Field Education The Community Advisory Board The Faculty Liaison General Criteria for the Selection of Field Sites The Field Instructor The

More information

EVALUATION OF MSW STUDENT FIELD WORK FOUNDATION FIELD PLACEMENT

EVALUATION OF MSW STUDENT FIELD WORK FOUNDATION FIELD PLACEMENT EVALUATION OF MSW STUDENT FIELD WORK School of Social Work University of Pittsburgh FOUNDATION FIELD PLACEMENT Date of Evaluation: 4/24/10 Term: Spring Year: 2010 Student's Name: FOUNDATION STUDENT Term

More information

Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014

Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Introduction: Definition and Purposes of the Portfolio All students are required to create

More information

Education and Counseling (M.A.Ed.)

Education and Counseling (M.A.Ed.) III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading

More information

specific content of the assessments to reflect current research trends and practices in professional counseling.

specific content of the assessments to reflect current research trends and practices in professional counseling. Overview 2013 As a result of our CACREP self-study process, the Educational Faculty has modified current assessments to encompass core standards as well as specific standards for school counseling and

More information

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base. Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements

More information

TECHNICAL ASSISTANCE BRIEF. Introduction. Getting Started YOUTH WORKER CERTIFICATE PROGRAMS. Prepared for the READY BY 21 QUALITY COUNTS INITIATIVE

TECHNICAL ASSISTANCE BRIEF. Introduction. Getting Started YOUTH WORKER CERTIFICATE PROGRAMS. Prepared for the READY BY 21 QUALITY COUNTS INITIATIVE TECHNICAL ASSISTANCE BRIEF YOUTH WORKER CERTIFICATE PROGRAMS Prepared for the READY BY 21 QUALITY COUNTS INITIATIVE Introduction The following lessons have been compiled based on several years of experience

More information

Master's Degree, Student Affairs Concentration

Master's Degree, Student Affairs Concentration Master's Degree, Student Affairs Concentration Higher Education, Student Affairs, and International Education Policy Program Counseling, Higher Education, and Special Education Department College of Education

More information

For additional information contact:

For additional information contact: Thank you for your interest in the Alabama Agricultural and Mechanical University Graduate Social Work Program and our Satellite School at the University of North Alabama in Florence, Alabama Should you

More information

NCU - Clinical Mental Health Counseling. Annual Report for Stakeholders and the Public

NCU - Clinical Mental Health Counseling. Annual Report for Stakeholders and the Public NCU - Clinical Mental Health Counseling Annual Report for Stakeholders and the Public February 22, 2016 Report prepared by Marilyn Montgomery, Ph.D., CMHC Assessment Coordinator, and the CMHC Faculty.

More information

Annual Report on Degree Program Assessment of Student Learning. University Assessment Committee. Office of Academic Assessment ASSESSMENT REPORT:

Annual Report on Degree Program Assessment of Student Learning. University Assessment Committee. Office of Academic Assessment ASSESSMENT REPORT: Annual Report on Degree Program Assessment of Student Learning University Assessment Committee Office of Academic Assessment Purpose: The purpose of the Annual Report on Degree Program Assessment of Student

More information

Master of. Social Work. Enhancing Professional Development for a Brighter Tomorrow

Master of. Social Work. Enhancing Professional Development for a Brighter Tomorrow Master of Social Work Enhancing Professional Development for a Brighter Tomorrow Mission Statement The mission of our MSW program is to educate competent and compassionate social workers for advanced

More information

BOARD OF REGENTS ACADEMIC AND STUDENT AFFAIRS COMMITTEE 5 STATE OF IOWA MARCH 2, 2016

BOARD OF REGENTS ACADEMIC AND STUDENT AFFAIRS COMMITTEE 5 STATE OF IOWA MARCH 2, 2016 STATE OF IOWA MARCH 2, 2016 REHABILITATION AND COUNSELOR EDUCATION PROGRAMS ACCREDITATION REPORT AT THE UNIVERSITY OF IOWA Contact: Diana Gonzalez Action Requested: Receive the accreditation report from

More information

2012-2013. Student. Handbook for the Master of Social Work Degree. Program 2015-16. Department of Social Work

2012-2013. Student. Handbook for the Master of Social Work Degree. Program 2015-16. Department of Social Work Student 2012-2013 Handbook for the Master of Social Work Degree Department of Social Work Program 2015-16 University of Memphis School of Urban Affairs and Public Policy Department of Social Work 226 McCord

More information

Master of Education School Counseling Degree Program

Master of Education School Counseling Degree Program Advanced Certificate Portfolio Guidelines Master of Education School Counseling Degree Program Revised Spring 2008 Southeastern Oklahoma State University Durant, Oklahoma 1 TABLE OF CONTENTS Introduction...page

More information

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328

More information

Bachelor of Science Degree Completion Program in Social Work* 2016-2018. *Accredited by the Council on Social Work Education (CSWE)

Bachelor of Science Degree Completion Program in Social Work* 2016-2018. *Accredited by the Council on Social Work Education (CSWE) Bachelor of Science Degree Completion Program in * 2016-2018 *Accredited by the Council on Education (CSWE) B.S. DEGREE COMPLETION PROGRAM IN SOCIAL WORK Program Prerequisites: An associate s degree from

More information

CACREP Self Study: Program Evaluation

CACREP Self Study: Program Evaluation CACREP Self Study: Program Evaluation Executive Summary Report on Survey Findings and Recommendations During the 2013-14 and 2014-2015 academic years, as part of its CACREP Self-Study and accreditation

More information

Master of Social Work Program. Application Instructions for Fall 2015

Master of Social Work Program. Application Instructions for Fall 2015 Master of Social Work Program Application Instructions for Fall 2015 I. Admission Admission to the Master of Social Work (MSW) program is limited to the Fall semester only. Application materials may be

More information

INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY. Name of Institution Dates/Year of the Onsite Visit

INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY. Name of Institution Dates/Year of the Onsite Visit INSTITUTIONAL REPORT FOR CONTINUING ACCREDITATION: CONTINUOUS IMPROVEMENT PATHWAY Name of Institution Dates/Year of the Onsite Visit Insert Name(s) of Unit Head/Author(s) NCATE IR Template for Continuing

More information

School of Social Work Assessment Summary and Plan Program Information

School of Social Work Assessment Summary and Plan Program Information School of Social Work Assessment Summary and Plan Program Information Degree Program(s): BASW and MSW Department: Social Work Department Chair: Jack Wall Phone: 408-924-5800 Report Prepared by: Report

More information