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

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1 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 Learning is to provide information about progress in assessment efforts for each degree program within your academic unit. Only one report is requested of each academic unit, as this report will accommodate multiple degree plans. (You can still submit separate reports if you prefer.) The report will be made available publicly at the Office of Academic Assessment website and will be available to appropriate accrediting agencies. It is recommended that your unit use your assessment report and results to celebrate achievements of student learning as well as to identify potential areas for future curriculum improvement. The University Assessment Committee will review your report to provide constructive feedback, as well as to identify particular academic units for potential assessment awards and/or mini-grants to support continuing assessment efforts. Please this completed form as an attachment to CONTACT INFO: Academic Unit: Social Work Program Date: April 27, 2009 Name: Rebecca Garrison Title: Coordinator Phone: NAU Box: Degree Program(s) reported here: BSW ASSESSMENT REPORT: Instructions: Please answer the following five questions to the best of your ability for each degree program offered within your unit. You may use the table provided on the next page, or you may create your own report format. 1. Summarize your assessment activities during the past year for each degree program. (e.g. faculty discussions, new survey design, data collection, revised assessment plans or learning outcomes, etc.). The current assessment plan (see attached matrix) for social work was developed and partially implemented Spring Full implementation occurred AY Data that informs this report was collected Fall 2007 through Summer Data was collected from core social work courses (SW 220, SW 320W, SW 321, SW 355, SW 370, SW 401, SW 408, SW 422, SW 423, SW 427, SW 498C) and programmatic measures such as Social Work Senior Exit Survey, Alumni Survey, Field Instructor Survey, Survey of SW Student Service Activities, and Survey of SW Faculty Service Activities. Faculty were notified early in the semester of the specific measures for the courses they were teaching and reminded at the end of the semester of the due date for the data collected. 1

2 The SW Program Field Education Coordinator distributed the Social Work Senior Student Exit Survey to graduating seniors Fall 2007 and Spring 2008 and the Faculty Field Liaison, Summer 2008 (return rate 87%). The Field Coordinator distributed the Field Instructor Survey, Fall 2007 and Spring 2008 to field instructors working with our students during summer and Fall 2007 that had not been surveyed for the AY 2006/2007 report. Discussions with the SW Program Field Coordinator after receiving feedback from Field Instructors resulted in the decision to rotate distribution of the Field Instructor Survey. The Field Instructor Survey would be distributed to field instructors new to our program the semester following their service and every two (2) years to seasoned field instructors. The return rate for Field Instructors surveyed Fall 2007 and Spring 2008 was 62%. The Alumni Survey was distributed September 2007 to the 70 social work alumni who graduated Fall 2004 through Winter 2006 (34% return rate: 24/70), and in May 2008, to Spring and Summer 2007 graduates (24% return rate: 6/25). The survey was designed to solicit feedback from graduates one year after their graduation. We believed that distributing the alumni survey one year after graduation would increase our response rate and be a more accurate measure of alumni perception of competencies acquired as a social work student at NAU. Our experience with the return rate to the May 2008 distribution did not support our premise. 2. Describe specific assessment findings related to the learning outcomes assessed for each degree program, including any pertinent context surrounding the findings. Please include the learning outcomes themselves. (e.g. 77% of seniors performed at the proficient level of competency in problem solving, which is where we aimed to be this year using a new scoring rubric ) The following program goals and objectives (learning outcomes) were assessed: Goal 1. To practice as generalist social workers with the knowledge, values, and skills for working with diverse client systems of various sizes in rural settings, program graduates will be able to: 1.1 Apply critical thinking skills and express ideas clearly, both verbally and in writing. (23 measures from 9 courses and the SW Senior Exit and Field Instructor surveys) 1.2 Practice within the values and ethics of social work with a respect for and appreciation of difference. (27 measures from 11 courses and the SW Senior Exit and Field Instructor surveys) 1.3 Utilize relationship building, assessment, intervention, and evaluation knowledge and skills in practice with diverse populations of all sizes in rural areas. (19 measures from 5 courses and the SW Senior Exit and Field Instructor surveys) 1.4 Utilize problem-solving model within the context of ecosystems and strengths perspectives in practice across client systems. (9 measures from 3 courses and the SW Senior Exit and Field Instructor surveys) 1.5 Apply knowledge of the bio-psych-social-cultural-spiritual components of human behavior and the social environment to assessment and planned change processes. (11 measures from 6 courses and the SW Senior Exit and Field Instructor surveys) 1.6 Differentially apply communication and intervention strategies with diverse populations. (14 measures from 5 courses and the SW Senior Exit and Field Instructor surveys) 1.7 Apply skill in performing the roles of broker, teacher, enabler, advocate, and mediator in working with and on behalf of diverse client systems. (9 measures from 5 courses and the SW Senior Exit and Field Instructor surveys) 1.8 Analyze the impact of social policies on client systems, workers, agencies, and communities. (10 measures from 6 courses and the SW Senior Exit and Field Instructor surveys) 1.9 Evaluate and employ research findings and other literature in the field to determine the most effective method of intervention and to evaluate the effectiveness of their own practice. (12 measures from 7 courses and the SW Senior Exit and Field Instructor surveys) 2

