Satisfactory Performance Standards

Transcription

1 University of Texas at El Paso: Department of Social Work Bachelor s in Social Work Assessment Data Program Learning Assessment and Review Matrix Program Learning Dr. Lucas an extensive baseline data collection on six learning s during Fall The data from classes is available in Social Work Data Table 1. This table reports on key information used to make changes and evaluate those changes. Table 1 is available by request from Dr. Lucas. Program Follow-up Decisions and Actions. Learning Outcome 1 The social work student will have knowledge of relevant theories and practice models. In HBSE I which student take during the Fall of their Junior Years by Dr. Lucas. Used specific questions on quizzes and final exam learning. will demonstrate competency on quizzes and final exams to indicate attainment of knowledge. 85% of students met standards on quizzes and 95% met on final exam. X_ Students achieved Knowledge of theories was strong. In HBSE II, which students take in the spring of their junior year, Dr. Childers evaluated knowledge. Used course projects to evaluate learning. demonstrate attainment of knowledge. 100% of students met goal. Faculty continued monitoring this In Practice I, Dr. Lucas evaluated students. Evaluated quizzes on theories and practice models. demonstrate attainment of knowledge. In two classes, 90% and 88% of students met goal.. In Policy I this was measured by Dr. Childers. Course projects were evaluated to assess ability to apply theories and practice models. indicate attainment of knowledge. 100% of students met goal. In Practice II, instructor Ruelas measured Seniors. Evaluation was based on the final exam, group presentation, and a paper about groups. indicate attainment of knowledge. 100% of students met goal. In Junior Year Field I, students were evaluated by instructor Cabada and their field instructors. Question 3 (use of theories). indicate attainment of knowledge. 88% of students met goal.

2 Learning Outcome 2 (LO2): The social work student will have a commitment to social work codes of ethics In Spring 2009, students took the Baccalaureate Education Assessment Package (BEAP) survey at Lucas direction. Using the 2009 Alumni Survey, Lucas summarizes former students evaluation of the program. In Introduction to Social Work, Dr. Lusk evaluated freshman and sophomores knowledge of ethics. Survey that measures students skills, knowledge and attitudes LO1 is measured with based on students skill in applying bio-psychosocial knowledge Survey of alumni asking for 0-5 responses to key questions. Several questions asked about students grasp of theories and practice models. Ethics quiz and court visit paper looking at ethics of treatment BEAP reports program means and national means on 35 measures. UTEP s goal is to exceed national means. The goal is to have at least 70% of alumni choose statements as effective. See Table 4, the 2009 Alumni Survey. indicate a commitment to the code of ethics. UTEP students mean was significantly higher than the national mean. On ethics statements (highlighted in blue), over 70% of alumni rated the program as highly effective or effective in helping them learn theories and practice models. 100% of students met goal. target Faculty observed that applied papers increased students grasp of ethical issues and continued using such papers. In Practice I, Dr. Lucas assessed this. Used questions on activities and practice logs. indicate a commitment to the code of ethics. Two sections had 95% and 100% of students met goal on assessments. In Junior Year Field I, students were evaluated by instructor Cabada and their field instructors. Question 2, 3, and 8. indicate a commitment to the code of ethics. 96% of students met goal. target Using the 2009 Alumni Survey, Lucas summarizes former students evaluation of the program. Survey of alumni asking for 0-5 responses to key questions. Several questions asked about ethics preparation. Have at least 70% of alumni choose statements as effective. See Table 4. On ethics statements, 80% or more alumni rated the program as effective. target Bachelor s in Social Work Assessment, Page 2

