DRAFT. Tier III Report Department of Social Work Appalachian State University August 2013

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1 DRAFT Tier III Report Department of Social Work Appalachian State University August 2013 Introduction The following report addresses the required topics as outlined in the Guidelines for Program Productivity Review, Graduate Programs, Tier III. The bulleted points in italics at the beginning of each section provide a quick summary of the more comprehensive answers that follow. Centrality to University s Mission History and Context The MSW Program supports Appalachian s mission since its inception and continues to support the mission 2005 needs assessment supported need for a regional MSW Program Locations for getting the degree, design of the concentrations and positive job outlook support the degree The Master of Social Work (MSW) Program supports Appalachian State University s mission and has done so since its inception in According to Appalachian s mission statement, Appalachian s fundamental mission is to discover, create, transmit, and apply knowledge to address the needs of individuals and society (Appalachian: About: Mission and Vision, n.d). Graduate programs also are referred to in Appalachian s mission statement, offering graduate students distinctive, relevant programs as is the region and state s needs, We accept our responsibility to be actively involved in addressing the educational, economic, cultural, and societal needs of the changing region, state, nation, and world (Appalachian: About: Mission and Vision, n.d). A comprehensive needs assessment was conducted in 2005 to determine the viability of an MSW Program at Appalachian. Sources for the needs assessment included human service agencies, departments of social services, hospitals, schools, detention centers, hospice and other settings that employ or would employ graduate-educated social workers throughout the region. Bachelor of social work (BSW) students and BSW alumni were also surveyed for the needs assessment. In addition, secondary data were collected from the National Association of Social Workers (NASW)-North Chapter, Employment Security Commission, High Country Council of Governments, and Bureau of Labor Statistics. The findings indicated a strong need for an MSW Program in the region. The data also indicated that an advanced curriculum that provided direct clinical practice and macro 1

2 practice knowledge and skills should be created to provide practitioners with advanced skills and to provide future leaders for human service agencies. Finally, the data demonstrated that not only were social work job opportunities available, but social workrelated jobs would increase at a faster than average pace over the next decade. As a result, the MSW Program was created to provide graduate-educated social workers for the region. The Program includes a part-time MSW Program located at the ASU Center at Hickory distance education site that primarily serves working professionals in the region who wanted an MSW degree, and an on-campus, full-time MSW degree. An Individuals and Families Concentration and a Community and Organizational Practice Concentration were developed for the advanced portion of the concentration to respond to specific areas of need. Further, data continue to indicate that social work jobs will increase at a 25% rate, faster than other employment fields in the next decade (Pace, 2012). In sum, since its inception in 2007 and today, the MSW Program has a strong relationship to Appalachian s mission and is integral in supporting that mission. Enhancement and Expansion: Fit with Appalachian and the UNC System The MSW Program supports the University s priorities through its involvement in the new College of Health Sciences Through its curriculum and emerging international opportunities, the MSW Program supports the University s QEP The MSW Program helps to address the UNC System s goal to serve the people of North Carolina Enhancement and expansion of the MSW Program is a fit with the strategic directions for Appalachian State University as well as those of the UNC System. For example, the MSW Program helps to address the fourth priority identified in Appalachian s Strategic Plan: Reach Greater Heights (n.d.). This priority focuses on contributing to the economic growth and quality of life in the region and the state as a public university (p. 14). Specifically, Appalachian planned for the creation of a new college of health and allied professions that would contribute employees to address regional and state workforce needs in the health-related professions (p. 14). The department of social work became one of the five departments in 2010 to comprise the new college. The MSW Program and the department of social work continue to help address this priority along with the other departments that comprise the College of Health Sciences. Similarly, the MSW Program support Appalachian s Quality Enhancement Plan (QEP) that is focused on global learning. As stated in Appalachian s QEP, Global Learning: A World of Opportunity for Appalachian Students (2013), The focus of Appalachian State University s QEP is global learning. Students will engage in diverse experiences at home and abroad to increase their knowledge of global issues, regions, and cultures, improve their intercultural skills, and develop attitudes that cultivate global citizenship (p. 1). The MSW Program has long emphasized increasing knowledge and skills related to diversity. Knowledge regarding diversity and development of skills to serve diverse groups is one of the key competencies inherent in the foundation curriculum for the MSW Program, and also is a key competency embedded in both concentration curricula for the 2

3 MSW Program. In the recent Self-Study submitted to the Council on Social Work Education (2013), the foundation competency states, engage diversity and difference in practice (Master of Social Work Program, Appalachian State University, 2013, p. 10). Practice behaviors that must be demonstrated by MSW students include: 1) recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; 2) gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; 3) recognize and communicate their understanding of the importance of difference in shaping life experiences; and 4) view themselves as learners and engage those with whom they work as informants (Master of Social Work Program, Appalachian State University, 2013, pp. 10, 11). Similarly, MSW students who are completing their concentration curricula also must demonstrate the competency, engage diversity and difference in practice (Master of Social Work Program, Appalachian State University, 2013, pp. 12, 14). However, they must exhibit advanced practice behaviors related to this competency. For the Individuals and Families concentration, MSW students are expected to integrate cultural frameworks and respect for diversity in practice with individuals, groups, and families (Master of Social Work Program, Appalachian State University, 2013, p. 12). For the Community and Organizational Practice concentration, MSW students are expected to integrate cultural frameworks and respect for diversity in practice with communities and organizations (Master of Social Work Program, Appalachian State University, 2013, p. 14). Thus, diversity is an integral component in the MSW curriculum. In addition to the integration and demonstration of knowledge of diversity and related skills into the MSW curriculum, the Department of Social Work also has initiated international study opportunities for graduate and undergraduate social work students in Uganda, Costa Rica, and India over the past six years. These opportunities not only increase the inter-cultural knowledge of students but also their interpersonal and intercultural skills. Finally, the MSW Program is a fit with the strategic directions of the University of North Carolina System. In its strategic plan for , Our Time Our Future: The UNC Compact with North Carolina (n.d.), a primary goal of the system is to serve the people of North Carolina through directly engag[ing] with the specific needs of businesses, nonprofit groups, and governments of North Carolina; and help[ing] address North Carolina s health care needs by rethinking outdated models of care, conducting life-saving research, and training the next generation of medical professionals (p. 55). The MSW Program specifically supports this goal. As a part of the curriculum, MSW students complete field placements in health-related settings, non-profit and government agencies, hospitals, schools, mental health organizations, and other human service 3

