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

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1 Metro State College of Denver Assessment Report Template annual reports Please complete the report using the format provided and attach the following as appendices: curriculum map, rubrics, survey instruments, data charts and tables. Program Name Bachelor of Social Work Program Department of Social Work Program Description include a brief description of the program including a list of majors, minors, concentrations as applicable and the number of students in each, and the number of faculty by category. The Social Work Department has a master s (120 student fte), bachelors (160 student fte) and certificate/minor program (aprx. 40 student fte). This assessment data is related to the bachelor degree only. The master and certificate/minor programs will be included in annual assessment reports in the future. Students completing a bachelor of social work degree may select one of the following areas of emphasis: child welfare, children and adolescent mental health, early intervention: birth five, developmental disabilities, aging, gender issues, women, or no area of emphasis. In the academic year the faculty consisted of three tenured, four tenure-track, two FRIP, two grant-funded faulty and forty-five active affiliates teaching across the curriculum. The goals of the Social Work Department reflect the mission of MSU Denver and the purposes of the social work profession: 1. To prepare students for generalist social work practice with diverse populations at risk including individuals, families, groups, organizations, communities and larger systems. 2. To prepare students to be competent and effective professional social workers providing leadership and service in service delivery systems that addresses the needs of diverse populations. 3. To provide students with the knowledge and skills for understanding the dynamic nature of social problems, social policies, social agencies and social change in the context of a diverse environment as an evolving ecological system. 4. To provide an ethical foundation to guide students' in beginning and continued professional social work practice in keeping with social work values. 5. To prepare graduates to further develop their potential for life-long learning and continued professional growth and development Student Learning Outcomes (SLOs) These are measurable statements of students learning and development reflecting what the program would like students to know, be able to do and/or value. Please insert the appropriate number of rows in the table and letter or number the SLOs for easier reference to data collection and findings.

2 1. Apply critical thinking skills within the context of professional Social Work practice. 2. Demonstrate the values of the Social Work profession with an understanding of and respect for the positive value of diversity including ethnic minorities, gays/lesbians, the aging, women/children and the developmentally disabled. 3. Practice without discrimination and with respect, knowledge and skills related to clients' age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation. 4. Integrate practice, research and policy skills and utilize the strategies of advocacy and social change to ameliorate the distress of diverse populations who often experience(d) social and economic injustice. 5. Understand and interpret the history of the Social Work profession and contemporary structures and issues. 6. Begin generalist practice with the theoretical knowledge and skills essential for social work with diverse client systems of all sizes. 7. Apply the theoretical and conceptual knowledge base of the four sources of human behavior (biological, psychological, sociological and cultural) across the life span to their understanding of the interactions among individuals and between individuals and families, groups, organizations and communities. 8. Formulate, influence, and analyze the impact of social policies on diverse populations, workers and agencies. 9. Evaluate research studies, apply findings to practice, and evaluate their own practice interventions and those of other relevant systems. 10. Use communication skills differentially with a variety of client populations, colleagues, and community. 11. Utilize supervision and consultation when applying generalist social work knowledge and skills on behalf of all client systems. 12. Function within the structure of organizations and service delivery systems, and under supervision, seek necessary organizational change. Data collection Findings Target/Expectation Action and Rationale Describe the source(s) of evidence and/or type of measure, and in what course or other activity, by course number and term as applicable, it is administered. Clearly link each source of evidence to one or more student learning outcomes by letter or number. Briefly describe findings, linked explicitly to one or more student learning outcomes by letter or number. Identify strengths and areas for improvement. Include trend analyses wherever possible. Indicate the aggregate score and/or qualitative expectation desired by the faculty for this outcome. Based on the findings, describe the action(s), if any, that will be taken and the rationale for this/these action(s). SWK3060 Human Behavior and the Social Environment II, Final Paper Measures Objective: 7 All students take this exam in the spring semester of their senior year. Assignments are graded by MSU Denver faculty. See Appendix B for assignment. Papers were collected from all three sections in Spring 2011 for a total of 59 papers. The overall final score on the paper is used. The average score was 84%. This is a notable increase from last year s average of 70%. No significant changes were made to the curriculum; however the lead faculty made expectations more clear to students across all sections. Grade distribution is reported in Appendix L. The targeted minimum average score is 80%. As the BSW Program plans for reaffirmation by the Council on Social Work Education (CSWE) this target/expectation will be discussed. It was discovered that many students who received a 70% or below on this assignment received a reduced grade per the Department s late paper policy. Discussions surrounding whether this is or is not an indicator of program objective compliance will occur in the future. As the BSW Program approaches