3 Learning Outcome 3 (LO3): The social work student will have a commitment to social and economic justice. Learning Outcome 4 (LO4): The social work student will effectively apply the problem solving model in practice, continued In HBSE I, Dr. Lucas evaluated students commitment to social justice. In Spring 2009, students took the Baccalaureate Education Assessment Package (BEAP) survey at Lucas direction. Using the 2009 Alumni Survey, Lucas summarizes former students evaluation of the program. In Junior Year Practice I, students were evaluated by instructor Cabada and their field instructors. In Practice III during Spring, Dr. Berger evaluated seniors abilities. Concept note assignments were evaluated on a rubric assessing commitment to social justice. Survey that measures students skills, knowledge and attitudes LO3 measured by knowledge questions on social and economic justice and questions about values favoring diversity Survey of alumni asking for 0-5 responses. Questions asked about commitment to social and economic justice. Question 2 and 3. Assignment on article critique used to evaluate problem-solving model. show a commitment to justice. BEAP reports program means and national means on 35 measures. UTEP s goal is to exceed national means. Have at least 70% of alumni choose statements as effective. will demonstrate problem-solving skills. will demonstrate problem-solving skills. Using three different measures, 90% of students met the target at least once. Means for knowledge of oppression & discrimination and the value of respect for cultural & social diversity are below national averages. Knowledge of social and economic justice is significantly above average. On justice-related statements (highlighted in green), over 80% of alumni rated the program as effective. Using two different measures, 95% of students met the target at least once. 84% of students met the X_ Follow-up required. We interpret these results to reflect many students lack of exposure to groups other than the Hispanic majority in this region. To help students gain greater awareness, we have shown films and invited guest speakers from other groups. Students report feeling more aware of diversity issues. target X Marginally achieved With LO 6 data, this led to moving Research course from junior to senior year in following year. Bachelor s in Social Work Assessment, Page 3

4 Learning Outcome 5 (LO5): The social work student will think critically. Dr. Lucas gathered reports from recent alumni about their experiences with the licensing exam for BSWs and used data from the Alumni Survey. In Research class during Fall 2008, juniors were measures on this ability. Using the 2009 Alumni Survey, Lucas summarizes former students evaluation of the program. Alumni reports in person and on survey of difficulties on state licensing exam for Bachelor s level social workers. Measure included quizzes and the final exam, article critiques, and in-class activities Survey of alumni asking for 0-5 responses to a question about critical thinking. Scores and passing rates are not reported to schools. The Alumni Survey found that fewer than half (43%) of alumni felt well-prepared for the licensing exam in Texas. Many had graduated several years ago. will demonstrate ability to think critically. The goal is to have at least 70% of alumni choose statements as effective. Faculty analysis of this perception by alumni suggested a perceived deficiency in preparation on diagnosis and assessment. 84% of students met the On statements (in italics), 80% of alumni rated the program as effective. _X Follow-up required: Faculty began offering an elective course on diagnosis and assessment in Summer 2010 to offer students more preparation in these skills. X Students almost achieved Faculty moved research class to later in program. Results on move will be available in target Learning Outcome 6 (LO6): The social work student will utilize research and evidence-based models. In Research class, juniors were measures on this ability. Measure included quizzes and the final exam, article critiques, and in-class activities will show ability to use research and evidence-based models. 86% of students met the We noted that students achieved only an 81% average on the exams. X Faculty began researching possible options to increase student understanding of research. In Spring 2009, students took the Baccalaureate Education Assessment Package (BEAP) survey at Lucas direction. Survey that measures students skills, knowledge and attitudes LO6 measured by skills questions on evaluating and apply research studies. BEAP reports program means and national means on 35 measures. UTEP s goal is to exceed national means. On both skills of evaluating and applying research studies, UTEP students scored significantly above the national means. X No follow-up required. This data suggested that students feel confident in their research usage, despite other problems noted. Bachelor s in Social Work Assessment, Page 4

5 Using the 2009 Alumni Survey, Lucas summarizes former students evaluation of the program. Survey of alumni asking for 0-5 responses to a question about research and evidence-based practice (EBP). The goal is to have at least 70% of alumni choose statements as effective. On statements about research (highlighted in purple), 67-75% of alumni rated the program as effective. Although close to meeting the target, these results suggest a need for more attention to research and EBP. X Follow-up required. Faculty began collecting information about ways to improve students research skills. This led to revising the sequence of courses. Narrative: Despite acceptable levels on most internal s, the faculty decided to revise program learning s in Spring We simplified the focus s into those on which students were not meeting expectations and those that are central to Social Work practice. These four Learning are shown in the section of this matrix. They are numbered using the Learning from to indicate that they continue to represent the s in our overall Learning evaluation plan. As noted in the table, the faculty evaluation committee also decided to focus on ensuring that students are able to use best practices and published research in practice settings. In comparisons with other schools students, our students scored above average on research skills. Students ability to use evidence-based practice was identified as an important concern for social work alumni. Based on faculty members professional judgment, many practice settings seek graduates with strong abilities to use evidence-based practice and to understand research. Therefore, the evaluation committee will pilot a new class to assist students with using best practices in assessing clients. Bachelor s in Social Work Assessment, Page 5