3 1.10 Utilize information technology for effective agency functioning and client system services. (6 measures from 4 courses and the SW Senior Exit and Field Instructor surveys) Goal 2. To understand and work effectively with diverse populations, especially with populations indigenous to the southwest, program graduates will be able to: 2.1 Apply knowledge, values, and skills for generalist social work practice in accordance with the unique needs and experiences of diverse populations including, but not limited to, locality, ethnicity, class, gender, age, national origin, political affiliation, religion, lifestyle, sexual orientation, and mental and physical abilities. (24 measures from 12 courses and the SW Senior Exit and Field Instructor surveys) 2.2 Identify the forms and mechanisms of historical and current oppression and discrimination, and strategies of change that advance social and economic justice. (8 measures from 5 courses and the SW Senior Exit and Field Instructor surveys) 2.3 Implement and advocate for policy change within agencies and by selective bodies that reflect respect for and appreciation of diverse populations. (5 measures from 3 courses and the SW Senior Exit and Field Instructor surveys) Goal 3. To promote continued professional development and enhancement of knowledge, values, and skills for generalist social work practice, graduates of the program will be able to: 3.1 Identify and articulate the evolution of social welfare as an institution and social work as a profession and their current structures. (5 measures from 3 courses and the SW Senior Exit and Field Instructor surveys) 3.2 Question and evaluate their own needs, values, strengths, and challenges; and how these affect their professional use of self in practice. (13 measures from 6 courses and the SW Senior Exit and Field Instructor surveys) 3.3 Question and evaluate their professional performance and take responsibility for continuing education and career development. (10 measures from 6 courses and the SW Senior Exit and Field Instructor surveys) Goal 4. To provide service to the community and promote social and economic justice, program faculty, students, and graduates will: 4.1 Advocate for social change to advance social and economic justice for all people with a focus on populations experiencing and at risk of discrimination and oppression. (6 measures from 3 courses and the SW Senior Exit and Field Instructor surveys) 4.2 Participate in community service activities. (6 measures from SW 408 course, Student and Faculty Activities surveys, and the SW Senior Exit and Field Instructor surveys) The measures, benchmarks, and data collected for each of the objectives outlined above are attached to this report. Please note that the numbers are small and so any generalizations from this data are not appropriate. We see the data gathered from our assessment plan as a process of comparisons and identification of trends over time as the numbers will continue to be small. SENIOR EXIT SURVEY The following programmatic and demographic trends were identified from a review of the senior exit survey data collected Fall 2007 through Summer 2008 (n = 13, 87% response rate). The information in the brackets [ ] is the percentage from the AY 2006/2007 data (n = 45). Program Trends 100% would recommend the program to a prospective student [100%] 100% rated the quality of instruction as good to excellent [98%] 84% rated the SW courses as somewhat to very challenging [91%] The AY 2007/2008 Senior Exit Survey program trends reflect consistency in the rating of the quality of instruction and the percentage of graduating seniors who would recommend the 3