3 SWK3780 Social Welfare Policy, Policy Analysis Paper Measures Objectives: 5 & 8 All students take this exam in the spring semester of their senior year. Assignments are graded by Metro State faculty. See Appendix C for assignment. See Appendix D for rubric. Rubrics/score sheets were collected from 3 of the 4 sections of SWK3780 in Spring 2011 for a total of 44. The section that was not collected has taught by an affiliate faculty who was not hired back to teach. The lead faculty for SWK3780 has developed and implemented a rubric that clearly indicates student s level of understanding program objectives 5 and 8. Data is pulled from those specific areas on the rubric/score sheet. On Objective 5, students scored an average score of 84% On objective 8, students scored an average score of 84%. Grade distribution is reported in Appendix L. The targeted minimum average score is 80%. As the BSW Program plans for reaffirmation by the Council on Social Work Education (CSWE) this target/expectation will be discussed. reaffirmation from the Council on Social Work Education (2016), which will include revision of the entire curriculum to adhere to new standards, assessment results, embedded assignments and rubrics will be thoroughly examined. Planning for the reaffirmation has started in the academic year. Assessment will play a major role and all embedded assignments will have rubrics that directly measure each program objective. The rubric and score sheet for SWK3780 has worked very well. It not only reports specific data on each learning objective, but it also provides more specific information to the faculty on overall strengths and weaknesses of each area of student learning that composites each learning objective. As the BSW Program approaches reaffirmation from CSWE, which includes curriculum revision, a thorough analysis of each program objective measure will be conducted. The rubric for SWK3780 will likely serve as a model for future rubric development.

4 SWK3790 Research in Social Work, Research Project Measures Objective: 9 All students take this exam in the fall semester of their junior year. Assignments are graded by Metro State faculty. See Appendix E for assignment. SWK4010 Generalist Practice II, Examination 1 Measures Objectives: 1 & 6 All students take this exam in the spring semester of their senior year. Assignments are graded by MSU Denver faculty. See appendix F for examination instructions. SWK4410 Advanced Cross Culture Issues in Social Work, Mini Exam 2 Final papers were collected from all 4 sections of SWK3790 in Fall 2011 for a total of 54. The final overall score on the paper is used to measure the program objective. The average was 87%. Grade distribution is reported in Appendix L. Papers were collected from all 5 sections of SWK4010 in Fall The final overall score on the paper is used to measure the program objective. The average was 88%. Grade distribution is reported in Appendix L. Papers from 3 of the 4 sections of SWK4410 were collected from Spring The targeted minimum average score is 80%. As the BSW Program plans for reaffirmation by the Council on Social Work Education (CSWE) this target/expectation will be discussed. The targeted minimum average score is 80%. As the BSW Program plans for reaffirmation by the Council on Social Work Education (CSWE) this target/expectation will be discussed. The targeted minimum average As the BSW Program approaches reaffirmation from the Council on Social Work Education (2016), which will include revision of the entire curriculum to adhere to new standards, assessment results, embedded assignments and rubrics will be thoroughly examined. Planning for the reaffirmation has started in the academic year. Assessment will play a major role and all embedded assignments will have rubrics that directly measure each program objective. As the BSW Program approaches reaffirmation from the Council on Social Work Education (2016), which will include revision of the entire curriculum to adhere to new standards, assessment results, embedded assignments and rubrics will be thoroughly examined. Planning for the reaffirmation has started in the academic year. Assessment will play a major role and all embedded assignments will have rubrics that directly measure each program objective. As the BSW Program approaches reaffirmation

5 Measures Objective: 2 All students take this exam in the spring semester of their senior year. Assignments are graded by Metro State faculty. See appendix G for examination instructions. SWK490E Field Research II/SWK4820 Applied Research II, Final Research Project Measures Objectives: 4 & 9 All students complete this research project during the final (Spring) semester of their senior year. It is graded by MSU Denver faculty. See Appendix H for assignment semester for a total of 47. The final score on the paper is used. The average score was 90%. Grade distribution is reported in Appendix L. Papers were collected from all 4 sections of SWK490E for a total of 69. The average score on the final paper is used to measure both program objectives. The average score for Spring 2011 was 89%. Grade distribution is reported in Appendix L. score is 80%. As the BSW Program plans for reaffirmation by the Council on Social Work Education (CSWE) this target/expectation will be discussed. The targeted minimum average score is 80%. As the BSW Program plans for reaffirmation by the Council on Social Work Education (CSWE) this target/expectation will be discussed. from the Council on Social Work Education (2016), which will include revision of the entire curriculum to adhere to new standards, assessment results, embedded assignments and rubrics will be thoroughly examined. Planning for the reaffirmation has started in the academic year. Assessment will play a major role and all embedded assignments will have rubrics that directly measure each program objective. This course is new to the BSW curriculum as a result of previous assessment data which concluded a change was needed. Previously, this paper (including the measure of program objectives 4 & 9) were conducted within SWK4810 Professional Field Experience II and, therefore, graded by a field liaison. Under this structure, average scores on this paper were in the high A range, which is unusual for this type of research assignment. Upon further investigation of the faculty, it was determined that faculty with research backgrounds would be