4 agencies, directly engaging and addressing the needs of these organizations. In addition, upon graduation MSW alumni address the workforce needs of these agencies within the region and state. Demand Enrollment, Degrees Awarded and SCH Trends during the Past 5 Years Steady upward trend evident in enrollment data for the MSW Program Degrees awarded are highest during years with part-time distance cohort graduates SCH trends demonstrate a steady increase during the past 5 years For the most part, the MSW Program has experienced growth in student enrollment, degrees awarded, and student credit hour (SCH) trends during the preceding five-year period. For instance, since the spring 2007 semester, the MSW Program has demonstrated a primarily upward trend in student enrollment, according to data from the UNC General Administration. Table 1 shows the data by semester since (*Please note that the spring 2007 semester only reflects the enrollment of one student. However, an entire cohort of distance education students was enrolled during the spring 2007 semester. It is unclear why only one student is reflected in the data). As shown in the data, there has been a largely positive upward trend in the student enrollment in the MSW Program during the past 4 years. Table 1: Upper Division Enrollment in the MSW Program Enrollment/Semester & Year S 07 F 07 S 08 F 08 S 09 F 09 S 10 F 10 S 11 F 11` S 12 F 12 1* (Cratis D. Williams Graduate School, Appalachian State University (2013) In addition, since the Program was first initiated during the spring 2007 semester for parttime, off-campus MSW students, and during the fall 2007 semester for full-time, oncampus MSW students, the first graduates of the MSW Program were at the conclusion of the academic year. The data for the number of degrees awarded from the ASU MSW Program have been strong and consistent. Table 2 demonstrates the data. Please note that the data include graduates who are advanced standing, and who only attend the final year of the Program as well as graduates from the distance education MSW cohort in Hickory every third year. Only the data reflect distance education MSW graduates at this time. Number of degrees awarded/academic Year Table 2: Number of Degrees Awarded in the MSW Program (Cratis D. Williams Graduate School, Appalachian State University (2013) 4

5 Finally, another key indicator of growth for a program is student credit hour (SCH) production. According to data from the Graduate School s Program Prioritization website, the MSW Program has primarily experienced an increase in SCH since Table 3: Student Credit Hour Production for the MSW Program that follows demonstrates the trends in SCH production and the number of students from Summer I, 2008 through Fall, As evidenced in the table, although there have been a few declines in SCH over the years, the trend demonstrates primarily positive growth in SCH and strong numbers of students and SCH. Table 3: Student Credit Hour (SCH) Production for the MSW Program Semester & Year SCH & # of Students Summer I, (n=27) Summer II, (n=30) Fall, (n=208) Spring, (n=194) Summer I, (n=29) Summer II, (n=32) Fall, (n=167) Spring, (n=157) Summer I, (n=10) Summer II, (n=16) Fall, (n=162) Spring, (n=161) Summer I, (n=14) Summer II, (n=15) Fall, (n=180) Spring, (n=173) Summer I, (n=19) Summer II, (n=34) Fall, (n=259) (Cratis D. Williams Graduate School, Appalachian State University, 2013) Quality of the Applicant Pool; Changes in the Pool; and Potential Reasons for Changes Total numbers of applicants to the MSW Program have remained strong and the quality of the applicant pool has increased. One of the largest applicant pools to the MSW Program occurred during the past academic year (n=189). However, a large number were not completed (n=98). Further, a number of applicants declined offers of admission (n=18). An earlier priority admission deadline and final admission deadline are established for this academic year to better address the number of incomplete applications and declines. Following the academic year, applications to the MSW Program increased and have remained high, above 100 applications each year. Further, the quality of the applicant pool has improved. Tables 4 and 5 provide information on the number of applications to the MSW Program since 2008 (Table 4), and the entering GPA and average GRE scores for applicants since 2009 (Table 5). Table 4: Number of Applications made to the MSW Program 5