4 program to a prospective student. The rating percentage of perception of the challenge of social work courses declined. In response to the question of what prospective students could expect as a social work major, exiting seniors most frequently mentioned the mission and goals of the profession (4 mentions); relationship and working with peers (3 mentions); the value of the information and education received (2 mentions), and the dedication and passion of the faculty (2 mentions). The following are examples of expectation comments in these most frequently mentioned areas: - The teachers go above & beyond; you build relationships w/ both the teachers & students. The classes you take & the things you learn will change your life (SS 08). - A major that you will learn a lot, talk of hard stuff and it will all be worth it (SS 08). - It s a great program and you get a very well-rounded experience (S 08). - A lot of passionate people who care deeply about people & advocate for social justice (S 08). - Expect the people to be really friendly and gain valuable information (F 07). - That social work can make a big difference in peoples lives. You can make changes (F 07). Qualitative Comments Analysis of qualitative responses indicated the significant learning experiences for graduating seniors include the whole learning experience with special mention of the field placement, service learning experiences, course project assignments, learning about diverse cultures, and faculty and peer support. Comment examples are as follows: - The people in social work and also the encouragement from social work professors (F 07). - All of it. Teachers who care, colleagues who are compassionate, classes that are finely tuned to incorporate all aspects of social change for ALL humans (S 08). - Being able to apply what I have learned throughout the years. The relationships I have built with students and staff (professors). Volunteer opportunities. (SS 08). The strengths of the program were identified as the faculty, the relationship with peers, the ability to apply course content through role-play and other practice experiences, the relevancy of the classes to life and professional practice, and the open communication between and among faculty and students. Comment examples include: - The teachers, intricate classes that evolve cultural competency, social justice & advocates that are informed for social change (S 08). - The role-playing and practice (F 07). - The open communication between the professors and students. Things were explained on why we had to do things and we had a say in our own education (SS 08). - Information is applicable classes are relevant. The program really teaches you what you need to know for the profession (SS 08). Respondents recommended the following changes: - Not as many group projects (F 07). - Other special topics classes (S 08). - Continue and add community service, volunteering into every course (S 08) - More challenging. More community involvement and hands on experience (S 08). - Some of the classes could be changed. Both assessment and policy 2 I feel should be changed around because the current format does not work that well (SS 08). Additional comments focused on the positive, life changing experience with the program, thanking social work faculty for the learning that occurred, the appreciation for the relationships that have been made, and reinforcing the inclusion of more service learning and volunteer opportunities in courses, These comments are summarized in the following: 4

5 - I think there should be more volunteer work put into the curriculum as the courses get in higher levels (F 07). - I love this program & if I could do it all over again I wouldn t change a thing (S 08). - It was overall a positive experience. I look back & am happy with my choice of being in NAU. The things I have learned & relationships I have made will stay with me forever (SS 08). - It was amazing changed my life (SS 08). Demographic Trends 100% full time student (Mountain Campus) [100% Mountain Campus] 77% were employed while attending NAU [87%] 40% worked hours per week [33%] 30% worked hours per week [44%] 15% worked hours per week [15%] 8% worked greater than 40 hours per week [5%] 31% transferred into NAU [53%] 50% of those who transferred came from community colleges [92%] 8% had a second major [0%] 31% had a minor [9%] 31% completed 0 24 units when decided to major in social work [31%] 31% completed units when decided to major in social work [27%] 23% completed units when decided to major in social work [40%] 15% completed over 70 units when decided to major in social work [2%] 0% male [9%] 69% Western European/Caucasian [71%] 15% Hispanic [7%] 15% American Indian/Alaskan Native [11%] 0% Other (African American, Asian American, Multiracial, and Other) [10%] Average age was 24 with a range from [27; 21-53] 23% partnered with dependents [16%] 15% partnered without dependents [13%] 62% single, no dependents [71%] Career in the profession of Social Work is what attracted students to the major [Career]. The majority of our graduating seniors identified securing a social work job (78%) and/or enrolling in a MSW degree program (31%) as what they plan to do when graduate [67%; 51%]. The AY 2007/2008 senior exit survey demographic trends, when compared with AY 2006/2007, indicate an increase in the number of Hispanic and American Indian/Alaska Native graduating seniors and decreases in age and age range, percentages of transfer students, transfer students from community colleges, and students employed and number of employment hours per week. Number of hours completed when decided to major in social work remains constant. FIELD INSTRUCTOR SURVEY The following programmatic trends were identified from a review of the field instructor survey data collected Fall 2007 and Spring 2008 (n = 8). The information in the brackets [ ] is the percentage from the AY 2006/2007 data (n = 21). Wide range of agency service functions represented 1 is the median number of years as a NAU Social Work Field Instructor [X = 3] 62% had students placed during Summer block. 50% strongly agree that students were prepared for placement [52%] 38% agree that students were prepared for placement [48%] 12 students have been employed by field placement agencies [24] 6 served as NAU BSW graduates supervisor [9] 1 respondent who had served as NAU BSW supervisor rated the graduate as exceptionally prepared for practice; 3 rated the preparation of their NAU BSW supervisee as average [7, 2] 5