6 Professional Field Experience II SWK4810, Process Recording Measures Objectives: 2, 3, 6, 10, 11 The Process Recording Assignment is completed in the Spring semester of the senior year and is completed by all students and graded by Metro State faculty. Overall, the assignment measures the student s ability to successfully and ethically interview a client. See appendix I for assignment. Papers were collected from all 6 sections for SWK4810 for a total of 45. The average score on the paper is used to measure all indicated program objectives. The average score was 92%. Grade distribution is reported in Appendix L. The targeted minimum average score is 80%. As the BSW Program plans for reaffirmation by the Council on Social Work Education (CSWE) this target/expectation will be discussed. better equipped to critically evaluate this assignment. Therefore, this class was added to the curriculum. The average score and grade distribution of the first indicator that the change was successful. As with all other BSW courses, this embedded assignment will be carefully reviewed and a rubric will be created to directly measure the program objectives during the reaffirmation process. Discussions about program assessment have consistently articulated that a closer examination of the Process Recording assignment as an embedded assignment is needed. Informal methods of assessment through advising and other avenues of student feedback have pointed to a weakness in the BSW Program curriculum in regard to teaching and practicing interviewing skills even though average scores on the Process Recording assignment have always been very high. As a result, the Generalist Practice lead faculty has improved course content

7 Professional Field Experience II SWK4810, Final Field Instructor Evaluation of Student Performance Measures Objectives: 1-12 Community field instructor evaluates seniors at end of each Spring semester using a scale from 0-4, 4 being the highest score. The Social Work Program has set a benchmark average of 3.2 and above on each objective measuring this objective. See appendix J for evaluation instrument. The field instructor evaluation of student performance at the internship measures all 12 program objectives directly as follows. Averages on each goal on the evaluation are provided. Score distribution is reported in Appendix M. Program Learning Objective 1: Goal 1: Critical Thinking Apply critical thinking skills within the context of professional social work practice. Average: 3.86 Objective 1: Demonstrates critical thinking in assessment of client systems. Average: 3.87 Objective 2: Employs empirically based client system interventions. Average: 3.69 Objective 3: Interprets agency policies clearly on behalf of clients. Average: 3.88 Objective 4: Evaluates effectiveness of The targeted minimum average score is 3.25 in each area. As the BSW Program plans for reaffirmation by the Council on Social Work Education (CSWE) this target/expectation will be discussed. to include an assignment that requires students to videotape themselves practicing interviewing skills. Process Recording is the last formal in-class written assignment that students do to demonstrate their knowledge and skills (including the program objectives) through interviewing a client; however it may not be the best measure in our curriculum. As the BSW Program revamps its curriculum for CSWE reaffirmation, this issue will be closely examined. The Final Field Instructor Evaluation of Student Performance is very important for program assessment as it measures all program objectives based on student s performance at the field placement/internship. The Department realizes there have been some issues related to the accuracy of the data collected on the evaluation tool. As a result of previous assessment, the BSW Field Director restructure the evaluation tool to be a 0-4 scale versus a 0-5 scale based on years

8 interventions with client systems. Average: 3.88 Objective 5: Seeks feedback on practice interactions. Average: 3.93 Program Learning Objective 2: Goal 2: Professional Values and Diversity Demonstrate the values of the social work profession with an understanding of and respect for the positive value of diversity including ethnic minorities, gays/lesbians, the aging, women/children, and the developmentally disabled. Average: 3.85 Objective 1: Demonstrates awareness of own values and how they effect interactions. Average: 3.91 Objective 2: Behaves in accordance with the NASW Code of Ethics. Average: 3.85 Objective 3: Displays cultural awareness and sensitivity to ethnic minority issues; Native American, Hispanic, Asian American, African American. Average:3.82 Objective 4: Displays understanding of and sensitivity to the particular needs of diverse populations: developmentally delayed, aging, gays and lesbians, women and children. Average:3.85 past. This was done if effort to have a more critical and reflective evaluation by the field instructors. Although this resulted in some clarity, it is still apparent that more work is needed. Although all field evaluations were collected, only 60% could be used for assessment due to apparent confusion on part of the field instructor who used incorrect methods of evaluating the students. As a result, the BSW Field Director will implement evaluation training into the academic year s field instructors trainings. Additionally, a new Field Instructor Evaluation of Student Performance will be created to convinced with the new Educational Policies and Accreditation Standards (EPAS) and implemented with the new curriculum packet ( projected Fall 201) Program Learning Objective 3: Goal 3: Practice Without Discrimination Practice without discrimination and with respect, knowledge and skills related to clients age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex and sexual orientation. Average: 3.91 Objective 1: Is aware of own boundaries

9 and potentials for prejudice and their effect on interactions. Average: 3.82 Objective 2: Practices with respect, knowledge and skills related to diverse clients and client systems. Average: 3.91 Objective 3: Relates comfortably with diverse clients. Average: 3.94 Objective 4: Practices appropriately and without discrimination with diverse client systems. Average: 3.94 Program Learning Objective: 4: Goal 4: Advocacy and Social Change Utilize the strategies of advocacy and social change to ameliorate the distress of diverse populations who often experience(d) social and economic injustice. Average: 3.87 Objective 1: Understands the effects of economic and social injustice on oppressed populations and client systems. Average: 3.91 Objective 2: Advocates for clients who are experiencing social and economic injustice. Average: 3.79 Objective 3: Identifies practice issues to ameliorate social and economic injustice related to the field setting. Average: 3.85 Objective 4: Participates in macro practice projects available through the field setting to create social change on behalf of diverse oppressed populations. Average: 3.87 Program Learning Objective 5: Goal 5: History and Contemporary Structures Understand and interpret the history of social work profession and contemporary structures and issues. Average: 3.82 Objective 1: Knows the history of the

