The Carver School of Social Work & Counseling

Transcription

1 The Carver School of Social Work & Counseling Masters of Social Work GRADUATE PROGRAM HANDBOOK i REVISED 1/15/15

2 TABLE OF CONTENTS INTRODUCTION...1 HISTORICAL OVERVIEW...2 Campbellsville University...2 Master of Social Work Overview...4 SOCIAL WORK PROGRAM GOALS AND COMPETENCIES...7 Program Goals Program Competencies and Practice Behaviors...8 Program Outcomes Assessment...14 Comprehensive Examination...14 Rating Scale for Evaluation of Field Placement Performance...15 Self-Assessment Survey...16 Social Justice and Empowerment Scale...16 State Licensure...17 Exit Interview...17 Leadership Positions/Employment...18 Outcomes Administration Schedule...19 MASTERS OF SOCIAL WORK CURRICULUM...19 Program Content...19 Course Sequence...20 MSW Foundation...20 August Entry Full Time Curriculum Plan...21 August Entry Part Time Curriculum Plan...22 January Entry Full Time Curriculum Plan...23 January Entry Part Time Curriculum Plan...24 MSW Advanced...25 August Entry Full Time Curriculum Plan...25 August Entry Part Time Curriculum Plan...21 January Entry Full Time Curriculum Plan...22 January Entry Part Time Curriculum Plan...25 Course Descriptions...27 ADMISSIONS REQUIREMENTS FOR THE MSW PROGRAM...33 Admissions...33 Admissions Notification...34 Foundation and Advanced...34 Student Advising Field Practicum Information...34 Transfer Credit Life Experience Credit...36 Orientation...37 ACADEMIC POLICIES AND STANDARDS...37 Terminating Student Enrollment...37 Non-Academic Behavior...37 Student Rights and Responsibilities...39 Grade Requirements...39 ii

3 Course Policies...40 Student Class Participation and Attendance...40 Classroom Behavior...40 Student Student Papers...41 Academic Dishonesty...41 Late Assignments and Exams...42 Incomplete Grades...42 Appeal of Non-Academic Behavior Sanctions...42 Grievance and Appeals...43 STUDENT ORGANIZATIONS...43 Phi Alpha Honor Society...43 National Association of Social Workers (NASW)...44 Social Work Club...44 Dean s Dialog and Dinner...45 Student Representative...45 Advisory Board...46 NON-DISCRIMINATION...46 Campbellsville University Disability Statement...46 SOCIAL WORK FACULTY AND STAFF...47 APPENDIX A: KENTUCKY LICENSURE CODE OF ETHICS...48 APPENDIX B: STATEMENT OF UNDERSTANDING: COMMITMENT TOWARD ETHICAL PRACTICE...53 APPENDIX C: MSW ADMISSION APPLICATION PACKET...54 APPENDIX D: EMPLOYMENT DATA PROMISSORY NOTE...64 iii

4 Masters Candidates and Students: Thank you for your interest into the MSW social work program at Campbellsville University! We are pleased and excited about your interest in social work as a profession and look forward to providing you with an advanced generalist social work master level education. The faculty of the Carver School of Social Work and Counseling welcome you. In the Carver School of Social Work MSW program we view generalist social work education as a means to prepare graduates who can take the theoretical knowledge base, interpret that base with assistance from instructors, critically analyze social system needs and services on micro, mezzo and macro levels, and then implement assistance and services using an empowerment and social justice framework. In the advanced standing program we prepare graduates to become servant-leaders in the social work profession and seek positions and opportunities of leadership through employment and volunteer service. It is our sincere desire that this be your goal for seeking an MSW degree. You are receiving this handbook to help acquaint you with the program policies of the MSW program. It is important that you become familiar with this handbook, the University catalog and the University student handbook. If you have any questions about your educational pursuits the social work faculty will be pleased to assist you. We welcome your comments, ideas, and suggestions regarding the social work program and this manual. We hope to make your experiences with this program as educational and enjoyable as possible. God bless you and thank you for your willingness to learn and serve. Sincerely, Darlene Eastridge, Ph.D., MSSW, M.A.Ed., LCSW Dean, Carver School of Social Work and Counseling 1 REVISED 1/15/15