6 63% would hire a NAU BSW graduate [76%] There was an error in the Field Instructor survey that was distributed for AY 2007/2008 the final page for information about recommending NAU SW and the qualitative questions was missing. Program trends from the data collected reflect a decrease in percentages related to preparation of students for placement and practice, and hiring of a NAU BSW graduate. Without the qualitative responses, it is difficult to access the factors that may have contributed to the decline in these areas. SOCIAL WORK ALUMNI SURVEY Programmatic and demographic trends were identified from a review of the BSW Alumni Survey data collected Fall 2007 through Summer 2008 (n = 30) (Overall response rate: 29%). This was the initial distribution of the revised alumni survey. University Experience 96% were satisfied (53%) or very satisfied (43%) with the challenge of NAU academics. 97% were satisfied (40%) or very satisfied (57%) with their overall NAU experience. 97 % took Web classes as a major 84% ranked their experience with web classes as satisfied (57%) to very satisfied (27%) 47% took VC (ITV) classes as a major 40% ranked their experience with VC classes as satisfied (33%) to very satisfied (7%) 87% participated in clubs, organizations, extracurricular, or volunteer activities while a student at NAU. 90% were satisfied (41%) or very satisfied (55%) in the opportunities available for involvement with other students. Alumni perception of satisfaction with their experience at NAU is exceptionally high. Program Trends 93% would still choose NAU SW as a major SW job scarcity where live, low pay, and disillusionment with social work influenced the responses to not still choose SW at NAU 100% rated the quality of instruction as good to excellent (=> 3 4, X = 3.7) 100% rated the SW courses as somewhat to very challenging (=> 3 4, X = 3.7) 96% rated SW Advising => 3 4 (X = 3.8). 100% rated SW Curriculum content => 3 4 (X = 3.5) 97% rated Field Placement experience => 3 4 (X = 3.7) 100% rated satisfaction with overall quality of the social work program (=> 3-4, X = 3.6) 100% rated satisfaction with preparation for social work as a career (=> 3-4, X = 3.6) 77% of respondents continue to engage in professional development and community service activities post graduation (2 or more activities per respondent) Activities in which engaged include (but not limited to): - 31% NASW members - 28% membership in other professional organizations - 66% attended professional development activities - 52% engaged in continuing education activities - 45% made community presentations - 31% presented at a professional meeting or conference - 28% were panel members at a professional conference - 28% have conducted a professional workshop - 20% have conducted research - 43% serve(d) as an agency board member - 37% engaged in political activities - 53% served as a volunteer in a human service agency - 17% have received an award - 20% have received a grant 6

7 Alumni perception of their experience with and the quality of the NAU social work program exceeds benchmark expectations. Percentage of alumni continuing to engage in professional development and community service activities post graduation is 77, which is below the 80% benchmark. Career/Employment Trends 73% pursued employment after graduation - 95% who pursued employment pursued a social work position - Those who did not pursue SW identified SW job scarcity where live, BSW not recognized, and plan to enroll in grad school as influencing their response - Length of time to secure employment: 50% secured first job while in school 25% secured first job within 1 month of graduation 13% secured first job 1 3 months after graduation 43% learned about first job through SW Program, Field Placement, or volunteer experience contacts 7% continued employment had while attending school 86% ranked their preparation for their first job post BSW as adequate (43%) or exceptional (43%). 37% have completed an additional degree since earning BSW 82% of the advanced degrees were MSW/MSSW degrees 27% were students at the time of responding to the survey 50% were pursuing MSW/MSSW degrees 37% of those with or pursing MSW/MSSW degrees received advanced standing 95% rated their preparation for post BSW education as adequate (57%) or exceptional (39%). Of the 73% who pursued employment after graduation, 75% secured their first job while in school or within one month of graduation and 86% ranked their perception of preparation for employment as adequate or exceptional. Qualitative Comments Analysis of qualitative responses indicated program strengths to include: - Learning about working with cultures specific to Southwest. - Professor/student communication. - Strong foundation for practice and for graduate school, - Cohort structure of curriculum enhances peer interaction and relationships. - Curriculum content and structure. - Quality of the faculty These strengths are generally reflected in the following comments made by respondents: The strengths of the program include curriculum selection, book selection, in-class lecture and internship experience all focused on rural/generalist practice. Focus was on selfawareness, cultural diversity & knowledge, social justice and activism (SS 05 Alum). Excellent professors who challenged me, gave great insight & experience & were all caring, wonderful people (S 07 Alum). The curriculum prepares one for in-depth knowledge of behaviors and what motivates change (S 05). I think that the combination of theoretical and practice provided in the program was invaluable (S 05). Alumni identified a number of significant learning experiences associated with their experience as social work majors. These experiences include the field placement, the volunteer opportunities and service learning experiences, development of self-awareness, interaction with faculty and peers, the experienced and caring faculty, specific course content (practice, crisis intervention, policy, 7