10 field site and how it fits into the service delivery system. Average: 3.82 Objective 2: Understands how the current structure of the field site developed. Average: 3.70 Objective 3: Understands how the current structure of the field site is a response to historical development and the needs of underrepresented populations. Average: 3.82 Program Learning Objective 6: Goal 6: Generalist practice Knowledge and Skills Begin generalist practice with the theoretical knowledge and skills essential for social work with diverse client systems of all sizes. Average: 3.86 Objective 1: Applies theory to practice. Average: 3.82 Objective 2: Demonstrates ability to assess client systems. Average: 3.91 Objective 3: Uses the problem solving method with micro systems. Average: 3.85 Objective 4: Uses the problem solving method with mezzo systems. Average: 3.83 Objective 5: Uses the problem solving method with macro systems. Average: 3.73 Objective 6: Demonstrates basic skill in interviewing. Average: 3.87 Objective 7: Demonstrate basic skill in interventions. Average: 3.85 Objective 8: Demonstrates basic skill in paperwork. Average: 3.94 Program Learning Objective 7: Goal 7: Theoretical and Conceptual Knowledge Base Apply the theoretical and conceptual knowledge base of the

11 four sources of human behavior (biological, psychological, sociological and cultural) across the life span to their understanding of the interactions among individuals and between individuals and families, groups, organizations and communities. Average: 3.88 Objective 1: Understands client behavior as having a conceptual basis. Average: 3.88 Objective 2: Demonstrates understanding of the dynamics and interactions of: individuals, families, groups, organizations and larger systems. Average: 3.88 Objective 3: Demonstrates understanding of how cultural awareness and sensitivity to ethnic minority issues are applied in the helping relationship: Native American, Hispanic, Asian American, and African American. Average: 3.88 Objective 4: Demonstrates awareness of how understanding of and sensitivity to the particular needs of diverse populations are applied in the helping relationship: developmentally delayed, aging, gays and lesbians, women and children. Average: 3.88 Program Learning Objective 8: Goal 8: Social Polices Formulate, influence and analyze the impact of social policies on diverse populations, workers and agencies. Average: 3.81 Objective 1: Understands the policy issues involved in client confidentiality and other ethical issues. Average: 3.88 Objective 2: Reviews agency policies and understands their relationship to agency goals and objectives. Average:3.76

12 Objective 3: Understands larger social policies which influence or mandate services. Average: 3.68 Objective 4: Understands the influence of policies in the field setting on opportunities and limits in service delivery. Average: 3.70 Program Learning Objective 9: Goal 9: Evaluation of Practice Evaluate research studies, apply findings to practice, and evaluate their own practice interventions and those of other relevant systems. Average:3.82 Objective 1: Understands research related to agency role. Average:3.85 Objective 2: Uses practice methods in keeping with current research. Average: 3.82 Objective 3: Locates and evaluates research articles appropriate to the field setting. Average: 3.74 Objective 4: Applies research findings to practice. Average: 3.79 Objective 5: Identifies aspect of their own practice to evaluate. Average: 3.83 Objective 6: Designs an evaluation project of practice in the field setting. Average: 4.0 Objective 7: Understands relevance of practice intervention project outcomes to the field and other related settings Average: 4.0 Program Learning Objective 10: Goal 10: Communication Skills Use communication skills differentially with a variety of client populations, colleagues, and members of the community. Average: 3.93 Objective 1: Has good verbal communication skills. Average: 3.97

13 Objective 2: Has good written communication skills. Average: 3.94 Objective 3: Is able to communicate knowledge and ideas clearly. Average:3.96 Objective 4: Uses language and communication skills appropriate to client populations (a), Average:3.85 colleagues (b), Average: 3.94 attorneys/court (c) Average:3.96 and community members(d). Average: 3.91 Program Learning Objective 11: Goal 11: Use of Supervision Utilize supervision and consultation when applying generalist social work knowledge and skills on behalf of all client systems. Average: 3.91 Objective 1: Demonstrates ability to accept the learner s role. Average: 3.97 Objective 2: Prepares for field instruction sessions. Average: 3.91 Objective 3: Is open and responsive to feedback. Average: 3.96 Objective 4: Seeks assistance when appropriate. Average: 3.91 Objective 5: Keeps field instructor informed of activities. Average: 3.91 Objective 6. Follows through with plans and instructions. Average: 3.91 Objective 7: Engages in explicit discussion for Field Instructor s style and expectations and regarding the evaluation process. Average: 3.88 Program Learning Objective 12: Goal 12: Functions within the Organization Function within the structure of an organization and service delivery system, and under supervision, seek necessary organizational change.