5 Historical Overview Campbellsville University Campbellsville University is a comprehensive co-educational institution located in Campbellsville, Kentucky. Affiliated with the Kentucky Baptist Convention, the University promotes the liberal arts tradition, Christian values, and a quality education. Campbellsville University views social work as a part of its responsibility and mission to the students, the community, and society. The University is located in south central Kentucky. The population of Campbellsville is estimated to be about 10,803 as of 2013 data. Campbellsville is the county seat of Taylor County, which has a population of approximately 24,649 as of 2013 data. Campbellsville University was founded in 1906 by the Russell Creek Baptist Association as the Russell Creek Academy. The Academy grew and expanded with the improvements both in curriculum and facilities. In 1924, the institution was renamed Campbellsville College and in 1933 joined the Kentucky Association of Colleges and Secondary Schools. In 1949, the College was accredited by the Southern Association of Secondary Schools and Colleges as a junior college. In December 1963, the College received membership in the Southern Association of Colleges and Schools as an accredited liberal arts college. In 1996, Campbellsville College advanced to University status. The University currently awards a variety of associate, baccalaureate, and master s degrees. In the fall of 2014, the University had 95 full-time and approximately 132 part-time faculty. Sixty-two percent of the full-time faculty held terminal degrees in their disciplines. The Fall 2014 enrollment of approximately 3,500 students included individuals from 42 states and 47 foreign countries. The student/faculty ratio in 2014 was 13/1. REVISED

6 Campbellsville University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award associate, bachelors and masters degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia or call for questions about the University s accreditation. Campbellsville s music program is accredited by the National Association of Schools of Music (NASM). The teacher preparation program is approved by the Education Professional Standards Board (EPSB) for teacher education and certification and is accredited by the National Council for Accreditation for Teacher Education (NCATE). The NASDTEC Interstate Contract provides opportunity for graduates to earn teaching certificates in other states, although there may be applicable conditions. The Baccalaureate Social Work Program and Masters of Social Work Program are both accredited by the Council on Social Work Education (CSWE). The School of Business and Economics is accredited by the International Assembly of Collegiate Business Education (IACBE). The university is a member of the American Council on Education (ACE), the Association of Independent Kentucky Colleges and Universities (AIKCU), the Association of Southern Baptist Colleges and Schools (ASBCS), the Coalition for Christian Colleges and Universities (CCCU), the Cooperative Services International Education Consortium (CSIEC), the Council for the Advancement for Small Colleges (CASC), the Kentucky Independent College Fund (KICF), the National Association of Independent Colleges and Universities (NAICU), and the Council on Social Work Education (CSWE). Campbellsville University is continually developing programs to help meet the needs of the Central Kentucky community. Social work students contribute by organizing and participating in a variety of community service activities. The social work club, known as 3

7 SOCIAL WORK CLUB (social workers in touch can help), works to serve the community by helping people and organizations fulfill unmet needs. Campbellsville University is noted for its community outreach with music, art, drama, and religious education. Drama, musical concerts and noted speakers are offered to the community frequently at either minimal or no cost. The Campbellsville community and surrounding counties have been very supportive of the university and its mission. The University is supported financially by tuition, fees, the Kentucky Baptist Convention, and donations. The alumni, faculty, and staff of the University are also faithful financial contributors to the institution. Master of social work overview Campbellsville University established its first program of undergraduate social work in The program was a Bachelor of Science degree offered with a social work major. The program existed in this form until 1989 when it was phased out by the institution. In 1994, a social work program was re-instituted due to many requests from the community and the desire of the Campbellsville University Board of Trustees. The university s administration was insistent that if a program were to be reestablished it must meet national standards established by the Council of Social Work Education (CSWE). The Baccalaureate Social Work Program received official accreditation from CSWE in The BSW s program s accreditation was reaffirmed in The degree conferred by Campbellsville University for persons completing the baccalaureate degree requirements in the area of social work is a BSW. It is the philosophy of those administering this program that through a Christ-centered environment and approach to education, students are prepared to perform as servant leaders, caregivers and knowledge seekers throughout life. While attending the Carver School of Social 4

8 Work students are expected to deconstruct, construct, discuss and debate the philosophical underpinnings that religion, politics, government, social situation, media, biology, intelligence, and spirituality contribute toward the development of individuality, community and national/international services. While in this program you will be stimulated and challenged, using various methods of instruction and our intent is that you broaden your abilities in social work practice, research, human interaction and behavior, social policy evaluation and development, and social justice advocacy. Our efforts are to assist you in identifying, evaluating, developing and revising programs and services to enhance human well-being and alleviate poverty, oppression and other forms of social injustice. The MSW Program at CU views social work as a helping profession sanctioned by society to assist in the elimination of human suffering. Human societies are not perfect. Problems emerge that require solutions and human needs arise that must be met. Social work evolved from natural helping networks into a profession designed to systematically address social problems and human needs. In order to achieve this purpose, the profession takes two approaches: (1) To work to change social institutions, organizations and communities to better meet the needs of people and (2) To help people identify and utilize their own strengths and to connect them with the resources which they lack. When resources are not available, social workers advocate and work to establish programs to enhance the well being of humans and alleviate the suffering brought about by various psycho-social-behavioral issues. Campbellsville University has a distinguished history with the Coalition of Independent Colleges and Schools, the Appalachian College Association and the Council for Christian Colleges and Universities. Through these relationships the university provides students opportunities and benefits that differ from traditional state sponsored academic institutions. With 5