6 (Cratis D. Williams Graduate School, Appalachian State University, 2013) Table 5: Average GPA & GRE Scores for Applicants to the MSW Program GPA GRE- Q GRE- V GPA GRE- Q GRE- V GPA GRE-Q GRE- V (Cratis D. Williams Graduate School, Appalachian State University, 2013) As shown in Table 4, after the first year, applications to the MSW Program have been strong and consistent, with well over 100 applications each year. In Table 5, GRE scores for applicants to the MSW Program have increased. In addition, the GRE scores exceed the national average for applicants to the general field of social work (Cratis D. Williams Graduate School, Appalachian State University, 2013). Further, average undergraduate GPA scores of applicants have been strong, ranging from 3.39 to 3.56 for the years displayed. Due to the large number of applicants, the social work faculty is able to seek applicants with stronger quantitative credentials. For example, during the academic year, of those applicants who applied to the full-time MSW Program, the Graduate School requires a 3.0 undergraduate GPA. However, the Graduate School also stipulates that those who have a GPA of 2.5 to 3.0 may be considered if they score at least in the 25 th percentile or greater on any required standardized tests. As demonstrated, the MSW Program requires the GRE for applicants, so applicants who have an undergraduate GPA of 2.5 to 3.0 may be considered if they score at the 25 th percentile or above on the GRE. These applicants would be admitted provisionally to the MSW Program, and up to 10% of those accepted may be provisional admits (H. Hirst, personal communication, October, 2012). Because of the strength of the applicant pool last year, the MSW Program decided that it only would consider applicants with an undergraduate GPA of 3.0 or greater. While there certainly are qualified applicants who have a lower GPA, the decision was made to focus on applicants who could be admitted unconditionally to the Program, and who already have demonstrated academic success in their undergraduate work. The MSW Program experienced one of its best years for initiated applications as well as completed applications during the past year. There were 189 applications initiated last year, and 95 completed applications. However, there also were a large number of applications that were not completed (n=98). Further, of the 18 applicants first offered admission, only 9 accepted the offers. In subsequent rounds of offers, 2 declined offers of admission in the second round of offers; 2 declined offers of admission in the third round of offers; and 2 declined offers of admission in the fourth round of offers. The remaining 3 who declined offers were applicants who actually were qualified for our advanced standing MSW Program, but they were only offered admission to the 2 year MSW Program because we had already filled the available advanced standing slots. 6

7 In order to explore the large number of incomplete applications and the large number of declines, the MSW Director directed social work staff to collect data on the application closing dates from other MSW Programs, including the: 1) University of North Carolina- Chapel Hill (UNC-CH); 2) University of North Carolina-Greensboro & A&T (UNC-G & A&T); 3) North Carolina State University (NCSU); 4) Western Carolina University (WCU); 5) University of North Carolina-Charlotte (UNC-C); 6) University of North Carolina-Wilmington (UNC-W); 7) East Carolina State University (ECSU); 8) Radford University; and 9) Virginia Commonwealth University (VCU). Information from this search confirmed that a number of MSW programs that are competing for the same pool of MSW applicants primarily had earlier admission deadlines. Table 6 provides a summary of the information collected regarding MSW admissions deadlines at other universities. Appalachian s early review date of applications and final admissions date also are provided in bold. Table 6: Summary of 2012 Admissions Deadlines for Selected MSW Programs November, 2012 Deadline: VCU (for early decisions on advanced standing or distance education-11/1) December, 2012 Deadline: VCU (advanced standing-12/1) January, 2013 Deadline: UNC-CH (on campus-1/8) UNC-G & A&T (1/15) NC State (1/16) February, 2013 Deadline: WCU (2/1) UNC-W (2/1) ETSU (2/1) VCU (regular admissions & distance education-2/1) UNC-CH off-campus-2/12) ASU (early review-2/15) March, 2013 Deadline: ASU (final deadline for regular admissions & advanced standing-3/1) April, 2013 Deadline: Radford (standard program-4/1) (Department of Social Work, Appalachian State University, 2013) In response to the data collected, after meetings with the Dean and Associate Dean of the Graduate School as well as the Dean and Associate Dean of the College of Health Sciences, a priority admission date of December 19, 2013 was selected for both the oncampus and off-campus MSW Programs, and a final admission date of February 15, 2014 was established for the academic year. It is hoped that the earlier priority and closing dates will attract strong applicants. Further, these applicants will have offers from our MSW Program at the same time or closer to the time that they hear from other MSW Programs, and we will be more competitive for attracting these applicants. A review of the number of applications, completed applications, and acceptance rates will 7

8 be completed again following the next year, to see if there are increases in these three areas. Strategies used to Recruit Larger and More Qualified Applicant Pools Graduate School staff participation in graduate fairs and participation by the MSW Director in graduate social work fairs Responses to and phone inquiries and referrals by Graduate School staff, Distance Education staff, and the MSW Director MSW information sessions for potential applicants held on campus and in Hickory Advertising of the part-time MSW Program by Distance Education staff in various media throughout the region Discussion of alternative delivery formats of the part-time distance MSW Program, including questions to be addressed The Department of Social Work has been aided by other key staff and units within the University to recruit a larger and more qualified applicant pool. At the Graduate School, Ms. Sandra Krause visited numerous graduate fairs during the fall, Before the graduate fairs, she sought information about the MSW Program to be able to respond to inquiries. These inquiries primarily focused on potential applicants who were interested in the full-time MSW Program offered in Boone as well as the accelerated MSW Program on campus known as the advanced standing MSW Program. (The advanced standing MSW Program is only available to qualified BSW students). Following the fairs, Ms. Krause sent s to prospective MSW applicants, alerting the MSW Director, Dr. Kellie Reed Ashcraft, of the inquiries. Dr. Reed Ashcraft also visited targeted social work graduate fairs in the region. The fairs primarily targeted BSW students at other colleges who were interested in the advanced standing MSW Program, but they also included undergraduate applicants from other human service-related disciplines. In addition, Graduate School staff and the MSW Director both responded to and phone inquiries regarding the MSW Program, and referred potential applicants as needed to either unit or other units within the University. Further, for the first time since its inception, the MSW Director held an information session regarding the MSW Program in conjunction with Appalachian s 2012 Fall Open House. Graduate School staff, Distance Education staff, and the MSW Director informed prospective applicants about the information session, and over 20 people attended the session. While it is not possible to attribute the results to these efforts, the Department of Social Work experienced one of its largest applicant pools (n=189) during the academic year. Graduate School staff and the MSW Director plan to continue these same efforts during the next academic year. The MSW Program also has been aided in recruitment through a close and long-term relationship with Distance Education staff, which primarily recruits applicants for the part-time, Hickory-based MSW Program. (The part-time, Hickory-based MSW Program includes both a part-time MSW Program and a part-time, advanced standing MSW Program). Since part-time and advanced standing part-time cohorts are only recruited every other year, the Distance Education staff is integral in directing interested students 8