14 Employer Survey Measures Objectives: 2-12 Administered to alumni s employers. The program s benchmark average rating, on a scale of very poor (0) superb(10), is very good (8) or above. See appendix K for survey instrument. Objective 1: Is dependable and punctual. Average: 3.91 Objective 2: Follows agency rules and regulations. Average: 3.79 Objective 3: Dresses appropriately for the agency. Average: 3.94 Objective 4: Questions agency policies appropriately and through appropriate channels. Average: 3.91 Objective 5. Works creatively within agency limitations. Average: 3.88 The BSW Program has divided up the Employer survey to match survey questions with the measure of each specific program objective as follows: Objectives 2 & 3 1. Practices within the values and ethics of the social work profession. 2. Practices with an understanding, respect, and appreciation for diversity. 3. Demonstrates professional use of self. Objective Analyzes impact of social policies on individuals, families, and groups. Objective 5 4. Understands current issues in social work. 13. Advocates appropriately for changes in agency policies, procedures, or practices. Objective 6 5. Applies knowledge of generalist practice. 6. Applies skills of generalist practice. Objective 7 7. Uses theoretical frameworks to understand individual development. 8. Uses theoretical frameowrks to understand families. 9. Uses theoretical frameoworks to understand groups. The BSW Program s benchmark average rating, on a scale of very poor (0) superb(10), is very good (8) or above. The BSW Program administered the survey for two consecutive years with minimum return (less than 10). Because the Employer Survey is a valuable measure, action will be taken to increase the return rate over the academic year through increasing communication with community employers of our graduates.

15 10. Ues tehoretical frameworks to understand organizations. Objective Analyzes impact of social policies on organizations and communitites. 13. Advocates appropriately for changes in agency policies, procedures, or practices. Objective Applies research findings to practice. 15. Evaluates effectiveness of won practice interventions. 16. Evaluates effectiveness of programs. Objective Uses communication skills appropriately with different groups/client systems. Objective Uses supervision appropriately. 3. Demonstrates professional use of self. Objective Demonstrates professional use of self. 19. Functions effectively within organization structure and policies. Process for interpretation of findings Describe the structure of responsibilities for program assessment. Specify processes undertaken for faculty review of findings prior to submission of this report. How did the program come to the decisions it made? The Department of Social Work has experienced tremendous growth over the last few years. Five years ago, the BSW Program had a total student fte of approximately 130. Today, between the BSW and MSW Programs, we have approximately 320 student fte. In the past 3 years, the Department brought up an entire graduate program and is in Year 2 of the candidacy timeline towards full accreditation by the Council on Social Work Education (CSWE). The Department has done this with limited resources and amidst great transitions, especially over the last year with several changes in leadership. As with most things in the Department, the structure and processes surrounding assessment are transitioning and improving. As of September 1, 2012, the BSW/MSW Program Specialist & Administrative Coordinator received a revised job description to formally include assessment coordination. This central coordination of efforts will be key to the future organization of the assessment process and information sharing with the faculty. Another key player in the assessment structure are the lead faculty, who serve as content experts and leaders in all sections of the specific course(s) they are lead for. The assessment coordinator works directly with the lead faculty to share assessment data and devise plans of action. The Chair provides expertise, oversees the process and ensures

16 collaboration across all faculty and staff by structuring curriculum committees, assessment committees and accreditation committees. The Department of Social Work s accrediting body, CSWE, places significant value on program assessment and this is strongly articulated in the new Educational Policy and Accreditation Standards (EPAS). The BSW Program is currently planning for its reaffirmation in 2016 and will adopt the new EPAS. This process will result in a revision of the current assessment plan including the process for reviewing findings and making decisions. Response to prior peer review report(s) - Describe the ways in which the program has responded to any prior year s peer review report. What kind of continuous improvement cycle are you using? The feedback from the peer review report was shared with all faculty and will be used in redesigning the assessment plan under the new Educational Policy and Accreditation Standards (EPAS). Specifically, the suggestion to employ assessment measures in lower division classes will be discussed as this data would give the faculty an indication of a baseline in program objective compliance as well as other benefits. The Department uses a basic continuous improvement cycle involving evaluation, assessment, plan of action design, and implementation. As stated earlier, the Department is currently expanding the cycle to involve more collaboration in the process. Plans for the program assessment process To what extent does the program assessment process need modifications? Describe any plans for modifying the program assessment process. Is it the program s intent to gather data about every outcome every year? If not, what is the proposed data collection cycle? Although the current assessment process is somewhat solid in measuring the current program objectives, the upcoming Council on Social Work (CSWE) reaffirmation process will require substantial changes to the BSW Program curriculum as it adopts the new Educational Policy and Accreditation Standards (EPAS). This change will result in an updated assessment plan and process. The BSW Program anticipates it will continue to collect data every year, however if a new cycle is determined, it will be articulated in future assessment plans. Implementation plan for applicable program changes -, Summarize the changes described in the Action and Rationale columns above and specify the implementation plan including a timeline. The BSW Program will continue to make refinements to its current assessment plan including the improvement of assessment measures and rubrics. The Program plans to continue to collect and assess data every year as indicated in the current plan while it revises curriculum under the new Educational Policy and Accreditation Standards (EPAS). Any future curriculum changes discovered as a result of assessment from the current model will be reflected in the new curriculum packet under the new EPAS. The Department plans to start this new curriculum and assessment plan in Fall of 2015.