9 assistance and guidance from these affiliates, Campbellsville University offers residents of rural and Christian communities an educational alternative to that of the large, secular, state sponsored university. Our commitment and uniqueness is expressed in the Campbellsville University mission: As a comprehensive Christian institution Campbellsville University offers undergraduate and graduate programs that stress academic excellence which are solidly grounded in the liberal arts, personal growth, integrity, and fellowship within a caring environment. The university seeks to prepare students to enrich their own lives through lifelong learning, to contribute to the respective disciplines through continued scholarship, and to improve society as Christian servant leaders. The Masters in Social Work s mission statement complements the university mission statement in that: The mission of the Master of Social Work (M.S.W.) program is to expand career opportunities and prepare advanced generalist social service practitioners and/or administrators through advanced social work academic preparation in a Christ-centered environment. In the spirit of Christian service, graduates apply advanced level professional social work skills in regional, national and/or international settings for the purposes of improving the quality of life. By providing an advanced level professional degree for social change agents and social leaders academically prepared to improve society, the MSW program, with its mission to broaden career opportunities for advanced level generalist to serve as leaders and administrators in an ever changing world speaks to the core of the University and the Carver School of Social Work mission. Thus, the purposes of the MSW program at Campbellsville University are: 1. To fill a void of MSW programs in the south-central region of Kentucky. 2. To address the lack of MSW prepared social workers to fill vacancies and the accreditation needs of the Kentucky Cabinet for Families and Children. 3. To fill the gap in Christian education created by the dissolution of the Carver School of Church Social Work brought about by the Southern Baptist Seminary in To address the lack of Baptist affiliated MSW programs in the United States of America. 6

10 5. To add to the limited number of regional MSW programs at institutions with a Christian service focus in their institutional mission. 6. To meet the need of a large pool of BSW graduates seeking an advanced social work degree at a rural, small institution. 7. To address recently publicized state and national shortages of qualified, academically prepared social workers. 8. To respond to the number of individuals graduating from the Carver School s BSW program who have indicated an interest for the proposed program The MSW Program emphasizes the need for continuing education throughout life and encourages students to participate in continuing education opportunities. This can be accomplished through graduate studies and/or attendance and participation in local, regional, state, and national meetings, conferences and workshops. The goal of the MSW program is to prepare graduates to work in a variety of settings with a variety of client types and systems. Models emphasizing the empowerment, social justice, Christ-centered service and strength perspectives are infused throughout the educational experience. Using these models within a Christian/ social work value base, students will be prepared to provide assessment and intervention with individuals, families, groups, communities, and organizations in various forms of professional service. Social Work Program Goals and Competencies Program goals Guided by the mission of this new master s program and influenced by the missions of Campbellsville University, the Master s of Social Work, the social work profession and the 7

11 needs of the local, regional, state and international communities, the MSW program strives to attain the following goals: 1. To prepare competent and effective advanced generalist level social work professionals to empower, lead and serve as practitioners, service coordinators, service administrators, policy analysts and program developers. 2. To equip graduates with advanced generalist social work knowledge, values, and skills in preparation for service with diverse, at-risk, marginalized, oppressed populations which exist in rural, urban, national and international locations; 3. To prepare advanced generalist social work practitioners that are skilled in evaluating and linking empirical knowledge, social work practice wisdom, social research and practice outcomes; 4. To stimulate a desire within graduates for the pursuit of life-long-learning and Christ-centered service. These program goals build on a foundation of generalist content and expand toward the preparation of advanced level social workers. As such, a foundation curriculum, similar to that of the undergraduate program, is provided in the first year of this masters program; however, the foundation graduate year incorporates graduate level rigor in research activities and learning assignments as well as assessment tools used to evaluate the acquisition of knowledge and skills that require the demonstration of knowledge and skills befitting a graduate student. Program competencies and practice behaviors The following table identifies the competencies and practice behaviors of the MSW program. As a result of this program, Carver School of Social Work graduates will demonstrate the ability to: 8

