Self-Study. School of Social Work BSW Program. Volume I: Accreditation Standards. December 2010

Transcription

1 School of Social Work BSW Program Self-Study December 2010 Volume I: Accreditation Standards Contact: Charlotte Goodluck, Ph.D. BSW Program Director

2 School of Social Work BSW Program Self-Study December 2010 Volume I of II: Accreditation Standards

3 Portland State University School of Social Work BSW Program Self-Study Volume I: Accreditation Standards Table of Contents Accreditation Standard 1: Program Mission, Goals, and Objectives...1 Table 1.1 Twelve Program Objectives Linked with the Five Program Goals Table 1.2 Linkage between Course Learning Objectives and Program Objectives Accreditation Standard 2: Curriculum...16 Table 2.1 Matrix of Relationship between PSU Learning Outcomes and BSW Program Objectives Table 2.2 PSU Learning Outcomes Linked to BSW Courses Table 2.3 BSW Program Two-Year Course of Study Table 2.4 PSU BSW Program Student Map Accreditation Standard 3: Program Governance, Administrative Structure, and Resources...66 Figure 3.1 School of Social Work Organizational Chart Table 3.2 Funding Sources for the BSW Program Form 3.3 Program Expense Budget Accreditation Standard 4: Faculty...91 Faculty Data Forms See Volume II

4 Accreditation Standard 5: Student Professional Development Figure 5.1 Decision Making in the Application Process Accreditation Standard 6: Nondiscrimination and Human Diversity Table 6.1 Race/Ethnic Composition of Oregon Population Table 6.2 Gender and Ethnic Distribution of BSW Program Instructional Faculty Table 6.3 Gender and Ethnic Distribution of Students Admitted to PSU BSW Program (Cohort 2). 139 Table 6.4 Gender and Ethnic Distribution of Students Admitted to PSU BSW Program (Cohort 3). 139 Accreditation Standard 7: Program Renewal Figure 7.1 School of Social Work Total Yearly Research Expenditures, Accreditation Standard 8: Program Assessment and Continuous Improvement Table 8.1 Linkage Between Course Learning Objectives and Program Objectives Table 8.2 Method of Assessment: Internal and External Anchors Table 8.3 Multiple Method and Multiple Year Approach to Assessing Student Learning Outcomes Table 8.4 Assessment Survey Items and BSW Program Objectives Table 8.5 BSW Program Objectives, Evaluation Method and Criteria for Success Table 8.6 Dissemination Activities and Projected Timeline Table 8.7 Student Assessment Findings for Program Objective 1 on Critical Thinking Table 8.8 Student Assessment Findings for Program Objective 2 on Values and Ethics Table 8.9 Student Assessment Findings for Program Objective 3 on Anti-Oppressive and Non- Discriminatory Practice Table 8.10 Student Assessment Findings for Program Objective 4 on Social and Economic Justice Table 8.11 Student Assessment Findings for Program Objective 5 on Social Work History and Contemporary Issues Table 8.12 Student Assessment Findings for Program Objective 6 on Generalist Practice Table 8.13 Student Assessment Findings for Program Objective 7 on HBSE Application Table 8.14 Student Assessment Findings for Program Objective 8 on Policy Table 8.15 Student Assessment Findings for Program Objective 9 on Research and Evaluation Table 8.16 Student Assessment Findings for Program Objective 10 on Communication Skills Table 8.17 Student Assessment Findings for Program Objective 11 on Supervision and Consultation Table 8.18 Student Assessment Findings for Program Objective 12 on Organizational Change Table 8.19 Mean Scores and Criteria Attainment for Student Assessment Survey and Field Instructor Evaluations Figure 8.1 Rating of Competency 14: Applies Knowledge and Skills of Generalist Orientation: Contracting and Planning Figure 8.2 Rating of Competency 15: Applies Knowledge and Skills of Generalist Orientation: Intervention

5 Figure 8.3 Rating of Competency 16: Applies Knowledge and Skills of Generalist Orientation: Evaluation and Endings Table 8.20 BSW Program Objectives, Evaluation Method, Criteria for Success, and Assessment Outcomes for the First Cohort Graduating in June, Table 8.21 Assessment Study Findings