17 Department of Social Work Curriculum Map/Appendix A V = Discover N = Integrate & Apply Skills or Knowledge in Classroom Setting E = Execute in Practice Setting SWK4810 SWK4410 SWK5290 SWK4010 SWK4250 SWK3410 SWK3780 SWK3060 SWK3790 SWK3050 SWK1020 SWK Apply critical thinking skills within the context of professional social work V EV N N N N N N N NE N E practice. 2. Demonstrate the values of the social work profession with an understanding of V E N N N N N N N E N E and respect for the positive value of diversity including ethnic minorities, gays/lesbians/bi-sexual/transgendered/intersex/questioning, the aging, women/children and the developmentally disabled. 3. Practice without discrimination and with respect, knowledge and skills related to V E N N N N N N N E N E clients age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation. 4. Integrate practice, research and policy skills and utilize the strategies of advocacy V V V V V N V E V N E and social change to ameliorate the distress of diverse populations who often experience (d) social and economic injustice. N N 5. Understand and interpret the history of social work profession and contemporary V V E V N E structures and issues. N 6. Begin generalist practice with the theoretical knowledge and skills essential for V N V E V N E social work with diverse client systems of all sizes. N N 7. Apply the theoretical and conceptual knowledge base of the four sources of V V E E human behavior (biological, psychological, sociological and cultural) across the life span to their understanding of the interactions among individuals and between individuals and families, groups, organizations and communities. N N 8. Formulate, influence, and analyze the impact of social policies on diverse V V E E populations, workers and agencies. N 9. Evaluate research studies, apply findings to practice, and evaluate their own V E E practice interventions and those of other relevant systems. N 10. Use communication skills differentially with a variety of client populations, VN VN N N N N N N N EN N EN colleagues, and community. 11. Utilize supervision and consultation when applying generalist social work V V E E knowledge and skills on behalf of all client systems. N N 12. Function within the structure of organizations and service delivery systems, and V V V E E under supervision, seek necessary organizational change. N N N Highlighted cells indicate location of current or proposed embedded assignment

18 Appendix B Human Behavior and the Social Environment Assignment SWK3060 Final Paper For the final paper students should survey the biological, psychological, and social development in young, middle and later adulthood contents found in (Chapters: 10, 11, 12, 14, 15 & 16) of the textbook. Choose one topic area relevant to human behavior and the social environment. Compose a paper discussing your topic using the final paper outline below. The final paper is worth 120 points towards your final grade. No duplicate theories will be allowed. A sign up sheet is available in class to secure your topic. Final papers are due on Wednesday, April 14 th (13 th week of the course) Please remember to your paper to me at rogerstr@mscd.edu Examples of appropriate topic areas include: breast cancer, changes in intellectual functioning, HIV/AIDS, developmental aspects, emotional intelligence, body orientation, marriage, poverty dynamics in later adulthood, TANF issues with the aging, causes of aging, sexuality in later adulthood, life expectancy, spirituality and religion, grand parenting issues, death and dying, retirement, elderly abuse, Research of your topic will include at least six scholarly sources, with at least three being from the social work literature beyond the textbook. Final Paper Presentation Points Please create a PowerPoint presentation that highlights the major questions in your final paper. The presentation of our final paper is worth 20 points. If students choose they can also provide links to website resources, video clips, or visual aids. Presentation points will be assessed based upon the creativity and the quality of student s PowerPoint presentation, website resources, video clips, or visual aids. Required Final Paper Format Utilizing major theoretical perspectives and research from scholarly sources, use the following headings to present your topic. The paper will be double-spaced with correct sentence structure using a #12 Times New Roman font. Each page of your paper will be numbered. The paper should be a minimum of six pages and a maximum of eight. The cover page with all necessary identifying information (i.e., title of work, student name, course name, date of submission, etc) and the references page for all relevant and appropriate sources of information do not count toward the page length requirements. Papers should be in APA format with at least six scholarly sources (Two social work sources beyond the textbook. TWO sources should fully discuss the theory you are using. TWO sources should talk about the effectiveness or about outcome measures using the theory For full possible points, papers must be received prior to due date and time. (See the department Grading Policy for details.) Papers are to be submitted at the beginning of the class.