12 Educational Policy Identify as a professional social worker and conduct oneself accordingly. Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. Social workers at the foundation level: a. advocate for client access to the services of social work; b. practice personal reflection and self-correction to assure continual professional development; c. attend to professional roles and boundaries; d. demonstrate professional demeanor in behavior, appearance, and communication; e. engage in career-long learning; and f. use supervision and consultation. Social workers at the advanced level: g. demonstrate professional social work conduct in micro, mezzo and macro levels. Educational Policy Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision- making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers at the foundation level: a. recognize and manage personal values in a way that allows professional values to guide practice; b. make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; c. tolerate ambiguity in resolving ethical conflicts; and d. apply strategies of ethical reasoning to arrive at principled decisions. Social workers at the advanced level: e. design a plan for analyzing and resolving ethical dilemmas in social work practice utilizing the relevant laws and professional code of ethics. Educational Policy Apply critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers at the foundation level: 9

13 a. distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom; b. analyze models of assessment, prevention, intervention, and evaluation; and c. demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. Social workers at the advanced level: d. critically evaluate theory and evidence-based knowledge within various contexts of practice. Educational Policy Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers at the foundation level: a. recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; b. gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; c. recognize and communicate their understanding of the importance of difference in shaping life experiences; and d. view themselves as learners and engage those with whom they work as informants. Social workers at the advanced level: e. demonstrate culturally centered practice that recognizes the diversity that exists between, among, and within different groups. Educational Policy Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in 10

14 organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers at the foundation level: a. understand the forms and mechanisms of oppression and discrimination; b. advocate for human rights and social and economic justice; and c. engage in practices that advance social and economic justice. Social workers at the advanced level d. demonstrate leadership skills that advance human rights and social and economic justice globally. Educational Policy Engage in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers at the foundation level: a. use practice experience to inform scientific inquiry and b. use research evidence to inform practice. Social workers at the advanced level: c. design, implement, and interpret evidence-based social work research d. engage clients and client systems as partners in the research process Educational Policy Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers at the foundation level: a. utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and b. critique and apply knowledge to understand person and environment. Social workers at the advanced level: c. select and apply appropriate theories of human behavior and social environment for the empowerment of and service to clients within various systems. 11

15 Educational Policy Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers at the foundation level: a. analyze, formulate, and advocate for policies that advance social well-being; and b. collaborate with colleagues and clients for effective policy action. Social workers at the advanced level: c. evaluate the impact, intended and unintended, of global policies and regulations d. interpret societal trends in order to develop and promote the empowerment of vulnerable populations within social work practice. Educational Policy Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers at the foundation level: a. continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and b. provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. Social workers at the advanced level: c. assess the context of practice and design interventions that empower clients and influence social justice at the organizational, community, and societal levels. Educational Policy (a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, 12

16 analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Educational Policy (a) Engagement Social workers at the foundation level: i. substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; ii. use empathy and other interpersonal skills; and iii. develop a mutually agreed-on focus of work and desired outcomes. Social workers at the advanced level: iv. differentially apply engagement strategies based on circumstances and changing practice dynamics Educational Policy (b) Assessment Social workers at the foundation level: i. collect, organize, and interpret client data; ii. assess client strengths and limitations; iii. develop mutually agreed-on intervention goals and objectives; and iv. select appropriate intervention strategies. Social workers at the advanced level: v. design appropriate assessment and planning strategies that empower service recipients at various contexts of practice. Educational Policy (c) Intervention Social workers at the foundation level: i. initiate actions to achieve organizational goals; ii. implement prevention interventions that enhance client capacities; iii. help clients resolve problems; iv. negotiate, mediate, and advocate for clients; and v. facilitate transitions and endings. Social workers at the advanced level: vi. implement the strategies that empower service recipients at various contexts of practice 13

17 Educational Policy (d) Evaluation Social workers at the foundation level: i. social workers critically analyze, monitor, and evaluate interventions. Social workers at the advanced level ii. design methods for evaluation of the interventions that empower service recipients at various contexts of practice. Program outcomes assessment Carver School of Social Work faculty members have selected the following seven measures to examine the overall effectiveness of the program: comprehensive examination (foundation and advanced), pass/fail rate on state licensure, rating scale for evaluation of field placement performance, exit interview, self-efficacy scale (foundation and advanced), alumni survey, and leadership positions/employment. Each of these instruments will be administered at key points in the students matriculation through the curriculum. See the table below for a timeline of instrument administration. Comprehensive examination. The foundation comprehensive examination is a direct measure that occurs once a student has successfully completed all courses in the foundation curriculum and the advanced comprehensive examination occurs once a student has successfully completed all the courses in the advanced curriculum. These two differing examinations are for the purpose of examining knowledge, values and practice behaviors acquired at the end of the foundation year and at the end of the advanced generalist year. The examination questions are linked to the practice behaviors and the practice behaviors are linked to the course in which the content is delivered. Thus, all questions assess practice behaviors and deliver outcomes used to inform faculty about curriculum content, knowledge acquisition and practice behaviors of foundation and advanced generalist students. 14