6 Accreditation Standard 1: Program Mission, Goals, and Objectives 1.0 The social work program has a mission appropriate to professional social work education as defined in Educational Policy, Section 1.1. The program s mission is appropriate to the level or levels for which it is preparing students for practice and is consistent with the institution s mission. Mission Statements Portland State University Mission Statement The mission of Portland State University is to enhance the intellectual, social, cultural, and economic qualities of urban life by providing access throughout the life span to a quality liberal education for undergraduates and an appropriate array of professional and graduate programs especially relevant to metropolitan areas. The University conducts research and community service that support a high quality educational environment and reflect issues important to the region. It actively promotes the development of a network of educational institutions to serve the community. Portland State University s (PSU) mission is best captured through its motto: Let Knowledge Serve the City. As the urban university in a state-wide system, the University s focus has been on life-long learning and the use of knowledge generated in the University for the benefit of the city and wider community. The undergraduate curriculum is rich in service-learning opportunities and faculty are committed to engagement in the life of the Portland metropolitan area, the state, and our region. A professional school of social work fits well into this mission. An elaboration of the terms in this statement, a statement of the values of the University, and a statement on meeting the needs of contemporary society and a diverse community can be found at School of Social Work Mission Statement The School of Social Work is committed to the enhancement of the individual and society. We are dedicated to social change and to the attainment of social justice for all people, the eradication of poverty, the empowerment of those who are oppressed, the rights of all individuals and groups to determine their destiny, and the opportunity to live in cooperation. Consistent with the goals of Portland State University and the Oregon University System, the three major functions of the School of Social Work (SSW) are teaching, research, and community service. Teaching is directed toward preparing effective and creative social workers who are ethical and Volume I Page 1

7 skilled in working with diverse communities. Social workers learn to serve individuals and families directly, evaluate practice, develop and administer programs, organize neighborhoods and communities, analyze social policies, conduct research, and initiate necessary reforms of existing practice, programs, and policies. Research and scholarship focus on understanding, preventing, and ameliorating social problems. Community service involves collaborative efforts with individuals and organizations to develop innovations in social welfare services and policies. BSW Program Mission Statement The BSW Social Work Program emphasizes commitment to social justice, equity, and the eradication of poverty. The curriculum prepares professional entry-level generalist social workers to provide competent, value/ethics based, and effective services to people from a wide range of backgrounds. As generalist practitioners, students are educated to recognize and utilize strengths in individuals, families, and communities. The program provides educational opportunities for professional social workers to learn and practice collaborating with groups, organizations, and communities to achieve the mission of social and economic justice, empowerment, and self determination of people and groups in the communities they serve. This mission builds on the tradition and history of Portland State University as an urban public institution. The BSW Program mission statement can be found at bachelor-arts-social-work. University and Regional Context Portland State University Portland State University began in 1946 as a small extension center offering mainly lower-division classes. In 1955, by action of the Oregon Legislature, the center became an independent, four-year, degree-granting institution. The MSW Program was the first graduate program and by 1968, graduate education at Portland State University was expanded to include doctoral programs, and one year later the institution was designated a university. PSU is known as a commuter university with students and faculty traveling from a variety of suburbs and small towns near Portland; however, many students live on or near the university campus. The public transit system serves as a means of transportation for many of our students coming from outlying areas. Today the main campus occupies 47 buildings in a 49-acre area in downtown Portland. Built around the Park Blocks, a greenway area reserved for pedestrians and bicyclists, the campus is landscaped to combine utility with natural beauty. The Park Blocks provide a place for students and residents of the community to gather, talk, and study. The campus is ninety minutes driving time from the Oregon beaches and coastline to the west or the snow-capped Mt. Hood recreational area to the east. In December 2009 the School of Social Work relocated to a new building which has received LEED gold certification as one of the most green buildings in the region. Portland State University offers a wide array of academic programs in the humanities, fine arts, sciences, social sciences, and professions. Bachelor of Arts and Bachelor of Science degrees are available in a wide variety of fields from the academic colleges and the professional schools. It has a current enrollment of over 27,000 students and it serves 40,000 individuals in credit or non-credit Volume I Page 2