8 research), and the whole college experience. The following responses reflect examples of these experience areas: - I really think I learned the most in my field placement, but w/o the years of coursework it wouldn t have meant as much to me (S 07). - My practice classes, social policy class, race/ethnic relations Sociology class, and my internship helped me define my practice style (SS 05). - Most significant is the hands-on learning experiences through the volunteer hours required. They are tough to juggle however the payoff is the reward of working with clients and having that experience after graduate (SS 05). - All curriculum provided a significant learning experience, but all tied into learning about myself. Self-awareness I would describe as the most significant learning experience (S 05). The changes recommended focused most on incorporating more hands-on experiences through service learning, volunteer, and in class practice opportunities. Other curriculum recommendations included strengthening the research component; adding more content in social work classes on social, economic and developmental diversities; requiring more sociology courses; and incorporating evidence-based practice, feminist perspective, and more about specific intervention strategies. Demographic Trends 73% attended Mountain Campus; 27%, Yuma Campus. 70% were full time students (67% of full time attended MC) 30% attended either part-time or combined full and part time (78% of these attended YC) 83% were employed while attending NAU (100% Yuma Campus respondents were employed). Of those employed: 3% worked 1 10 hours per week 23% worked hours per week 13% worked hours per week 17% worked hours per week 27% worked greater than 40 hours per week (75% of these alums attended Yuma Campus) 14% had a minor 3% had a second major 63% transferred into NAU 33% completed 0 24 units when decided to major in social work 23% completed units when decided to major in social work 27% completed units when decided to major in social work 10% completed over 70 units when decided to major in social work 0% male 63% Western European/Caucasian 3% African/African American 13% Hispanic 13% American Indian/Alaskan Native 7% Other (Asian American, Multiracial, and Other) Average age of respondents: 31 with a range from 22 57, 17% partnered with dependents (80% attended Yuma Campus) 23% single head of household (57% attended Yuma Campus) 10% partnered without dependents 47% single, no dependents 8

9 LEARNING OUTCOME RESULTS The measures included in the assessment of achievement of social work program learning outcomes for AY 2007/2008 are all summative: Senior Exit Survey, Field Instructor Survey, Alumni Survey, and the Evaluation of Student Performance in Field Placement. There were unique circumstances AY 2007/2008 that interfered with the collection of formative course specific data. AY 2007/2008, the social work program had faculty on sabbatical, teaching out of the country, and released for grant participation. This resulted in the utilization of a significant number of adjunct faculty teaching the courses included in the assessment. Unfortunately, there was inconsistency among adjunct faculty in submission of the data for program assessment. Because the course specific data that was collected was not representative of the program as a whole, the decision was made to exclude from this assessment report the course specific data other than the SW 408 field placement data. Faculty received additional reminders this academic year (2008/2009) to ensure collection of course specific data. [The information in the brackets reflects the AY 2006/2007 benchmark percentage.] 100% 1.2 Practice within the values and ethics of social work with a respect for and appreciation of difference. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [78%]. The values of the profession are the foundation of all we do as social workers. Part of the process of learning and developing competency as a professional social worker is to learn how to balance conflicts between professional and personal values in a way that enables practice guided by the NASW Code of Ethics. The outcomes of the measures of this objective demonstrate that the educational program is in fact achieving the desired outcome for this objective. 1.4 Utilize problem-solving model within the context of ecosystems and strengths perspectives in practice across client systems. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [89%]. The outcomes of the measures of this objective demonstrate that the educational program is in fact achieving the desired outcome for this objective, 3.2 Question and evaluate their own needs, values, strengths, and challenges; and how these affect their professional use of self in practice. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [85%]. The outcomes of the measures of this objective demonstrate that the educational program is in fact achieving the desired outcome for this objective. 3.3 Question and evaluate their professional performance and take responsibility for continuing education and career development. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [80%]. The outcomes of the measures of this objective demonstrate that the educational program is in fact achieving the desired outcome for this objective. 4.1 Advocate for social change to advance social and economic justice for all people with a focus on populations experiencing and at risk of discrimination and oppression. (measures from SW Senior Exit, Alumni, and Field Instructor surveys) [100%]. 9