19 Note: APA and writing errors may result in a maximum deduction of 10%. Required Headings In Your Paper (Please use the exact wording for each question before you provide your answer in the body of your paper). The content in each part is worth the maximum number of points indicated in the corresponding parentheses. 1. Provide an introduction (Please answer the following questions in your answer: State the relevance to social work and how social work as a profession is uniquely qualified to address the issue, not the functions of the job but values and purposes of the profession) (5 points) 2. Provide a problem statement (Please answer the following questions in your answer: What is the problem? Why is it a problem? How big is the problem?) (5 points) 3. Described a theoretical framework you could use to understand the problem statement you have indentified above. Please select one of the theories discussed in textbook. (Please answer the following questions in your answer: What is the theory that you are using? Why are you using this theory with your targeted population?) (10 points) 4. Describe the human behavior (Please answer the following questions in your answer: What are the ABC s of human behavior? What are the observable and measurable actions? What is happening in the action scene?) See page 148, "The ABCs of Behavior" in the textbook for more details. (10 points) 5. Describe the social environment (Please answer the following questions in your answer: What social forces are influencing behaviors? Please discuss media, government, economics, geography and healthcare issues in your answer (10 points) 6. Discuss the diversity issues involved (Please answer the following questions in your answer: Please discuss gender, ethnicity, age, social economical status, spiritually, and sexual orientation issues in your answer) (10 points) 7. Identify how the theoretical framework impacts the behavior on a micro systems level (Please answer the following questions in your answer: How is micro system level defined? How does the theoretical framework you are using impact behavior on a micro systems level? Please discuss biological, psychological, social, cultural, and spiritual issues in your answer) (10 points) 8. Identify how the theoretical framework impacts the behavior on a mezzo systems level (Please answer the following questions in your answer: How is mezzo system level defined? How does the theoretical framework you are using impact behavior on a mezzo systems level? Please discuss family, and groups issues in your answer) (10 points) 9. Identify how the theoretical framework impacts the behavior on a macro systems level (Please answer the following questions in your answer: How is mezzo system level defined? How does the theoretical framework you are using impact behavior on a macro systems level? Please discuss community, institutions, and organizations issues in your answer) (10 points) 10. Identify at least four social work roles as outlined in Chapter 1, and then describe and explain all of the anticipated outcomes that a social worker, using each social work role, could expect from using the theoretical framework you have identified with your targeted population at the micro, mezzo, and macro levels. (20 points)

20 Appendix C SWK3780 Social Welfare Policy Assignment Policy Analysis Paper is due Module 11 and is worth a maximum of 210 points toward the student's final grade. The purpose of this assignment is to provide students with introductory knowledge of policy analysis using a common model. Students will learn what elements of the policy, its impact, and implementation are important to examine when considering its effectiveness. Students will: Choose a social welfare policy to analyze. Gain approval for this choice from the instructor. Provide written analysis of the policy using the Popple and Leighninger (2004) Model of policy analysis presented in on pages 35-37of the text which minimally provides the following information: I. Delineation and Overview of the Policy Under Analysis: A. Introduction (5 pts): Clearly identify the policy to be analyzed and discuss policy's relevance to social work. B. Description of the Problem (20 pts): Describe in detail the social problem the policy addresses including data to justify the need for the policy. C. Content analysis: (20 pts) using information from the Green Book or other valid source describe the intention, problem definition, goals and means employed for achieving the goals. D. Choice analysis: (20 pts) address four questions: what are the bases of social allocation, what are the types of social provisions, what are the strategies for delivery of benefits, what are the methods of financing these provisions? II. Historical Analysis (45 pts) or Social Analysis (45 pts) (Will be assigned by the instructor) III. Economic Analysis (45 pts) or Political Analysis (45 pts) (Will be assigned by the instructor) IV. Policy/Program Evaluation (30 pts) V. Conclusion Recommendations (5 pts): Based on the outcome of your analysis, summarize your recommendations for whether the policy should be changed, eliminated, or continued. Be sure to include strengths and weaknesses of the policy in your analysis. Format (20 pts): Paper is in APA format, includes APA citations and reference page and follows instructor s directions. The paper will have a cover page with all necessary identifying information (i.e., title of work, student name, course name, date of submission, etc). Headings are required. The paper will be double-spaced with correct sentence structure and grammar using a #12 Times New Roman font. Each

21 page of your paper will be numbered according to appropriate APA style. The paper should be pages in length. Papers will NOT be reviewed beyond the 15 page limit. For full possible points, papers must be received prior to due date and time. (See the department Grading Policy for details.) Students should submit their electronic word processing assignments in the RTF format.