8 courses each year including nearly one third of the Oregon University System s enrolled graduate students. More than 6,200 graduate students are enrolled in the University s more than 70 master s degree programs that are available in a number of disciplines, and the University offers 40 doctoral degrees. Over 1,500 graduate degrees are awarded annually. PSU is Oregon s most culturally diverse university with 19.1 % of enrolled U.S. students identifying themselves as persons of color. More than 1,500 international students representing 91 countries make PSU their home away from home. While the University has grown rapidly over the last decade, a decline in funding from the state has had a negative impact on growing programs that has recently been exacerbated due to the national economic downturn. Over the past decade the School of Social Work has expanded its programs and the numbers of students admitted, but funding has not kept pace and, until recently, faculty salaries have been stagnant relative to comparator schools of social work. Between 2007and 2009, Oregon faculty salaries were increased by the legislature by approximately 4%, bringing salaries closer to those in other schools of social work. Search processes in the last two academic years featured enhanced salaries and resulted in the hiring of four faculty members from underrepresented groups. The increase in faculty diversity was mirrored by an increase in diversity of students enrolled in the social work programs of the school, as will be discussed in AS 6. Finally, when Oregon was affected by the current economic recession, unions representing PSU faculty and staff agreed to small temporary salary reductions and furloughs. We are hopeful that as the State of Oregon recovers economically, we will continue to progress in salary levels and program funding. Regional Context The School of Social Work at Portland State University is in the state of Oregon and also serves areas of southwest Washington State, particularly the city of Vancouver and its surrounding communities which are adjacent to Oregon and separated from Oregon by the Columbia River. The state of Oregon is a geographically large, primarily rural state, with a rapidly growing population in the Portland metropolitan area and in the cities of the Willamette Valley and central Oregon. Currently the state population is 3.8 million (U.S. Census Bureau, 2009). As the traditional industries of forestry and fishing have declined in Oregon, the state economy has been enhanced by the emergence of industries related to technology, particularly in the Portland suburbs and Willamette Valley cities. Oregon s reputation as an attractive outdoor living destination has resulted in an increase in tourism. While the state s population is 90.1% white, in the last decade there has been a gradual increase in ethnic and racial diversity with 2008 representation of 3.6% Asian, 2% African American, 1.4% American Indian and Native Alaskan, 0.3% Native Hawaiian, and 2.5% Two or More Races (U.S. Census Bureau, 2008). In 2000 there were 43,532 American Indian/Alaskan Native (AI/AN) persons in Oregon. Due to the relocation programs of the 1950 s some urban areas have high populations of AI/AN. The majority of AI/AN reside in the Portland metropolitan area. It is estimated that approximately 380 tribes are represented in the AI/AN urban population in the city of Portland ( There are 563 federally recognized tribes in the United States. Over the last two decades there has been an influx of Latino populations with 11% identifying as Hispanic or Latino in There are growing populations of immigrants and refugees reflected in 2005 U.S. Census data indicating that 9.7% of the state populations were born in another country with 22.2% entering after With economic shifts, the unemployment rate in the state is relatively high at 10.5% (Bureau of Labor Statistics, June 2010). The state poverty rate is 13.5% (U.S. Volume I Page 3

9 Census Bureau, 2008) and the poverty rate is higher in some rural counties of the state. In the Portland area, housing prices are high, resulting in a high rate of homelessness; homelessness is also prevalent in rural areas, although homeless people are less visible. Human Services Needs and Generalist Social Work in Oregon Since its early roots as an organized profession, social work has evolved. Social work s heritage, in which problems of people are seen both as issues that demand social change and as common human needs which require social services, gives contemporary social work its unique character as a profession. Today in Oregon, as in other states, social workers collaborate with other human service professionals, communities, groups, and individuals to seek constructive responses to persistent and complex social, economic, and personal problems. Social workers see these problems as growing out of poverty, racism and other types of discrimination, social inequality, the changing nature of families, the inaccessibility of large bureaucratic organizations, the stigma of mental illness, lack of access to health care, the isolation of older adults, the alienation of youth, and other concerns. Social work services in Oregon and southwest Washington are provided in a range of statutory and voluntary human service organizations. Examples of these settings include: family counseling agencies, children s treatment centers, schools, hospitals, juvenile and adult correctional programs, courts, neighborhood centers, civil rights organizations, community-based health and mental health centers, anti-poverty programs, programs for older adults, employment and rehabilitation agencies, and health and social welfare planning programs. The largest employer of social workers in Oregon is the state s Department of Human Services with the largest number of social workers employed in Children and Family Services and the second largest number employed in the Mental Health Division, including the state hospital. Other large employers of social workers are county governments, specifically Multnomah County Department of Human Services, Washington County Department of Health and Human Services, Clackamas County Department of Human Services, Lane County Department of Health and Human Services, and Marion County Health Department. Health care systems also employ many social workers, particularly the Providence Health System, Legacy Health System, Kaiser Permanente, Portland Veterans Administration Medical Center, and Oregon Health and Sciences University. The largest behavioral health organizations with social workers on staff are Cascadia Behavioral Health and Trillium Family Services. The public has come to understand that the knowledge and skills required for the tasks assigned to generalist social workers demand professional education. Social workers professional tasks encompass: (1) providing direct services to individuals and families; (2) assessing, planning and intervening at the individual, family, group, neighborhood, community, and service delivery system levels; (3) policy practice; and (4) designing and administering new programs to meet changing human needs. The qualifications of personnel entrusted with leadership of social service programs and provision of these services are a matter of public concern. Social work provides a challenging career for individuals with a personal commitment to social justice and to creative solutions to social problems. The NASW estimates that over 600,000 people currently hold professional social work degrees in the United States. The U.S. Bureau of Labor Statistics (BLS) rates the social work profession as a career with one of the highest rates of growth of all job classifications. According to the U.S. Department of Health and Human Services, Volume I Page 4