9 to the main campus MSW programs during the off-years. Part-time and part-time advanced standing MSW cohorts are being recruited for Fall, Already, the MSW Distance Education Program Manager, Ms. Bronwen Sheffield, and her colleague, Ms. Laura Rhinehart, have met with social work faculty during the spring and summer, 2013 to coordinate recruitment efforts. An MSW Information Session is planned in Hickory for August 29, 2013, with the possibility of other fall information sessions. Distance education staff advertises the part-time MSW Programs in various media outlets throughout the region. Further, the Distance Education staff and the MSW Director both respond to and phone inquiries regarding the part-time, Hickory-based MSW Programs. In addition, they refer potential applicants as needed to either unit or other units within the University. These efforts are similar to the efforts used to recruit previous part-time MSW cohorts, and we anticipate a strong recruitment pool for this next fall. Additionally, Distance Education staff and social work faculty have discussed the possibility of delivering distance education through other formats, including hybrid coursework and online courses to recruit a larger pool. These discussions also have focused on related questions to such delivery methods, including maintaining the quality and comparability of the MSW Program to the on-campus program, needed expertise and technical assistance for developing and delivering the courses and alternative MSW Program, limitations in the number of field placement sites, and limited tenure-track faculty for teaching the courses. We anticipate that these discussions will continue, with input from the larger social work faculty, the Dean s Office, and other key constituencies within the University. Job Prospects and Demand Faster than average employment growth according to BLS data regarding social work job prospects for the time period Supportive data for the region in specific social work sectors from the High Country Council of Governments Positive, but limited data from alumni The job prospects for MSW graduates are extremely promising. According to the Bureau of Labor Statistics, employment of social workers is expected to grow by 25 percent from 2010 to 2020, faster than the average for all occupations (U.S. Department of Labor, 2012). The largest growth is expected for health care social workers (34%), followed closely by social workers in the mental health and substance abuse fields (31%) (Bureau of Labor Statistics, U.S. Department of Labor, 2012, para. 3 & 4). In addition, child, family, and school social workers positions are expected to increase by 20%, which also is faster than average employment growth during the next decade ((Bureau of Labor Statistics, U.S. Department of Labor, 2012, para. 2). While this growth is not exclusively for graduate-educated social workers, the fields of health, mental health, and substance abuse often require a master s degree in social work for employment. Another source of information of demand for employees with an MSW degree is data from the High Country Council of Governments (HCCG). The HCCG collects and reviews occupation data for seven counties: Alleghany, Ashe, Avery, Mitchell, Watauga, 9

10 Wilkes, and Yancey counties. According to data collected by HCCG, there are 89 positions expected for health care social workers in the region in 2013 (High Country Workforce Development Board, n.d, p. 2). Educational attainment for these positions is primarily expected at the graduate level, with 78% attaining a master degree (High Country Workforce Development Board, n.d, p.2). Other increases in jobs in the region in 2013 are expected in mental health and substance abuse social workers, mental health counselors, child, family, and school social workers, as well as substance abuse and behavioral disorder counselors (High Country Workforce Development Board, n.d, p. 3). ASU s Department of Social Work also conducts an alumni survey of graduates. From , the Department administered yearly alumni surveys. Unfortunately, the sample sizes were very low: (n=6, ; n=7, ; and n=1, ). Nonetheless, of the 14 who responded over the three year period, a total of 62%* reported working in the social work field at the time the survey was administered. (*Since the survey is voluntary, sample bias may be present in who participated in the survey). Because of the low sample sizes and potential sample bias, the faculty plans to administer the alumni survey every three years, in the hopes to increase the response rate and the validity of the data. Further, an employer survey will be administered during the as reported in MSW Program s Self-Study Report submitted for reaccreditation in April Although statistics are not available, another source for job prospects is alumni of the MSW Program. As the number of MSW-educated social workers increase in the region, the alumni are sending job openings regularly to our faculty for posting to both the MSW and BSW list serves, and when they are in supervisory positions, they are requesting graduate-educated social workers. Thus, as evidenced by the various sources, the employment prospects locally and nationally are very promising. Quality of the Program Identification and Measurement of Student Learning Outcomes The social work accrediting body mandates assessing student learning outcomes and publishing findings of outcomes on websites. The Appalachian MSW Program assesses student learning outcomes from their foundation and concentration curricula. Overall, the 2013 outcomes from the Appalachian MSW Program are very positive, including achieving 93 of 99 established benchmarks. Findings are used to improve the program and make changes. Because the MSW Program is an accredited program, the accrediting body for MSW and BSW Programs, the Council on Social Work Education (CSWE), has long required the measurement of program outcomes. In 2008, the CSWE published its most explicit requirements related to student outcomes (Council on Social Work Education, 2012). The Council required that all MSW and BSW Programs assess the learning outcomes of 10