18 Students are expected to score at least a 70 on both exams in order to progress through and receive their diplomas. Specifically, students taking the foundation comprehensive exam must score 70 or greater to proceed to the advanced curriculum. If a student does not meet this minimum requirement, they may retake the exam every 30 days for a maximum of 3 attempts. The student will not progress to the advance year until the minimum score of 70 is achieved. Likewise, students taking the advanced comprehensive exam will score at least a 70 percent pass rate. If the student does not meet this minimum requirement, they may retake the exam every 30 days for a maximum of 3 attempts. Once the score of 70 or greater is achieved, the diploma will be awarded. Students scoring 90% or above on the comprehensive exams will be recognized during the annual pinning ceremony during graduation week. In addition, the foundation and advanced student who make the highest score on the respective comprehensive exam will also be given an award at the pinning ceremony. Rating scale for evaluation of field placement performance. The Rating Scale for Evaluation of Field Placement Performance rates students on their performance on all practice behaviors based on their performance in their field placement. There are two Rating Scales, one that evaluate the student s achievement of foundation practice behaviors and one that evaluates the student s achievement of advanced practice behaviors. The appropriate instrument is administered at the midpoint and completion for both the foundation and the advanced generalist years. Each competency and practice behavior is assessed by the Field Site Supervisor. Each competency has a list of practice behaviors that the Field Site Supervisor uses to measure the students performance. The competencies are scored for performance. Results are shared with the students via conference between student, supervisor 15

19 and field director. Results are shared with faculty for program assessment during the spring faculty retreat and assessment outcomes meeting. Self-assessment survey The second indirect program measurement instrument consists of two different self assessment scales. The first instrument is the Foundation Self-Assessment created Springfield College which assesses the foundation level practice behaviors and will be administered pre and post of the foundation curriculum. In addition, faculty utilized the Foundation Self-Assessment as a model to develop a self-assessment scale specific to our program by using our MSW Competencies and Advanced Practice Behaviors and is called the Advanced Self-Assessment. This instrument will also be administered pre and post, but at the advanced levels of the curriculum. The appropriate instrument (foundation or advanced) will be ed to students as they reach the appropriate time point in their studies. These instruments ask students to evaluate their confidence in their ability to carry out individual practice behaviors, select evidence to support their rating and then to list specific activities they were engaged in to support their selfassessment. This data provides a perspective about where the students started, the growth in learning, and how the student thinks that they have developed. Then, there can be a comparison between each of these scores to yield a possible statistical difference. Social justice and empowerment The Social Justice and Empowerment Scale is a program measure to assess the schools curriculum framework of social justice and empowerment. Foundation students will complete the instrument at the beginning and end of the foundation year and at the end of the advanced year. This allows the program to measure growth from the foundation curriculum and then again at the advanced curriculum. Advanced students will complete the instrument at the beginning and end 16

20 of their advanced year. The instrument consists for four subscales, Counselor Locus of Control, Social Worker Empowerment Scale, Social Justice and Advocacy Scale, and the Belief in a Just World. The Counselor Locus Control Scale developed by Koeske and Kirk (1995) measures the students perception of control in the work role of counselor. The Social Worker Empowerment Scale developed by Frans (1993), measures empowerment among social workers. The Social Justice and Advocacy Scale developed by Van Soest (1996), measures student commitment to client empowerment. The Belief in a Just World developed by Peplau (1975), measures the variable of believing the world is just. State licensure examination The graduate s result on the state licensure examination (pass/fail) and the number of attempts will be kept in a data base by the program on the outcomes assessment coordinator s computer. Students are entered into a data base during enrollment that includes personal (university is terminated after graduation) and FACEBOOK address. The outcomes assessment coordinator contacts graduates in 6 month increments until licensure is attained (if student plans to seek licensure). Results are used to inform program about success in preparing students to achieve licensure. ASWB provides aggregate data to indicate what areas (HBSE, Practice, etc.) a school s graduates demonstrate as strengths and/or weaknesses. Exit survey An exit survey is planned for every student leaving the program, either through graduation, dismissal or withdrawal. In addition to measuring program outcomes, the exit survey will assess how the program and institution may improve academic and support services to students. The instrument is planned as an online survey. The exit survey is an indirect measure but we intend to use this instrument to measure some of our identified learning outcomes. The survey assesses the 17