10 Oregon s total number of social workers per capita is 135 per 100,000 population, ranking Oregon 34th among states. There are currently 2,836 LCSWs in the state, representing on average 76 per 100,000 people. In many rural counties the representation of professional entry-level generalist social workers is much lower. As in other parts of the United States, there is concern in Oregon about the need for professional entry-level generalist social workers to serve individuals, families, and communities in the state and to meet the needs of the state s growing population and increasing diversity. These statistics empirically support the growing need for frontline workers in professional generalist entry-level positions to work in city, state, and tribal entities throughout the region. The case is further supported by the increasing need for generalist social workers to provide services to the aging boom as the baby boomers become much older. The state recently passed title protection legislation for social workers, and is developing a process for registering or licensing all who claim social worker as their professional role. This will be implemented beginning January 1, Framework to Understand the Formation of the BSW Program According to CSWE Accreditation Standards and Processes The MSW Program has been a well established program at PSU for almost 50 years, having started in 1962 and being first accredited by CSWE shortly afterwards. The MSW Program is the only graduate social work program in Oregon. Based on community feedback about the growing workforce needs for frontline, entry-level professional generalist social workers, the SSW decided to develop an undergraduate BSW Program to meet these needs. This is the second time the School of Social Work has had a BSW Program. The undergraduate social work program began with a Certificate in Social Work in 1967 and developed into a major in 1975, and the program was originally accredited in There were approximately 150 students in the major in the late 1970 s. The program graduated approximately 200 students over the course of nine years. It was terminated in 1984, for a variety of reasons, until the Oregon Department of Human Services, Child Welfare Division initiated the request to redevelop the undergraduate social work program about six years ago. Grounding and Context In preparation for the development of the new BSW Program, the School of Social Work started a planning process about six years ago (approximately 2004). Benchmark I was the result of this first planning process. Candidacy status was granted on October 12, 2008, by the Council on Social Work Education after program revisions were made and Benchmark I was approved. Due to the timing of the initiation of the BSW Program, our candidacy is proceeding using the 2001 CSWE Education Policy Statement. The completion of Benchmark II was the result of hiring a new BSW Program Director and starting the BSW Program (fall 2008) with major overlap between Benchmark I and Benchmark II with regard to the CSWE standards and EPAS. The CSWE approved our candidacy on October 17, The BSW Program is in its third year of program delivery; therefore, we are submitting the final Self Study. This report is based on course syllabi and assessment and program review by faculty selected to work with the BSW Program, current and former students, and community partners who are members of our advisory board. The program has developed its own program policies and procedures, conducted curriculum revisions, provided field education, and graduated its first cohort. Volume I Page 5

11 This Self-Study includes updated content from Benchmarks III, as well as detailed information to address questions presented in the last Benchmark review process following the site visit in April On October 30, 2010, President Wiewel received a letter from COA stating it had reviewed our Benchmark III and voted to authorize a site visit for the initial accreditation, planned for January or February This document represents the Self-Study to investigate and review the totality of the BSW Program; its adherence to the stated mission, goals, objectives, and course objectives; full implementation of an assessment plan; and the other CSWE standards. These actions support the program s autonomy and identity and enable the achievement of program standards for quality in professional social work education for professional entry-level generalist social workers. BSW graduates will be prepared to provide services with the goals of social justice and empowerment. 1.1 The program has goals derived from its mission. These goals reflect the purposes of the Educational Policy, Section 1.1. Program goals are not limited to these purposes. The purposes of social work education are to prepare competent and effective professionals, to develop social work knowledge, and to provide leadership in the development of service delivery systems. Social work education is grounded in the profession s history, purposes, and philosophy and is based on a body of knowledge, values, and skills. Social work education enables students to integrate the knowledge, values, and skills of the social work profession for competent practice. (Educational Policy Statement 1.1) Program Goals The goals of the Portland State University Baccalaureate Social Work (BSW) Program are derived directly from its mission statement. The five goals are: 1. To provide a statewide program with the goal of preparing generalist social workers who are informed and effective leaders in challenging injustice and promoting social and economic justice. 2. To prepare social workers to practice with at-risk individuals and families through strengthening the capacities of family and community systems. 3. To prepare social workers to assume the role of change agent regarding issues, policies, and community needs that affect individuals and their families and to contribute to the knowledge base of the profession. 4. To prepare generalist social workers able to work with a diversity of populations, integrating empirically-informed practice and consumer voice within an established ethical framework. Volume I Page 6