6 Program Learning Assessment and Review Matrix Social work students will: LO 1. have knowledge of relevant theories and practice models. LO 2. have knowledge of relevant models of social work practice In HBSE I by Lucas during Fall 2009 In Practice II, by Berger and Lucas during Fall 2009 In Field I, by field instructors during Fall 2009 In Seminar II, by Lucas, Rodriguez, and Ruelas during Fall 2009 In HBSE I by Lucas during Fall 2009 Exams/ Quizzes Quizzes/Logs Question 3 shown in Table 3. Papers and Oral Presentation Exams/Quizzes demonstrate attainment of knowledge. will meet standards for using models of practice. 94% and 100% of students met this At least 79% of students in each section achieved 91% of students met this At least 94% of students in each section achieved _X Students continued to do well in measures of theory knowledge. Faculty made no changes, but continued to monitor this core X Faculty reviewed rubric to ensure similar assessment and incorporated more discussion of theories in assignments to ensure students understood _X No Follow-up required. Students appear to be able to apply models in classes and practice settings. LO 2. have knowledge of relevant models of social work practice, continued In Practice II by Berger and Lucas during Fall 2009 Quizzes Logs will meet standards for using models of practice. 85% of students met this In Seminar I, by Lucas, Rodriguez, and Ruelas during Fall 2009 In Field I, by field instructors during Fall 2009 Paper & Oral Presentation 98% of students met this Bachelor s in Social Work Assessment, Page 6 X Students met targets. Although field instructor

7 LO 4. effectively apply the problem solving model in practice. In Field II by field instructors during Spring 2010 semester In working on accreditation for the Master s in Social Work program, Lucas and Cude-Islas evaluated student in practice. In Practice II by Berger and Lucas Questions 1 & 7 (understand agency and social work roles there) Questions 1 & 7 (understand agency and social work roles there) s. Quizzes No standard expectation will demonstrate problem-solving skills. Class averages were 98% and 94%. We estimate at least 90% of students met Class averages tend to be in excess of 90% on most measures. 85% of students met this measures are known to be positively skewed, these ratings suggest high levels of proficiency in these skills. X No follow-up required, but in an effort to make evaluation of students more objective and behaviorally based, faculty decided to change the field placement evaluation form starting in Spring Field instructors and advanced students have responded positively to draft forms. In Seminar I, by Lucas, Rodriguez, and Ruelas In Field I, by field instructors In Research Methods by Dr. Berger In Diagnosis and Assessment elective by Villalobos, students problem-solving skills were evaluated. Paper & Oral Presentation Question 2 (problem-solving) Used article critique to evaluate skill In-class activities and papers. IDEM IDEM Bachelor s in Social Work Assessment, Page 7 91% of students met this IDEM 87% of students met this IDEM Class average was 91%. Faculty reported significant increase in student skills following this summer elective. _X Student and faculty evaluation of this course found that the course increased skills and might boost student

8 LO 6. utilize research and evidence-based models for program and practice evaluation LO 6. utilize research and evidence-based models for program and practice evaluation, continued In Research, Berger evaluated juniors during Fall Dr. Lucas and the BSW committee reviewed student records for the past 2 years. In Field I, field instructors evaluated juniors in Fall Faculty assessd article critiques for their comprehensiveness. Faculty coded records qualitatively and assessed patterns of difficulty for students. Evaluation Question 11 (research) will demonstrate skills in using research and models for evaluation. No expectation, but looking for common areas of concern. will demonstrate skills in using research and models for evaluation. 87% of students met this Faculty noted that a large proportion of students transfer into the program during their junior year and immediately begin research methods and practice courses. 89% of students met this on BSW licensing exam. Students responded positively to having this option. Course was offered again as an elective in Summer _X Follow-up required: Faculty decided to shift sequence of required courses to put Practice in junior year fall and Research in Senior year. Students responded positively to the shift. This move led to no Research class for one year to allow the next cohort to take it in their senior years. _X Follow-up required: See above. In Field II, field instructors evaluated juniors in Spring Evaluation Question 11 (research) will demonstrate skills in using research and models for evaluation. 95% of students met this target and improved slightly from previous semester. See next page for narrative. Bachelor s in Social Work Assessment, Page 8