11 their students, specifically their demonstration of competencies. Under Educational Policy 4.0: Assessment, Assessment is an integral component of competency-based education. To evaluate the extent to which the competencies have been met, a system of assessment is central to this model of education. Data from assessment continuously inform and promote change in the explicit and implicit curriculum to enhance attainment of program competencies (p. 16). Further, the Council mandated that all MSW and BSW Programs publish information about student outcomes on their respective websites as of January 1, As a result, the assessment of student learning outcomes is fundamental to Appalachian s MSW Program. To comply with the assessment requirement, the Appalachian Department of Social Work has published student outcome findings on its website since January 2013 (Department of Social Work, Appalachian State University, 2013). The information presented includes the competency, assessment measures for the competency, benchmarks established on different assessment measures, and the percentage of students achieving the benchmark (Department of Social Work, Appalachian State University, 2013). Out of a total of 99 benchmarks established for measures of the Foundation, Individuals and Families, and Community and Organizational Practice curriculum competencies, only 6 benchmarks were not met (Department of Social Work, Appalachian State University, 2013). These findings are used by the Department s evaluation committee and the MSW committee to determine the changes that are needed to address issues. Indicators Used to Assess Quality and External Validation of Program s Quality The Department of Social Work has an ongoing comprehensive evaluation protocol that includes course evaluations, End of Foundation and End of Concentration/Exit Surveys; Field Evaluations and an Evaluation of the Field Program Survey; and Alumni and Employer Surveys. Another key external source for validation of the Program s quality is accreditation by the Council on Social Work Education, which has been achieved. State licensure and the pass rate of alumni for licensure is another external source that validates the quality of the Program. The increasing numbers of applications also validate the quality of the program. Appalachian s Department of Social Work has a comprehensive evaluation protocol that is used to evaluate both the MSW and BSW Programs. The data collected on an ongoing basis provide the faculty with feedback internally and externally in order to assess the overall quality of each program, and to make program and curricula improvements. In addition to the internal and external measures used by the Department, there are other external indicators that validate the quality of the MSW Program. The MSW Program uses several measures to evaluate the achievement of learning outcomes as well as the quality of the curriculum and the overall program. At the end of each course, course evaluations are distributed to students. The course evaluations 11

12 provide valuable information about both the instructor and the course. All instructors receive both the qualitative and quantitative information about their course in the semester following delivery of that course. Instructors are able to make individual improvements to their courses and they are able to share information about the course content, course assignments, or design of the course with the respective program committee (i.e., MSW Committee; BSW Committee; Field Committee). Further, at the end of each academic year, a Foundation Field Evaluation and an Individuals and Families or Community and Organizational Field Evaluation are distributed to field instructors at the end of the foundation curriculum or concentration curriculum field experience. The field instructors evaluate students achievement of competencies in their field placements. In addition, students and field instructors complete an Evaluation of the Field Program instrument. The data from this information provides useful information about the quality of the field experience and any needed improvements. The MSW Program also administers an Alumni Survey and an Employer Survey every three years. With the information collected from these two surveys, faculty is able to learn about the quality of the Program from key stakeholders in the region. Two key external sources also validate the quality of Appalachian s MSW Program. The first source is the Council on Social Work Education (CSWE), the accrediting body for all BSW and MSW programs in the U.S. To become accredited, the MSW Program was required to submit a report to the Council every year for the first 4 years of its existence, and had a CSWE site visitor during each of those years who assessed implementation of the Program. Appalachian s MSW Program received initial accreditation in 2009, and the Program is currently undergoing re-accreditation (known as re-affirmation ). Details of the re-accreditation are presented in the next section. However, all indications to date have been of a positive review. Accreditation is an important external validation of the quality of the MSW Program. The Council s accreditation process validates the quality of each program and its adherence to delivery of required social work competencies. Further, in order to attain social work licensure at the graduate level in any state, social workers must graduate from a CSWE-accredited MSW Program. This is the case in North Carolina, where MSW-educated social workers who are interested in becoming licensed must possess an MSW degree from a CSWE-accredited MSW Program. Other requirements include passing the licensure exam, having a minimum of 3,000 hours of clinical paid employment appropriately supervised clinical practice accumulated during a 2 to 6 year time period, and having a minimum of 100 hours of supervision by a licensed clinical social worker (LCSW) that meets certain requirements (North Carolina Social Work Certification and Licensure Board, n.d). Although Appalachian s MSW Program is fairly new, the pass rate for the licensure exam is another method that can be used to help validate the quality of the Program (The Association of Social Work Boards suggests that inferences cannot be reliably made from 12