12 5. To provide a foundation for advanced graduate study in social work and prepare social workers to be lifelong learners. Program Goals and Educational Policy These goals directly reflect the statement of purposes of the Social Work Profession, Educational Policy Statement 1.0; and as such outline the educational work necessary to prepare generalist social workers to contribute to the profession of social work as outlined in Educational Policy section The first goal: To provide a statewide program with the goal of preparing generalist social workers who are informed and effective leaders in challenging injustice and promoting social and economic justice, reflects the belief that in order to be a competent and effective professional, the individual must be prepared to take leadership in challenging injustice and promoting social and economic justice. Only through this leadership can social workers alleviate poverty, oppression, and other forms of social injustice as stated in Educational Policy Statement 1.2. The goal situates the student in the profession s history, purposes, and philosophy. 2. The second goal: To prepare social workers to practice with at-risk individuals and families through strengthening the capacities of family and community systems, is related to learning the body of knowledge, values, and skills that social work has developed. It is these skills that enable the practitioner to practice effectively at all levels. This goal further reflects the social work profession s purpose as stated in Educational Policy Statement 1.0 to serve communities most vulnerable populations by involving them in accomplishing their goals, developing resources, and preventing and alleviating distress. 3. The third goal: To prepare social workers to assume the role of change agent regarding issues, policies, and community needs that affect individuals and their families and to contribute to the knowledge base of the profession, reflects the responsibility of social workers to provide leadership in the development of service delivery systems, and to develop social work knowledge. The expectation is that the bachelor s entry-level professional generalist social worker will engage in direct work with individuals and families, and that the aggregation of knowledge from this work will prepare the generalist social worker to advocate for change in larger systems and to provide leadership and advocacy toward change. This goal is accomplished through learning about systems and the ecological perspective for an appreciation of the interconnections between individuals and families and the larger environment in which they reside. 4. The fourth goal: To prepare generalist social workers able to work with a diversity of populations, integrating empirically informed practice and consumer voice within an established ethical framework, is not directly articulated in the Educational Policy Statement 1.1. Our School of Social Work is situated in a state with rapidly growing racial and ethnic diversity, which makes it imperative that emphasis be placed on anti-oppressive social work practice and cultural awareness. This is the final statement in Educational Policy Statement 1.0, and is reflected throughout 1.1 and the other goals of this program. This goal furthers the preparation of social workers to practice without discrimination and through integrating empirically informed knowledge, to evaluate the processes and effectiveness of practice as noted in Educational Policy Statement 1.2. Volume I Page 7

13 5. The fifth goal: To provide a foundation for advanced graduate study in social work and prepare social workers to be lifelong learners. It is our belief that, at a baccalaureate level, social work education can only lay the basis for life-long learning, and those who focus on contributing to the knowledge base of the profession may pursue further graduate study. Certainly the integration of the knowledge, values, and skills of the social work profession is the basis of continued learning, as well as of competent practice. These five goals encompass the purposes of social work education as articulated in the Educational Policy Statement 1.1, and directly reflect the purposes of the social work profession as articulated in the Educational Policy Statement The program has objectives that are derived from the program goals. These objectives are consistent with Educational Policy, Section 3. Program objectives are reflected in program implementation and continuous assessment (see Accreditation Standard 8). Our BSW Program utilizes the entire professional educational curriculum to integrate our program objectives and have students demonstrate their competence and practice effectiveness. The themes of our program goals are firmly established within the cornerstone course on social justice and social work, and our concurrent model of generalist practice and field education provides a three-term bridge for integrating knowledge, values, and skills necessary for entry level generalist social work practice. The undergraduate field experience serves as an integrative mechanism for internalizing a generalist social work identity, applying theory, using social work values, practicing skills, and solidifying learning that occurs throughout the curriculum. Field education also functions as a major component in the program evaluation of outcomes. Program Objectives The following twelve (12) objectives of the BSW Program are derived directly from the program s goals and are consistent with CSWE s Educational Policy. The specific twelve (12) objectives are to educate students who: 1. Have mastered a body of foundation knowledge of and can apply critical thinking skills within the context of professional social work practice; 2. Practice within an established framework of social work values and ethics; 3. Are able to engage in anti-oppressive and non-discriminatory practice that reflects an awareness of interlocking dynamics of multiple identities [e.g. race, ethnicity, social class, Volume I Page 8

14 gender, sexual orientation, and (dis) abilities] and are committed to utilizing dialogue as a tool to cross cultural boundaries. 4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice. 5. Understand and interpret the history of the social work profession and its contemporary structures and issues. 6. Apply a generalist perspective to recognize and understand the interaction among individuals, families, groups, and their organizations and communities, and have entry level professional social work skills to practice effectively with systems of all sizes. 7. Apply theoretical frameworks supported by empirical evidence to understand individual behavior across the life span and the interactions among and between individuals and families, groups, organizations, and communities. 8. Analyze, formulate, and influence policies. 9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions. 10. Use communication skills differently across client populations, colleagues, and communities. 11. Use supervision and consultation for effective growth and professional development appropriate to generalist practice and useful in the pursuit of lifelong learning. 12. Function within the structure of organizations and service delivery systems and seek necessary organizational change. Table 1.1 below demonstrates the linkage between the five BSW Program goals and the 12 BSW Program objectives. Volume I Page 9