10 The outcomes of the measures of this objective demonstrate that the educational program is in fact achieving the desired outcome for this objective. [100%] 83% 4.2 Participate in community service activities. (measures from SW 408 Time Sheets, Student and Faculty Activities surveys, and the SW Senior Exit, Alumni, and Field Instructor surveys) [100%]. Data for Fall 2007 through Summer 2008 indicate that social work students contributed 13,296.3 clock hours of service through extracurricular volunteer and course specific service learning activities. For AY 2007/2009, social work faculty members were involved, on the average, in 3 professional and community service activities. The range of professional and community services activities for faculty was 3 to 6. The outcomes of the measures of this objective demonstrate that the educational program is in fact achieving the desired outcome for this objective. 75% 1.1 Apply critical thinking skills and express ideas clearly, both verbally and in writing. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [91%]. 1.3 Utilize relationship building, assessment, intervention, and evaluation knowledge and skills in practice with diverse populations of all sizes in rural areas. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [68%]. Field Instructor Survey (63%, n = 8) 1.5 Apply knowledge of the bio-psych-social-cultural-spiritual components of human behavior and the social environment to assessment and planned change processes. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [91%]. 1.6 Differentially apply communication and intervention strategies with diverse populations. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [50%]. 1.7 Apply skill in performing the roles of broker, teacher, enabler, advocate, and mediator in working with and on behalf of diverse client systems. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [89%]. Field Instructor Survey (63%, n = 8) 1.8 Analyze the impact of social policies on client systems, workers, agencies, and communities. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [90%]. Field Instructor Survey (50%, n = 8) 10

11 1.9 Evaluate and employ research findings and other literature in the field to determine the most effective method of intervention and to evaluate the effectiveness of their own practice. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [83%] Utilize information technology for effective agency functioning and client system services. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [83%]. 2.1 Apply knowledge, values, and skills for generalist social work practice in accordance with the unique needs and experiences of diverse populations including, but not limited to, locality, ethnicity, class, gender, age, national origin, political affiliation, religion, lifestyle, sexual orientation, and mental and physical abilities. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [63%]. 2.3 Implement and advocate for policy change within agencies and by selective bodies that reflect respect for and appreciation of diverse populations. (measures from SW 408 Evaluation of Student Performance in Field Placement, and SW Senior Exit, Field Instructor, and Alumni surveys) [60%]. Field Instructor Survey (50%, n = 8) 66% 2.2 Identify the forms and mechanisms of historical and current oppression and discrimination, and strategies of change that advance social and economic justice. (measures from SW Senior Exit, Field Instructor, and Alumni surveys) [63%]. Field Instructor Survey (63%, n = 8) 3.1 Identify and articulate the evolution of social welfare as an institution and social work as a profession and their current structures. (measures from SW Senior Exit, Field Instructor, and Alumni surveys) [60%]. Field Instructor Survey (63%, n = 8) Content related to Objectives 2.2 and 3.1 is covered primarily in two social work courses (SW 220 and SW 320W) taken early in the curriculum plan and reinforced through infusion in the remainder of the required social work courses. The missing course specific data limits our ability to determine the formative process of learning related to these objectives. The summative outcomes for these objectives are in direct contradiction with the outcomes for objective 4.1, the application of the knowledge acquired related to Objectives 2.2 and 3.1. All measure benchmarks for objective 4.1 were equal to or greater than 80%. The outcome measures that were below the measure benchmarks were all from the Field Instructor survey. Not having the qualitative responses impedes our understanding about the forces that impacted field instructor responses. It is interesting to note that the outcomes from the SW 408 Evaluation of Student Performance in Field Placement contradicts the Field Instructor Survey responses. The SW 408 Evaluation of Student Performance in Field Placement is completed by the field instructor in consultation with the student. This implies that there may be a disconnect between the field instructor evaluation of 11