9 Narrative for : Applying social work practice models and being able to recognize mental health diagnostic systems is a core learning of the Social Work major. We piloted a Diagnosis and Assessment course that focuses on using best practices in working with clients. Students taking the course showed significantly improved skills which are relevant to practice situations and to the BSW licensing exam. The class demonstrated a strong ability to improve students problem-solving ability as well as an improvement in specific knowledge of how to apply critical thinking when using the DSM-IVR. We will continue reviewing this course to determine whether it meets students learning needs. After evaluating student advising records and in practice and research classes, the faculty decided to move Practice to the junior year and Research Methods to the senior year. This will allow transfer students and students new to the social services field to gain experience in social work settings before trying to understand research in such settings. Evaluations of this shift will occur in 2013 as the model is implemented. Bachelor s in Social Work Assessment, Page 9

10 Program Learning Assessment and Review Matrix LO 1. have knowledge of relevant theories and practice models. In HBSE I by Childers during Fall 2010 Exams/ Quizzes demonstrate attainment of knowledge. 88% of students met this In HBSE II by Lucas during Spring 2011 In Practice I by Lucas (2 sections) during Fall 2010 In Practice I by Lucas (2 sections) during Fall 2010 Final Exam Activities Paper Exam demonstrate attainment of knowledge. 92% of students met competency, but 15% only minimally met it. 96% or more of students in each section met this 88% of students met this X Students met the target, but faculty noted that several low s indicated need to review HBSE material in senior-year classes. This will be evaluated in In Practice II by Lucas and Villalobos during Spring 2011 In Practice II by Lucas and Villalobos in Fall 2010 Activities Logs/Papers 89% of students met this 89% of students met this Students all passed class with C or better average. Analysis showed that several students had trouble with writing skills. All were encouraged to use the Writing Center tutors to improve communications. _X Follow-up required. Students who had not mastered material in this course also struggled in HBSE II in the spring. Faculty encouraged more use of the Writing Center and reviewed writing ideas with students. Students responded favorably. Bachelor s in Social Work Assessment, Page 10

11 LO 2. have knowledge of relevant models of social work practice In Field I, field instructors evaluated juniors in Fall 2010 In Practice II by Lucas and Villalobos in Fall 2010 Evaluation Question 3 (use of theories) Quizzes 89% of students met this LO 4. effectively apply the problem solving model in practice In Practice II by Lucas and Villalobos during Spring 2011 In Practice III by Moya in Spring 2011 In Field I, Cude-Islas, Villalobos, and Ruelas evaluated juniors in Fall 2010 In Practice II by Lucas and Villalobos during Fall 2010 Activities Midterm and Final questions on relevant content Quizzes 89% of students met this In Practice II by Lucas during Spring 2011 Activities In Practice III by Moya in Spring 2011 Midterm & Final questions on relevant content In Field I, Cude-Islas, Villalobos, and Ruelas evaluated juniors in Fall 2010 In Diagnosis and Assessment during Summer 2011, Villalobos measured students problem-solving ability. Evaluation Sheet Question 2 (problem-solving) In-class activities and projects. 100% of students met this See narrative for response. Bachelor s in Social Work Assessment, Page 11

12 LO 4. effectively apply the problem solving model in practice, continued LO 6. utilize research and evidence-based models for program and practice evaluation In working on accreditation for the Master s in Social Work program, Lucas and Cude-Islas evaluated student in practice. Research class was not offered this year to allow for change in sequence. s No direct measures. No standard expectation Class averages tend to be in excess of 90% on most measures. X No follow-up required, but in an effort to make evaluation of students more objective and behaviorally based, faculty decided to change the field placement evaluation form starting in Spring Field instructors and advanced students have responded positively to draft forms. Evaluations of this new form will be in Spring Narrative: We piloted a Diagnosis and Assessment course again and found that students had continued improvement in skills. Because this course has been successful as an elective, we have made it a required course for students entering in Fall 2011 and later. As noted above, reviews of the field education portion of the program has shown that the field education form may be prone to over-estimates of student. The faculty began revising these forms in Fall 2011 and will pilot the forms in Spring Evaluations of the forms ability to measure student learning and skills demonstration will be made. Bachelor s in Social Work Assessment, Page 12