13 pass rate data for groups of fewer than 100 candidates. This is the case for Appalachian s MSW Program, and must be taken into account). The data in Table 7 below show the pass rate for Appalachian s alumni who took the NC clinical social work exam in 2012, and data in Table 8 for the North American pass rates (Association of Social Work Boards, 2013). Table 7: Appalachian State University s MSW Program Pass Rates Year First-Time Repeat Total Pass Fail Total Rate Pass Fail Total Rate Pass Fail Total Rate % % % (Association of Social Work Boards, 2013) Table 8: North American Pass Rates Year First-Time Repeat Total % 41% 66% (Association of Social Work Boards, 2013) Again, because of the small number of alumni who took the exam, it is not possible to draw conclusions from the data. However, the pass rate for Appalachian alumni in comparison to the pass rates overall in North America is promising. Further, these data are another indicator of the quality of the Program. In sum, the multiple measures used by the MSW Program to assess quality and make improvements, accreditation by the Council on Social Work Education, pass rates for the NC licensure exam, and increasing numbers of applicants previously detailed in this report are ongoing indicators of the quality of the Program. Accreditation Status Yearly review process for 4 years, culminating in initial accreditation in The Program is currently undergoing re-accreditation and submitted its Self- Study Report in April Positive response to the Report, resulting in site visit scheduled for October Re-accreditation anticipated in February 2014, following review of the site visit report and accompanying materials by the Commission on Accreditation. As previously mentioned, to receive initial accreditation from the Council on Social Work Education, ASU s MSW Program underwent a rigorous four-year review process. Each year during the first four years, the MSW Program submitted reports known as Benchmarks to the Council, and was visited by a site visitor who also reported to the Council on the progress of implementation of the Program. Appalachian s MSW Program received initial accreditation in 2009, and the MSW program must undergo reaccreditation (known as re-affirmation ) every 7 years. Currently, the MSW Program is undergoing re-affirmation. The MSW Program submitted its Self-Study Report for re-affirmation on April 1, 2013, and has received a positive response from the Council to schedule a site visit. A CSWE site visit is scheduled for October 3, The Commission on Accreditation for CSWE will vote on re-affirmation for the Program at their February, 2014 meeting. All indications are positive that the Program will be re-accredited. The faculty is looking forward to the site 13

14 visit to share further information about the Program. We also look forward to having the site visitor meet and speak with students and other key stakeholders of the Program during his visit. Most Recent Revision of the Curriculum; Impact of the Revision on Program Quality and Impact on Applications/Enrollment Curriculum revised during the past year as a part of the re-accreditation process for the MSW Program Qualitative feedback from students on End of Foundation and Exit surveys were very positive Since revisions to the curriculum are new this year, not possible to determine the impact or the correlation with changes in numbers of applications received or enrollment Appalachian s MSW Program is committed to continual review and revision of its curriculum to best meet the needs of students, employers, and the clients served and to fully comply with accreditation by the Council on Social Work Education. As a result, the faculty recently reviewed the curriculum as a part of the current re-accreditation process. One of the most significant changes during this past year was the articulation of advanced practice behaviors for each of the concentration competencies. Subcommittees of the faculty who taught courses in each concentration articulated the advanced practice behaviors, and then the practice behaviors were brought to the full faculty for review. Following review and discussion, the faculty voted to adopt the advanced practice behaviors in December These practice behaviors essentially represent a more clear articulation of the skills being taught in the program. The practice behaviors were then integrated into curriculum through course content and assignments, they were then incorporated into expected Learning Goals and Objectives of the field placement, and they were integrated into the various evaluation and survey tools. Any revisions to the curriculum follow a similar process, and review and revision of the curriculum is ongoing. While the specific impact of the revisions on program quality is difficult to determine, there are positive indicators regarding revisions to program quality. Current MSW students experienced some revisions to their curricula during the spring semester. In the End of Foundation and Exit Surveys, qualitative comments about the curriculum and about specific courses from first year and graduating students were overwhelmingly positive. (This data is available by request.) However, since these revisions are so new, it is not possible to determine if there is a correlation between the number of applications received for admission to the neither Program nor enrollment. Nonetheless, the increase in applications during the past year is a positive trend. Further, while it is not possible to quantify, we have learned that our alumni who have positive opinions about the quality of the Program and the changes they observe in the curriculum as well as responses from our field instructors and employers 14

15 within the region serve as the best spokespersons for the Program. They often encourage colleagues in their agencies to pursue MSW degrees through our Program. Average Time to Degree; Explanation if Completion Requires More Than 2.5 Years; and If Courses/Mentoring by Program Would Aid More Timely Completion The average time to degree for the full-time MSW Program, the full-time advanced standing MSW Program, and the advanced standing, part-time MSW Program offered in Hickory are completed in 2 or less years Only the part-time, standard MSW Program in Hickory averages more than 2 years With the current design and focus of the part-time Program, additional courses and/or mentoring will not alter the length of time to degree Other models of delivery of the part-time distance MSW Program are under discussion There are different average completion times to degree based on the specific MSW cohort/program selected. For the full-time MSW Program on campus, the average time to degree is two years. For the full-time advanced standing MSW Program offered on campus to qualified BSW students, the average time to degree is 1 year. The average times are longer for the part-time distance MSW Program in Hickory. The part-time MSW Program in Hickory is completed on average in 4 years, while the advanced standing, part-time MSW Program in Hickory is completed on average in two years. Since the part-time MSW Program and part-time advanced standing Program are both designed for working professionals, students in these programs only complete two courses offered during the evening each semester. They also complete only one evening course each summer session. Further, for four semesters, the part-time MSW students, like the full-time MSW students, complete a 16-hour per week field placement, with a once monthly field seminar. The number of hours required for the MSW degree and the part-time design of the distance program negate completion of the degree in less than 4 years for students in the standard part-time Program. However, discussion of other models of delivery of the part-time distance Program have been initiated, including delivery of hybrid and online courses, alternate semesters of online and face to face contact for coursework, and an executive model. These models and discussion are detailed under the Future Directions section of the report. Department s Tracking of Placement of Graduates, including percentage of Graduates who are admitted to Ph.D. Programs and Graduates Who are Employed in Field of Study MSW Program administers an Alumni Survey as a part of its evaluation strategy Of those who responded in previous surveys, a total of 13 out of the 15 respondents were working in social work positions at the time the surveys were administered. 15