21 academic service environment in which the student participated, evaluates the student s perception of the learning environment and explores the student s plans to conduct mission or volunteer activities in their future. Leadership positions / employment Upon entry into the MSW program, you are expected to complete a promissory contract to provide the MSW program your employment location and responsibilities for a period of not less than 5 years upon graduation. This information is kept within a secure, password protected computer, and used only for assessment purposes. The data requested does not include social security number, but it does include, date of birth, age at graduation, race, gender and your student ID, contact information, agency name, supervising employers name and location of employment (address), work activities, and your willingness to supervise a student in the future if requested. The information is kept for immediate and future evaluation and is not shared with the Alumni or business offices. 18

22 Outcomes Administration Schedule INSTRUMENT AUGUST ENTRY JANUARY ENTRY FORMAT Entry Into Foundation Year Pre Foundation Self-Assessment August November Online Pre Social Justice and Empowerment August November Online Mid Point of Foundation Year Rating Scale for Evaluation of Field Placement (foundation) November April Paper Completion of Foundation Year Foundation Comprehensive Exam April November Paper Rating Scale for Evaluation of Field April November Paper Placement (foundation) Post Foundation Self- Assessment April November Online Mid Social Justice and Empowerment April November Online Entry Into Advanced Year Pre Advanced Self- Assessment (only for new students) August November Online Pre Social Justice and Empowerment August November Online Mid Point of Advanced Year Rating Scale for Evaluation of Field Placement Performance (advanced) November April Paper Completion of Advanced Year Post Advanced Self-Assessment April November Online Advanced Comprehensive Exam April November Paper Rating Scale for Evaluation of Field April November Paper Performance (advanced) Post Social Justice and Empowerment April November Online MSW Exit Survey April November Online Program content Master s of Social Work Curriculum The Carver School of Social Work and Counseling at Campbellsville University is committed to providing a comprehensive social work education to all who meet eligibility requirements. Those who have obtained approval from the MSW Program Admissions Committee will be expected to follow the course sequence outlined in this section of the handbook. 19

23 Upon meeting admittance criteria, the student will be assigned a social work faculty advisor. Each student is responsible for scheduling an appointment with their respective advisor to schedule graduate courses three weeks prior to the end of their current enrolled term. Students are advised to abide by one of the following sequence plans. If a student has issues that require an alternate sequence, they must seek counsel from their advisor prior to enrolling. The student must notify their advisor of their intent to pursue part time curriculum. Course Sequence MSW foundation (30 credit hours). The foundation year (first year) of the MSW program is for students that do not have an undergraduate degree in social work from a CSWE accredited undergraduate social work program. Baccalaureate level graduates that do not have the BSW yet seek the MSW degree are provided this option as a means to achieve their desired end, an MSW. This curriculum is offered in the evening and online and requires one year of continuous study to complete. The foundation year emphasizes history, practice, values and ethics, research, assessment, advocacy, diversity, policy analysis, evaluation and development. The foundation curriculum consists of 24 credit hours of specified courses taught by doctoral social work educators and 6 credit hours of practicum experience (450 clock hours). A student enrolled full time will complete the foundation curriculum in one year. A student enrolled in the part time program will complete the foundation curriculum in two years. There are two entry points to the foundation year of the MSW program, August and January. Students must complete all foundation courses before taking advanced courses. 20

24 Students begin the program with defined courses as presented in the following Curriculum Guide. A full time MSW degree seeking foundation student (60 credit hour) that begins their program in August will follow the curriculum guide for August entry. See following: The First Year of the 60 Credit Hour MSW Program AUGUST (G2) ENTRY FULL TIME Course Course MSW Program- Courses Titles Content Area Credits Number Graduate 2 (G2) (August October) 3 SWK510 Foundation Practicum I Required 3 SWK570 Cultural Competency Required Online 3 SWK547 Community and Organizational Practice Required Graduate 3 (G3) (October-December) *** *** Practicum will continue this term *** 3 SWK520 Human Development Required Online 3 SWK530 Research Required Graduate 4 (G4) (January-March) 3 SWK511 Foundation Practicum II Required 3 SWK545 Practice Foundation I Required 3 SWK Elective Required Online Graduate 5 (G5) (March-May) *** *** Practicum will continue this term *** 3 SWK546 Practice Foundation II Required 3 SWK575 Policy & Practice Required Online Graduate 6 (G6) (May-June) Optional 3 SWK Elective Elective Graduate 1 (G1) (July-August) Optional 3 SWK Elective Elective 21