22 Department of Social Work Policy Analysis Rubric/Appendix D Point Criteria: Points are awarded based on the following criteria: 100% of possible points if answered all of entire content construct with strong critical thinking and demonstrates superior effort with no deficits noted 90%-99% of possible points if answered the entire content construct with strong critical thinking and demonstrates superior effort 80%-89% of possible points if answered the entire content construct with critical thinking and demonstrates above average effort 70%-79% of possible points if answered the most of content construct with minimal critical thinking and demonstrates average effort 60%-69% of possible points if answered some of the content construct and demonstrates below average effort 0% 59% of possible points if minimal parts of the content construct and clear deficits are noted in the support for the content construct Example: If a Content Construct is worth 20 points and the student addressed the content in the paper at the 90% range then they would receive 18 out of 20 possible points for that section Assignment Content Construct Possible points of Content Construct I. Delineation and Overview of the Policy Under Analysis: a. Introduction: Clearly identify the policy to be analyzed and discuss 5 points policy's relevance to social work. b. Description of the Problem: Describe in detail the social problem the policy addresses including data to justify the need for the policy. c. Content analysis: Using information from the Green Book or other reputable source describe the intention, problem definition, goals and means employed for achieving the goals. d. Choice analysis: Address four questions: what are the bases of social allocation, what are the types of social provisions, what are the strategies for delivery of benefits, what are the methods of financing these provisions? 20 points [SW Program Learning Objective 8] 20 points [SW Program Learning Objective 8] 20 points [SW Program Learning Objective 8] Earned points based on the Point Criteria

23 II. Historical Analysis or Social Analysis: Historical Analysis: Addresses how historically policy makers have held assumptions about underlying causes of a issue, viewed policies which address the issue, and achieved goals and objectives which addressed the issue. OR 45 points [SW Program Learning Objective 5] Social Analysis: Addresses facts related to the problem, theories of human behavior which undergird the policy, social values related to the policy, and goals of the policy under analysis III. Economic Analysis or Political Analysis: 45 points Economic Analysis: Addresses fiscal impacts at the macro level, explores opportunity cost, and effects on behavior at the micro level. OR Political Analysis: Addresses how the policy was created, who created the policy, how the problem was defined, how the policy was legitimized, and how the policy was (is) implemented IV. Policy/Program Evaluation: Addresses the effectiveness of the policy/program, how stakeholders are impacted by the policy/program, current challenges faced by the policy/program, and proposed recommendation or directions for the policy [if any are available] V. Conclusion: Based on the outcome of your analysis, summarize your recommendations for whether the policy should be changed, eliminated, or continued. Be sure to include strengths and weaknesses of the policy in your analysis. VI. Format: Paper is in APA format, includes APA citations and reference page and follows instructor s directions. Headings are required for the Policy Analysis Paper and will provide direction in your writing. The paper must be in APA format. The usual length for the completed Policy Analysis Paper is pages including attachments [SW Program Learning Objective 8] 30 points [SW Program Learning Objective 8] 5 points 20 points

24 Smartthinking or the Writing Center: Submitted paper to a writing resource and integrated the feedback into the final paper. 10% deduction if not completed SafeAssign: Submitted paper. Papers will not be graded until they are submitted to SafeAssign. Spelling and grammatical errors : Up to a 10% deduction for errors Up to a 10%

25 Appendix E SWK3790 Research in Social Work Assignment SWK3790 Research in Social Work Research Proposal Part 1 INTRODUCTION AND LITERATURE REVIEW Purpose: To introduce the reader to your topic and set the context of the issue. The introduction should help the reader understand why this research is necessary and what it will achieve. The literature review synthesizes the notable and relevant research and provide theoretical explanations available about the problem. This assignment requires critical thinking about what you read and how it will fit into your current research interests. Grading impression A-F The impression is intended to let you know how you are doing, however no points will be assigned until the entire project is turned in. Papers turned in late will lose 50% points of the total available for these sections at the time grades are given. Prior to turning the the draft of the Introduction and Literature Review you must seek feedback from one of the two Writing Centers available to you as students NO FEWER THAN TWO TIMES. You need to document with me that you have done this, it should be included with your paper when you submit it. The on campus writing center much prefers you schedule an appointment with them. You can do so by calling, You need to take a copy of the assignment and your draft with you when you meet with them. There is also an online writing center available through SmartThinking.com. There is a link to their site available on your Metro Connect homepage. You will need to set up an account with them, upload your paper to the writing center area with a copy of the assignment. They will usually get back to you with feedback within 48 hours. I need a confirmation from them attached to your paper if you use them. Submitting your assignment: First you must submit your assignment for SafeAssign review. There is a link on the course content page (home page) click on that, follow the instructions for submitting the assignment that is due. Submitting for SafeAssign review does NOT mean you have turned in your assignment. After the SafeAssign review is complete and any changes necessary have been made to your document, you must turn your assignment in using the Assignments link on the Course Tools menu on the left hand side of your screen. Introduction and Literature Review Requirements: Locate NO FEWER than 5 examples of empirical research in published journal articles related to your topic. Of these articles: At least 1 must be from a social work journal 1 may be "germinal" and the rest must be current/published within the last 5 years. Other readings of interest which are not empirical research may be added at your discretion, but are not included in the minimum number of articles required for this introduction and review. Complete an Article Worksheet on each article to be included in your review see below for link to the attached document. Summarize the following for each journal article you have reviewed o Who conducted the research, what are their affiliations, what was their funding for this particular research o Where and when was the study conducted o What did they study: what were their hypotheses, theories and goals