16 As previously discussed, the MSW Program conducts an alumni survey as a part of the department s overall evaluation protocol. Previously, the survey was conducted yearly. However, because of the very low response rates (n=6, ; n=7, ; and n=1, ), the faculty decided this year to administer the alumni survey every three years. It is hoped that the change in administration of the survey will yield a higher response rate. Nonetheless, of the data collected during the previous years, of those who responded, all 6 of the respondents in the survey were working in social work positions; 6 of the 7 respondents in the survey were working in social work positions, and the final respondent was employed full-time in another position; and the one respondent to the survey was seeking a social work position at the time the survey was administered. In averaging across the surveys, 62% of the respondents were employed in social work positions at the time the surveys were administered, and 67% of the respondents were employed in full-time positions. It is important to note that these figures should be viewed with caution due to the small sample sizes and response bias, and major conclusions should not be based on the findings. It is expected that larger sample sizes collected over time will yield more useful information. Faculty Involved Number of Tenure Track (TT) Faculty Teaching in the Program Number of tenure-track (TT) faculty has increased with the development and growth of the MSW Program Currently, there are 9 TT faculty in the department and all of the TT faculty teach in the MSW Program, both on and off-campus The department is operating with fewer FTE faculty than is generated by SCH production With the addition of the MSW Program and overall growth of the Department in undergraduate BSW majors (n=286, Fall, 2012) and MSW students (n=70, Fall, 2012), the number of tenure-track faculty has increased. Further, when the MSW Program was first developed, the faculty decided that all tenuretrack faculty members would teach in both the BSW and MSW Programs as well as teach on-campus and distance education courses. The faculty purposely made this decision so that a hierarchy would not be created, with a separate MSW and a BSW faculty, and so that the same level of quality would be provided in both the on-campus and off-campus programs. As a result, there are 9 full-time tenure track faculty, and all of the tenure-track faculty teach in the MSW Program, both on-campus and in Hickory. Each semester, based on the specific courses being taught and the expertise required for those courses, the department chair assigns tenure-track faculty to teach the MSW courses (as well as BSW courses), both on and off-campus. 16

17 It is significant to highlight that given the current SCH production in the department, 21 FTE faculty is generated (F. Whitt, personal communication, June 18, 2013). The department currently operates with 9 full-time, tenure track faculty and 4 full-time, nontenure track faculty. In order to teach all of the required courses in the BSW and MSW Programs, both on- and off-campus, the department also employs a number of part-time, non-tenure track faculty. For the Fall, 2013 semester, 13 part-time, non-tenure track faculty members also are teaching social work courses. Number of Non-Tenure Track (NTT) Faculty Teaching in the MSW Program; Process for Review of Qualifications of NTT Faculty For the Fall, 2013 semester, 2 full-time and 7 part-time NTT faculty are teaching the MSW Program, both on and off-campus A standardized process of review of NTT faculty candidates is followed each year NTT faculty are matched to specific courses based on their expertise and experience For the Fall, 2013 semester, there are 2 full-time and 7 part-time NTT full-time or parttime faculty members, who will be teaching MSW courses, both on and off-campus. A standardized process for review of qualifications of NTT faculty is followed each semester. Full-time NTT faculty receive an annual review by the chair of the department and ideally, a peer review by a TT faculty member. Their course evaluations are reviewed by the Departmental Personnel Committee (DPC), which votes to recommend whether their contracts should be continued for the following year. Part-time NTT faculty are typically social workers working within the region who possess specific skills and expertise and may be recruited by the chair, recommended by a faculty member, or may themselves contact the chair of the department to express their interest in teaching. Based on the expertise needed for specific MSW (or BSW) courses, the chair of the department will request the resume and proof of educational credentials of social workers who are interested in teaching and who possess the expertise needed for teaching the course. After meeting with the social work professional, the chair provides the resume and credentials to the DPC. She also shares information she has gathered about the candidate with the DPC. Following review and discussion, the DPC will approve or disapprove of the candidate for teaching as a part-time NTT faculty member. The DPC meets at least once each year to review NTT candidates. The course evaluations of part-time NTT faculty are reviewed by the DPC, which votes to recommend whether they should continue to teach as needed. Ideally, each part-time NTT faculty member will also have a peer review by a TT faculty member, but resources, distance education travel, and time present challenges to this goal. However, part-time NTT faculty work closely with TT faculty, serving as mentors and consultants. The program directors and chair also work closely with part-time NTT faculty as needed. Further, the department conducts orientations for new full-time and part-time faculty to help ensure quality and consistency in curriculum delivery. 17