25 2 nd Year of 60 Credit Hour Program OR Advanced Standing AUGUST (G2) ENTRY FULL TIME Course Course MSW Program- Courses Titles Content Area Credits Number Graduate 2 (G2) (August October) 3 SWK610 Advanced Practicum I Required 3 SWK615 World Problems and Advocacy Required 3 SWK560 Psychopathology Required Online Graduate 3 (G3) (October-December) *** *** Practicum will continue this term *** 3 SWK655 Evidence Based Practice Required 3 SWK665 Leadership & Supervision in Social Work Required Online Graduate 4 (G4) (January-March) 3 SWK611 Advanced Practicum II Required 3 SWK626 Advanced Practice with Children & Families Required 3 SWK Elective Online Graduate 5 (G5) (March-May) *** *** Practicum will continue this term *** 3 SWK650 Change Theory Required 3 SWK685 Community Development & Grant Writing Required Online Graduate 6 (G6) (May-June) Optional 3 SWK Elective Elective Graduate 1 (G1) (July-August) Optional 3 SWK Elective Elective 22

26 A full time MSW degree seeking foundation student (60 credit hour) that begins their program in January follows the curriculum guide for January entry. See following The First Year of the 60 Credit Hour MSW Program JANUARY (G4) ENTRY FULL TIME Course Course MSW Program- Courses Titles Content Area Credits Number Graduate 4 (G4) (January -March) 3 SWK510 Foundation Practicum I Required 3 SWK570 Cultural Competency/Introduction Required Online 3 SWK545 Foundation Practice I Required Graduate 5 (G5) (March-May) *** *** Practicum will continue this term *** 3 SWK546 Foundation Practice II Required 3 SWK575 Policy & Practice Required Online Graduate 6 (G6) (May-June) 3 SWK511 Foundation Practice II Required Graduate 1 (G1) (July-August)Optional *** *** Practicum will continue this term *** Graduate 2 (G2) (August-October) 3 SWK547 Community and Organizational Practice Required 3 SWK Elective Required Online Graduate 3 (G3) (October -December) 3 SWK530 Research Methods Required 3 SWk520 Human Development Required Online 23

27 2nd Year of 60 Credit Hour Program OR Advanced Standing JANUARY (G4) ENTRY FULL TIME Course Course MSW Program- Courses Titles Content Area Credits Number Graduate 4 (G4) (January -March) 3 SWK610 Advanced Practicum I Required 3 SWK626 Advanced Practice with Children & Families Required 3 SWK Elective Required Graduate 5 (G5) (March-May) *** *** Practicum will continue this term *** 3 SWK650 Change Theory Required 3 SWK685 Community Development and Grant Writing Required Online Graduate 6 (G6) (May-June) 3 SWK611 Advanced Practice II Required Graduate 1 (G1) (July-August)Optional *** *** Practicum will continue this term *** Graduate 2 (G2) (August-October) 3 SWK615 World Problems & Advocacy Required 3 SWK560 Psychopathology Required Online Graduate 3 (G3) (October -December) 3 SWK655 Evidence Based Practice Required 3 SWK665 Leadership & Supervision Required Online If a student enters the MSW as a Foundation student (60 credit hour program) in August as a part-time MSW degree seeking candidate the student will adhere to the curriculum guide that follows: The First Year Of The 60 credit Hour MSW Program AUGUST ENTRY PART TIME Course Course MSW Program- Courses Titles Content Credits Number Area Graduate 2 (G2) (August-October) 3 SWK570 Cultural Competency/Introduction Require Online Graduate 3 (G3) October-December) 3 SWK520 Human Development Required Online Graduate 4 (G4) (January-March) 3 SWK Elective Elective 24

28 Graduate 5 (G5) (March-May) 3 SWK575 Policy & Practice Required Online Graduate Term 6 (G6) (May-June) Optional 3 SWK Elective Elective Graduate Term 1 (G1) (July-August) Optional 3 SWK Elective Elective The Second Year Of The 60 credit Hour MSW Program AUGUST ENTRY PART TIME Course Course MSW Program- Course Titles Content Area Credits Number Graduate 2 (G2) (August-October) 3 SWK510 Foundation Practicum Required 3 SWK 547 Community and Organizational Practice Required Hybrid Graduate 3 (G3) (October-December) *** *** Field will continue this term *** 3 SWK530 Research Methods Required Hybrid Graduate 4(G4) (January-March) 3 SWK511 Foundation Practicum Required 3 SWK545 Foundation Practice I Required Graduate 5 (G5) (March-May) *** *** Field will continue this term *** 3 SWK546 Foundation Practice II Required Graduate 6 (G6) (May-June) Optional 3 SWK Elective Elective Graduate 1 (G1) (July-August) Optional 3 SWK Electives Elective If a student is in their third year of the MSW program as a part-time student (having entered the program as a foundation student (60 credit hour program) they continue following the curriculum guide below to complete their third and final (4 th ) year. In addition, if a student is enrolled in the Advanced Standing program (30 credit hours) as a parttime MSW degree seeking candidate they also follow the curriculum guide presented as follows. 25