15 Table 1.1 Twelve Program Objectives Linked with the Five Program Goals (PG) PG PG PG PG Twelve Program Objectives Have mastered a body of foundation knowledge of and can apply critical thinking X X skills within the context of professional social work practice. 2. Practice within an established framework of social work values and ethics. X 3. Are able to engage in anti-oppressive and non-discriminatory practice that reflects an awareness of interlocking dynamics of multiple identities [e.g. race, ethnicity, social class, gender, sexual orientation, and (dis) abilities] and are committed to utilizing dialogue as a tool to cross cultural boundaries. 4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice. 5. Understand and interpret the history of the social work profession and its contemporary structures and issues. X 6. Apply a generalist perspective to recognize and understand the interaction among individuals, families, groups, and their organizations and communities, and have entry level professional social work skills to practice effectively with systems of all X X X sizes. 7. Apply theoretical frameworks supported by empirical evidence to understand individual behavior across the life span and the interactions among and between X individuals and families, groups, organizations, and communities. 8. Analyze, formulate, and influence policies. X 9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions. 10. Use communication skills differently across client populations, colleagues, and communities. X 11. Use supervision and consultation for effective growth and professional development appropriate to generalist practice and useful in the pursuit of lifelong learning. 12. Function within the structure of organizations and service delivery systems and seek necessary organizational change. X X X X X X X X PG 5 X Course Learning Objectives Linked to Program Objectives Each social work course includes a list of Course Learning Objectives. These objectives are coordinated with the Program Objectives. The following table, 1.2, demonstrates how the twelve Program Objectives (listed in the top row) are accomplished within the core social work courses (listed in the left column). Within each cell of the table is the corresponding Course Learning Objective (for example, SW 301 Introduction to Social Work, Course Learning Objective 4 corresponds to Program Objective 3). The BSW Program has in place a comprehensive plan for assessing student learning outcomes related to the achievement of program objectives. The assessment of the BSW Program student learning outcomes is discussed at length in AS8 with data and results for the first cohort who have completed the first cycle of the entire BSW curriculum, field, and other components of the program. Volume I Page 10

16 Table 1.2 Linkage between Course Learning Objectives and Program Objectives SW SW SW SW SW SW SW SW SW SW SW SW Twelve Program Objectives Have mastered a body of foundation knowledge of and can apply critical thinking skills within the context of professional social work practice Practice within an established framework of social work values and ethics , , 3 2, Are able to engage in anti-oppressive and non-discriminatory practice that reflects an awareness of interlocking dynamics of multiple identities [e.g. race, ethnicity, social class, gender, sexual orientation and (dis) abilities] and are committed to utilizing dialogue as a tool to cross cultural boundaries. 2, , 2, 3, 4, 5, 7, 8, 9, 10, Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice , Understand and interpret the history of the social work profession and its contemporary structures and issues Apply a generalist perspective to recognize and understand the interaction among individuals, families, groups, and their organizations and communities, and have entry level professional social work skills to practice effectively with systems of all sizes. 1 2, 5, 6 1, 2, 5, 8 2, 5 9, 11, 12 Volume I Page 11

17 SW SW SW SW SW SW SW SW SW SW SW SW Twelve Program Objectives Apply theoretical frameworks supported by empirical evidence to understand individual behavior across the life span and the interactions among and between individuals and families, groups, organizations, and communities. 4 6, 7 1 1, 2, 4, 5 6, 7, 8 1, 2, 3, 4, 5 8. Analyze, formulate, and influence policies. 3, Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions. 4, , 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 1, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 1, 3, 4, Use communication skills differently across client populations, colleagues, and communities Use supervision and consultation for effective growth and professional development appropriate to generalist practice and useful in the pursuit of lifelong learning Function within the structure of organizations and service delivery systems and seek necessary organizational change. 5, Volume I Page 12