18 Average Teaching Load of Faculty in the Department and Distribution of Teaching Responsibilities in Graduate and Undergraduate Courses The average teaching load of faculty in the Department is 3/3 for TT faculty and 4/4 for full-time NTT faculty. Teaching responsibilities in graduate and undergraduate courses are distributed across all TT and full-time NTT faculty, with faculty assigned to MSW courses as needed. Typically, 85-92% of full-time TT and NTT faculty teach at least one course per semester in the MSW program. The average teaching load for full-time TT faculty in the Department a 3/3 load, i.e. 3 courses during each of the Fall and Spring semesters, with release time for scholarship. The MSW and BSW Program Directors receive additional release time for program administration. The average teaching load for full-time NTT faculty is a 4/4 load, with two exceptions. Ms. Heather Thorp, our Field Director, occupies one of the full-time NTT positions. She does not teach, but rather, directs our field practicum program, facilitating and securing placement for as many as 125 MSW and BSW students in field practicums across the region each semester. Ms. Judy Kaplan, a long-time full-time NTT faculty member, typically teaches a 3/3 load with release time to assist with the student and field instructor orientations to the field, consultation with and mentoring of part-time seminar instructors, and other administrative duties as assigned by the field director. As noted above, all full-time faculty teach MSW and BSW courses and rotate into these, both on and off campus as needed. The chair determines the course assignments based on a variety of factors including course offerings needed at both on and off campus sites, faculty expertise, and availability of part-time faculty. Typically, 85-92% of full-time TT and NTT faculty teach at least one course per semester in the MSW program. For the Fall 2013 semester, one TT faculty member is on Family Medical Leave. Of the remaining eight, four are teaching one MSW course and one is teaching two MSW courses. All three full-time NTT faculty members are teaching in the MSW program, with one teaching two MSW courses and the other two teaching one MSW course. Number of Additional Faculty Resources Needed to Grow Enrollment by 10%; 20%; 30% (Susan, can you assist with this?) To grow enrollment by 10%, two? additional full-time TT faculty are needed. To grow enrollment by 20%, three? additional full-time TT faculty are needed. To grow enrollment by 30%, five? additional full-time TT faculty are needed. The following points were included in the calculations of faculty resources needed to grow enrollment: 1) Growth was assumed from the Fall 2012 enrollment census (n=70) (Cratis D. Williams Graduate School, 2013), which includes all admissions, both on and off campus; 2) Course maximums were set at an ideal of 15 students and field seminar course maximums at 12 students based on faculty and student feedback and consistent with course enrollments in other MSW programs ***CITATION; 3) Growth was assumed both on and off campus; 4) Off campus part-time students enter the field practicum and seminar course only every other year, in the second and fourth years of 18

19 their degree program; and 5) Courses would be taught by TT faculty, who typically teach 3/3 loads. In addition to TT faculty, continued growth of both the MSW and BSW programs is increasing the demand on our field program. In social work education, the field component is considered the signature pedagogy, so quality field placements are essential. As noted above, we currently have one full-time field director and another faculty member who provides some limited support. Continued growth will likely require the addition of another full-time field placement position and/or additional administrative support for the field program. In addition, the Department currently has only one full-time administrative assistant. As the Department grows, additional administrative support will be needed. Fall 2012 Enrollment # of Course Sections # of Field Seminar Sections # Field Seminar Sections Needed Enrollment Growth ON = % = 20% = 30% = OFF = % = 20% = 30% = Total = % = 77 20% = 84 30% = 91 Add l Course Sections Needed Add l Field Seminar Sections Needed # TT Faculty Needed Number of TT Faculty who Teach a Distance Education Graduate Cohort; Number of NTT Faculty who Teach a Distance Education Graduate Cohort; and Comparison of Percentages of TT and NTT Faculty who Teach Courses in the Distance Education and Main Campus MSW Programs Nine TT faculty teach a distance education graduate cohort Three full-time NTT faculty teach a distance education graduate cohort Four part-time NTT faculty teach a distance education graduate cohort 100% of TT and full-time NTT faculty teach MSW distance education courses in comparison to MSW main campus courses 50% of part-time NTT faculty teach MSW distance education courses compared to MSW main campus courses As noted above under Average Teaching Load of Faculty in the Department and Distribution of Teaching Responsibilities in Graduate and Undergraduate Courses, all full-time faculty teach MSW and BSW courses and rotate into these, both on and off campus as needed. The decisions regarding which part-time NTT faculty teach on or off 19

20 campus are primarily driven by where the part-time NTT faculty reside, as most prefer to teach close to their residence. Facilities/Equipment Adequacy of Space and Equipment for the Program; Estimated Cost of Providing Additional Space and Equipment to Enhance the Program and Increase Enrollment Current office and classroom space and equipment is adequate for the MSW Program on campus, but use is at full capacity Additional office space and equipment for faculty and classroom space would be needed to expand the MSW Program on campus Office and classroom space and equipment are adequate for the MSW Program in Hickory, and there appears to be room for expansion of the Program at this site If hybrid courses or other methods of delivery are developed at the Hickory site, additional classroom equipment may be needed to facilitate delivery Currently, the Department of Social Work occupies less than half of the second floor of Edwin Duncan Hall. All of the 18 rooms currently allocated to social work are occupied by 13 social work faculty and one administrative assistant, and include an office for graduate assistants and students to share, an office for part-time NTT faculty to share, a small storage room for supplies and records, and a small office space for the copier, faculty mail slots, and supplies. There are also three classrooms that are used exclusively for BSW and MSW classes and a student/faculty lounge. In addition, social work students have access to two shared student lounges and several computer labs, also in Edwin Duncan Hall. There is no reception or waiting room area for departmental administrative offices. The office space and classroom space for Social Work are at or above full capacity on the main campus. Frequently, the chair needs to seek an additional space to hold a section of the BSW field seminar course. If the MSW Program were to expand and increase enrollment, additional faculty offices, classroom space, and office and classroom equipment would be needed. The costs for providing this space and equipment would be approximately XXX (Susan/Fred?). The distance education MSW Program is taught at the ASU Center in Hickory, on the east campus of Catawba Valley Community College. Space and equipment there are not only adequate, but appear to have additional capacity for expansion. For example, to date, classroom space has been readily available for all MSW distance courses, and there appears to be room for expansion and use of additional classrooms. Further, classrooms have been fully equipped. Temporary office space for faculty has been readily available for student meetings or workspace, if arranged in advance, but there are no permanent offices assigned to social work faculty. It appears that if the distance education MSW Program were to expand, there would be adequate space for expansion at the site. However, if the expansion includes delivery of hybrid courses, it might be necessary to factor in additional costs for any equipment or software needed to deliver these courses. 20