29 3 rd Year of 60 Credit Hour Program OR 1st Year of Advanced Standing PART-TIME AUGUST ENTRY Course Course MSW Program- Course Titles Content Area Credits Number Graduate 2 (G2) (August-October) 3 SWK615 World Problems & Advocacy Required Graduate 3 (G3) (October-December) 3 SWK665 Leadership & Supervision in Social Work Required Online Graduate 4 (G4) (January-March) 3 SWK655 Practice and Program Research Required Online Graduate 5 (G5) (March-May) 3 SWK685 Community Development & Grant Writing Required Online Graduate 6 (G6) (May-June) Optional 3 SWK Elective Elective Graduate 1 (G1) (July-August) Optional 3 SWK Elective Elective 4 th Year of 60 Credit Hour Program OR 2 nd Year Advanced Standing PART-TIME AUGUST ENTRY Course Course MSW Program- Course Titles Content Area Credits Number Graduate 2 (G2) (August-October) 3 SWK610 Advanced Practicum Required 3 SWK560 Psychopathology Required Online Graduate 3 (G3) (October-December) *** *** Note Field will be continued to this term *** 3 SWK626 Advanced Practice with Children & Families Required Hybrid Graduate 4 (G4) (January-March) 3 SWK610 Advanced practicum Required 3 SWK Elective Elective Graduate 5 (G5) (March-May) *** *** Note field will be continued to this term *** 3 SWK650 Change Theory Elective Required Graduate 6 (G6) (May-June) Optional 3 SWK Elective Elective Graduate 1 (G1) (July-August) Optional 3 SWK Elective Elective 26

30 If a student enters the MSW program as a Foundation student (60 credit hour program) in January as a part-time degree seeking candidate the student will adhere to the curriculum guide that follows: The First Year Of The 60 Credit Hour MSW Program JANUARY ENTRY PART-TIME Course Course MSW Program- Courses Titles Content Area Credits Number Graduate 4 (G4) (January-March) 3 SWK570 Cultural Competency/Introduction Require Online Graduate 5 (G5) (March-May) 3 SWK575 Policy & Practice Required Online Graduate 6 (G6) (May-June) Optional 3 SWK Elective Elective Graduate 1 (G1) (July-August) Optional 3 SWK Elective Elective Graduate 2 (G2) (August-October) 3 SWK Elective Elective Graduate 3 (G3) (October-December) 3 SWK520 Human Development Required Online Second Year of the 60 Credit Hour MSW Program JANUARY ENTRY PART-TIME Course Course MSW Program- Course Titles Content Area Credits Number Graduate 4 (G4) (January-March) 3 SWK510 Foundation Practicum Required 3 SWK 545 Foundation Practice I Required Graduate 5 (G5) (March-May) ** *** Field will continue this term *** * 3 SWK545 Foundation Practice II Required Graduate 6 (G6) (May-June) Optional 3 SWK Elective Elective Graduate 1 (G1) (July-August) Optional 3 SWK Elective Elective Graduate 2 (G2) (August-October) 3 SWK511 Foundation Practicum Required 3 SWK547 Community and Organizational Practice Required Hybrid 27

31 Graduate 3 (G3) (October-December) ** *** Field will continue this term *** * 3 SWK530 Research Methods Required Hybrid 3 rd Year of 60 Credit Hour Program OR Advanced Standing 1 st year JANUARY ENTRY PART-TIME Course Course MSW Program- Course Titles Content Area Credits Number Graduate 4 (G4) (January -March) 3 SWK655 Practice and Program Research Required Hybrid Graduate 5 (G5) (March-May) 3 SWK685 Community Development and Grant Writing Required Online Graduate 6 (G6) (May-June)Optional 3 SWK Elective Elective Graduate 1 (G1) (July -August)Optional 3 SWK Elective Elective Graduate 2 (G2) (August- October) 3 SWK615 World Problems & Advocacy Required Graduate 3 (G3) (October-December) 3 SWK665 Leadership & Supervision Required Online 4 th Year of 60 Credit Hour Program OR 2 nd Year Advanced Standing JANUARY ENTRY PART-TIME Course Course MSW Program- Course Titles Content Area Credits Number Graduate 4 (G4) (January-March) 3 SWK610 Advanced Practicum Required 3 SWK Elective Required Graduate 5 (G5) (March-May) *** *** Note Field will be continued to this term *** 3 SWK650 Change Theory Required Hybrid Graduate 6 (G6) (May-June) 3 SWK Elective Elective Graduate 1 (G1) (July-August)Optional 3 SWK Elective Elective Graduate 2 (G2) (August -October) 3 SWK611 Advanced Practicum Required 28