18 1.3 The program makes its constituencies aware of its mission, goals, and objectives and outcomes. Constituencies are being made aware of the BSW Program s mission, goals, objectives, and outcomes through various mechanisms: the BSW Program website ( bachelor-arts-social-work), BSW information and orientation meetings, the BSW Program Handbook (see Appendix 1), university bulletins, and other program brochures and handouts. The BSW Program Handbook is similar to the MSW and Ph.D. program handbooks which are available online. Students are made aware of the mission, goals, objectives, and outcomes of the program at advising and informational meetings provided for undergraduate students at Portland State University and students at regional community colleges. Information about the mission, goals, and objectives is also presented at orientation meetings as students enter the program and in SW 301 Introduction to Social Work. Each course syllabus states the particular objectives that are the focus of that specific course (see Appendix 9). Human service agencies in the community are being made aware of the BSW Program s mission, goals, and objectives through the Field Education Office s search for placements through statewide field instructor workshops, special events, and through the frequent interaction of the faculty field liaisons with the agencies. Considering the BSW Program is new, these outreach efforts are in their early stages and will continue to grow and develop as the program grows, although the MSW Program has well-established relationships with many agencies and this has opened the door for the BSW Program. The Field Education Program of the school has developed informative and interactive Web pages ( for agency representatives to receive announcements, online training, practicum and supervision related resources as well as electronic mailing lists, bulletin boards, and a blog for information sharing and discussion of social work education. The BSW Program can take advantage of these many and varied resources for networking and community building connections. When a BSW Program representative contacts an agency for the placement of BSW students and an agreement is made between the student and the agency, the BSW Program Handbook is made available via the BSW Program website. A Field Education Advisory Committee includes social workers and community members who provide their perspectives on the SSW s curriculum and the program s impact on regional human services organizations. The BSW Program is building on these existing resources. As awareness grows about the implementation of our BSW Program, community agencies and organizations are showing interest by referring potential new students and offering practicum opportunities. The school s Alumni Association, whose members represent a broad spectrum of social work practice and geographic locations, actively supports the school s BSW Program and provides links to the community through trainings, social events, and their website. Another stakeholder group will be the BSW Program Advisory Board. This Board has been formed from many of the same individuals who were active in the planning process for the program and early preparation of the Benchmark I, II, and III reports, including. The first planning meeting was held in spring 2010 to get ideas for the BSW Program Advisory Board. A second BSW Program Advisory Board meeting was held on Volume I Page 13

19 November 17, 2010, sharing with members the status of the Self-Study and plans for the site visit. Their input is vital to this program. The Cultural Competence and Diversity Council (CCDC) of the school also provides consultation, feedback, and networking between the school and many community partners who are interested in the BSW Program s commitment to diversity, social justice, and anti-oppressive social work practice. Dr. Charlotte Goodluck, Program Director, met with the group in February and October 2009 and will continue an on-going relationship with this vital committee in future years. The community is also apprised of the BSW Program activities through a newsletter (disseminated every two months by as well as posted on the SSW s website), which communicates events, faculty activities, student awards, and all the activities which comprise the life of programs within the school. The mission and objectives of the school are made explicit through the reporting of the school s life within this publication and its dissemination to our alumni. A lead article on the BSW Program Director was featured on page two of the fall 2008 newsletter in order to inform SSW constituencies, funders, and alumni of her background and experience in social work education at the BSW level and the implementation of the BSW Program and admission of the first cohort in the fall The first graduates of the BSW Program were mentioned in the spring 2010 newsletter. The fact that we graduated our first cohort was addressed on the SSW page of the social networking site, Facebook, in June 2010 by the Program Director. There are three other baccalaureate social work programs in the Portland area: Concordia University, George Fox University, and the University of Portland, all private and faith-based institutions. The University of Portland and several local community colleges were actively involved in the planning of our BSW Program. These community members are continuing their active support of our program by working with us on the accreditation process. Program Director Dr. Goodluck attended the community lunch for the CSWE site visitors at Concordia University s BSW Social Work Program in December 2009 to show support for their accreditation visit regarding the final Self Study. Associate Dean of Academic Affairs, Dr. Pauline Jivanjee, is a member of the University of Portland BSW advisory group. The Oregon Chapter of the NASW ( with over 1,700 members statewide, is another supportive constituent of the BSW Program. Associate Dean Jivanjee serves as the SSW liaison to the NASW Oregon Chapter. The BSW Program Director has been actively engaged in NASW networking meetings to disseminate information regarding the newly created BSW Program. She attended an award given to our dean for her NASW activities in the spring Further statewide outreach, information, and communication are achieved through coordination between the existing social work programs at the SSW. For example, the MSW Program Distance Option links us to community partners and stakeholders throughout central and western Oregon including rural communities and reservation-based social service providers. There is a strong need for generalist social work graduates in these areas and our program focuses on producing professional entry-level generalist social workers to meet the needs of our community including both rural and urban populations. The BSW Program Director has also attended meetings with Dr. Katharine Cahn, Director of The Center for Improvement of Child and Family Services/Child Welfare Partnership and Associate Dean Jivanjee regarding building relationships with tribal organizations and urban agencies, including the Northwest Portland Area Indian Health Board, Native American Rehabilitation Volume I Page 14