12 student performance while in field placement and field instructor perception of student competency as reflected in the Field Instructor survey. 3. Describe how assessment feedback has been provided to students, faculty, and staff. (e.g. report for faculty, executive summary for the dean, web page for students, alumni newsletter, discussion with students in class or club event, etc.) Assessment data collected Fall 2007 through Summer 2008 were reviewed with faculty during our fall retreat, August Social Work Program Advisory Board members received a summary of demographic and program assessment trends reflected in the data collected for AY 2007/2008 in preparation for their October meeting. This report will be distributed to faculty and advisory board members for review and discussion at future meetings and the assessment report will be posted on our Social Work home page under News/Announcements link. 4. In what ways have you used assessment findings to celebrate student achievements and/or to improve the curriculum this past year? (e.g. prizes to students, hosting student parties, changes to curriculum, student projects, learning goals, assessment strategies, etc.) The demographic trends (identified above) of our graduating seniors inform the development of our course scheduling to accommodate the needs of the older full time student with family responsibilities and working at least part-time. The other demographic trends have enabled us to more accurately target prospective majors and initiate programmatic structures and activities to address student needs and challenges. For example, to attract incoming freshman and transfer students, our social work program was represented during the summer orientations and presented a workshop during the fall welcome week. This year we initiated a WEB forum for our Social Work Student Association and added a link to career development on our Social Work Home page. This enables access to all of our students in all of our sites. Review of data collected early in the data gathering process informed the addition of service learning assignments in two of our social work core courses (SW 321 Generalist Practice I taken Spring semester junior year and SW 427 Assessment taken Fall semester senior year). Antidotal evidence suggests that students are gaining from these additional service learning opportunities. Included in our Department newsletter for this academic year (2008/2009) is an article written by two of our social work juniors about their service learning experience this semester. The most significant use of our assessment findings is in our self-study process for our program accreditation reaffirmation (self-study documents due August 1, 2010). Our accrediting organization (CSWE COA) Summer 2008 revised significantly the evaluation standards for reaffirmation that has resulted in a realignment of our program mission, goals, and outcome competencies. Our assessment findings and process provide a solid foundation for this review and realignment process. The attached draft of revisions for our program integrating themes reflects the addition of focus in our curriculum on evidence-based practice, a recommended change identified by a social work program alumnus. Our experience with inconsistent collection of course specific data has enhanced our motivation to develop master syllabi with outcome measurement rubrics for all of our social work core courses. The findings as reflected in this report will continue to be discussed in future meetings with social work faculty and program advisory board members (includes program students, alumni, and field instructors). Additional action items will be identified and presented to program faculty and board members for approval and implementation. 5. Describe any changes to your assessment plans, or any challenges or educational experiences with the assessment process this past year that you would like to share. 12

13 a. Please submit any revised/updated assessment plans to the Office of Academic Assessment along with this report. As indicated above, the major challenge in the implementation of our assessment plan for AY 2007/2008 was the collection of course specific data, particularly from adjunct faculty. Another challenge was the discovery that the field instructor survey was distributed without the page eliciting qualitative information. Because of this omission, our understanding of the forces and factors that impacted field instructor responses to the quantitative measures was limited. Also, we were disappointed with the survey response rates from our alumni one (1) year after graduation. Discussions with advisory board members, field instructors, and graduating seniors will continue for recommendations about what might be done differently to increase response rates to the Alumni Survey. The most exciting consequence of the assessment process has been the implementation of additional service learning opportunities in our social work courses. Early evidence suggests that students have benefited from these assignments while at the same time they are making a difference in the lives of the community members with whom they are working. The article for the department newsletter submitted by two students engaged in the activities added to the SW 321 is accessible via our Social Work home page. The review of our program for our self-study has already resulted in changes in our program mission and goal statement and identification of program outcome competencies that will be submitted to college and university curriculum committees for approval Fall These changes and the development of master syllabi with more specific course outcome measures will result in a revised assessment plan for AY 2009/2010. The revised assessment plan will be submitted with our AY 2008/2009 assessment report based on our current assessment plan. 13