20 Associates, and Nak Nu Wit System of Care grant which was developed to engage in partnership regarding workforce development for tribal and urban Indian children, youth, and families. She has participated on the hiring committee for a training director for the SAMHSA-funded Nak Nu Wit System of Care grant. The BSW Program Director is on the Governing Board of the Child Welfare Partnership and attends quarterly meetings throughout the year. In this capacity she attended a meeting on April 28, 2010, to discuss the BSW Program and the BSW students who are receiving tuition stipends to support field placements in child welfare. For the academic year five of our BSW students received this sponsorship. The BSW Program Director also participates with the Pathways project, an interdepartmental program at PSU designed to build pathways for undergraduate students of color into careers in behavioral health settings. She works with the Child Welfare Partnership to reach out to Oregon s nine federally-recognized tribes and two urban Native American child serving programs. This section provided a comprehensive overview of our BSW Program s mission, goals, and objectives and how they connect to CSWE s Educational Policy and Standards. An overview of the connection between the program goals and objectives, social work course objectives and core courses was discussed and illustrated. Volume I Page 15

21 Accreditation Standard 2: Curriculum AS 2.0 The curriculum is developed and organized as a coherent and integrated whole consistent with program goals and objectives. Social work education is grounded in the liberal arts, and contains a coherent, integrated professional foundation in social work practice from which an advanced practice curriculum is built at the graduate level. Introduction Our Benchmark III was completed in February 2010, and this Self-Study document reflects the recommendations made by our site visitor. Some changes were made regarding the BSW Program. These changes are reflected in the updated PSU Bulletin and were published this summer, July 2010, for the academic year Some of the changes were based on getting all the documents coordinated and consistent from beginning a program (2008), responding to Benchmarks II and III, and now preparing for the Self-Study document. The BSW Program social work curriculum is the academic demonstration of the program s mission, goals, and objectives. These elements were elaborated upon in Accreditation Standard 1. The components indicate an integrated, cohesive, and organized system in which the social work curriculum is actualized. The following text will demonstrate that the curriculum is congruent with the program mission, goals, and objectives. Since our program began the process of seeking accreditation in 2006, the curriculum conforms to the CSWE Educational Policy Statement approved in 2001 and revised in The discussion begins with the program s link to the liberal arts and general education program at Portland State University. Grounding in the Liberal Arts The purpose of the general education program at Portland State University is to prepare students to acquire and develop the knowledge, abilities, and attitudes which form a foundation for lifelong learning. This foundation includes the capacity and propensity to engage in inquiry and critical thinking, to use various forms of communication for learning and expression, to gain an awareness of the broader human experience and its environment, and to appreciate the responsibilities of persons to themselves, to each other, and to the community. To accomplish these goals all freshmen entering with fewer than 30 prior university credits are required to complete the general baccalaureate degree program. Volume I Page 16

22 Transfer Students If students transfer from another university, college, or community college their situation will be evaluated in a different way due to the fact they have taken a number of credits already. Transfer Evaluation Reports are mailed to all transfer students upon admission to Portland State University. The transfer evaluation report identifies how classes taken at other colleges or universities are accepted by the University and how they apply to University requirements, according to the current graduation requirements. Transfer students take what is referred to as transfer transition, a course that covers basic skills and addresses the University Studies goals for students who have had some college course work. Faculty and peer mentors assist students in learning the process of inquiry and problem-solving from the perspectives of several different disciplines. PSU recognizes and supports students who transfer from other universities and/or community colleges. (See PSU Bulletin , p. 38 for information on transfer students.) The majority of our students transfer from community colleges and they will be finishing some of their general education requirements in discussion with their academic advisor and/or transfer office. All transfer students will have an evaluation of their transcripts to make sure they met PSU general studies requirements and finish what they still need in consultation with the advisor. This is done on a case by case basis depending on the needs of the student. Transfer students are required to attend PSU orientation meetings and to work with a university advisor who specializes in transfer students special needs. Once they are formally admitted and enroll in classes at Portland State University, students are placed in the University Studies program according to the number of transfer credits completed Additional credits completed at another institution do not change this placement. Student placement in the University Studies program is reflected on the student s Transfer Evaluation and/or their Degree Audit Record System (DARS) report; if they transferred with 90 or more credits, the lowerdivision portion of the University Studies courses will be waived. The student is still responsible for completing the Upper-Division Cluster of their choice and Senior Capstone, a total of 18 credits. The Upper Division Cluster requirement is a PSU requirement. There are no equivalent courses offered at other institutions. The three cluster courses must be chosen from the list of approved courses and may not come from the major department. General Baccalaureate Degree Requirements Portland State University has a unique undergraduate general education degree structure and process. Students are introduced to different themes throughout the first two years and then they narrow their interest into what is referred to as the junior cluster and further in the senior year complete a capstone in which they take their learning and apply it within the community. Therefore, when transfer students enter PSU, depending on how many credits they transfer in, they are at different points in this pre-designed thematic orientation and course of study. Volume I Page 17