Program Assessment Summary Table 16: Masters in Social Work (MSW)

Transcription

1 Program Assessment Summary Table 16: Masters in Social Work (MSW) Term Learning Outcomes Assessment Outcome/Goal Assessed Annual review of all outcomes both foundational year and concentration year using the Field Evaluation Assessment Tool completed by the field. Annual review of all outcomes both foundational year and concentration year using the student evaluation of the program survey completed by students in the foundational year and concentration year, resp. Results Comments / Improvement Made Direct Assessment: Field The direct and indirect evaluation of student assessments showed performance (students concurrence that were assessed mid-year students are and at the end of year): accomplishing the averages attained for all student learning students on all outcomes. objectives fell between meets (3 on a 4 point scale) and above expectations (4 on a 4- point scale). Average student performance on nearly every objective showed some improvement between the mid-year and final assessments. Indirect Assessments: Concerning attainment of student learning outcomes, students completing the survey in both years of the program on all objectives showed averages that fell between agree (3 on a 4 point scale) and strongly agree (4 on a 4-point scale). The following actions were taken to enhance student performance as a result of these assessments and input from faculty, students, alumni, and the program advisory board: 1) Reviewed courses to determine that course descriptions clearly reflect core knowledge and skills for each course. 2) Re-evaluated course objectives to ensure they measure core knowledge and skills stated in the course descriptions. 3) Revised the concentration curriculum to allow adequate time for the practice courses to afford advanced knowledge and skills for competence in treating individuals, families, couples, and groups. 4) Capstone project initiation timeline moved to the fall before the spring semester when it is implemented. 5) titles revised to better align with course content. Table continued below

2 Term Program Goals Assessment Outcome/Goal Assessed All 5 program goals were assessed in light of CSWE accreditation standards Results Comments / Improvement Made Preparation of a selfstudy Added an additional for reaccreditation full-time faculty by CSWE examining all member to provide aspects of the program adequate coverage followed by an on-site and depth of the team review. Program program. weakness cited re Increased the financial number of full-time resources available to faculty; financial the program to resources for the achieve its goals. program; course Revised a course coverage related to syllabus to ensure policy practice; and coverage of policypractice program admissions. related to community organization and program evaluation. Changed program admissions policy to ensure only graduates of an accredited BSW program were eligible for advanced standing in the MSW program. Fall 2008 Program Goals Assessment New accreditation standards introduced. Post-graduation employment data reviewed. All SLO s and measurements reviewed. Indirect: Employment statistics Over 90% of program grads employed in Florida within six months of graduation: highest percentage in state university system. Revised SLO s and measurements developed to meet new accreditation standards. Fall learning Outcomes Assessment All SLO s evaluated. Table continued below Direct Assessment: Field evaluation of student performance: averages attained for all students on all objectives fell between meets (3 on a 4 point scale) and above expectations (4 on a 4- point scale) with the exception of 1 item in the concentration year affecting research and analysis under SLO-4. One item that fell below meets to be monitored for trend development (was within meets range when reassessed in fall 2010). 2

3 Term Fall 2010 learning Outcomes Assessment Outcome/Goal Assessed All SLO s evaluated. Results Comments / Improvement Made Direct Assessment: Field Classes where the evaluation of student foundation year performance: averages deficiencies have been attained for all students found to occur will be on all objectives fell revised to ensure between meets (3 on a 4 content and point scale) and above assignments to enable expectations (4 on a 4- students to achieve point scale) with the higher levels of exception of 2 items in competency. the foundation year affecting SLO s 3,6,7,8, and 12. See Attachment B for additional measurement instruments. For a detailed description of these assessments, please see the MSW program assessment report [49]. Term Spring 2011 Goals & SLO Assessment Spring 2012 Goals & SLO Assessment Outcome/Goal Assessed All goals, competencies and practice behaviors evaluated All goals, competencies and practice behaviors evaluated Results Comments / Improvement Made Using the Final Field Evaluation as the measurement tool, All students (17 or 100%) earned a Satisfactory rating on specific practice behaviors and overall competencies for SOW 6537 meeting expectations See Attachment B for additional measurement instruments. Using the Final Field Evaluation as the measurement tool, All students (37 or 100%) earned a Satisfactory rating on This was the first year for which the department used the Ten Core Competencies and practice behaviors to determine whether a student met the goals of the MSW program. After we calculated the outcomes the curriculum and field committees voted in the fall of 2011 to create a Final Field Evaluation that was more detailed. The result was a document that outlined more specifically the expectations of the field placement and the field. While all students met the expectation for the achievement of competency in each of the ten areas, the field committee, during the 3

4 Spring 2013 Goals & SLO Assessment All goals, competencies and practice behaviors evaluated specific practice behaviors and overall competencies for SOW 6537 meeting expectations See Attachment B for additional measurement instruments. Using the Final Field Evaluation as the measurement tool, All students (21 or 100%) earned a Satisfactory rating on specific practice behaviors and overall competencies for SOW 6537 meeting expectations See Attachment B for additional measurement instruments. summer of 2012, once again revised the Final Field Evaluation to reflect tasks and activities that would be appropriate for demonstrating competency. Additionally, the field coordinator and field committees reviewed the available field placements for MSW students and clearly defined which placements were appropriate for the Generalist year and the Concentration year. This year the Final Field Evaluation is not being changed so we can have consistent metrics to present for the 2016 CSWE reaffirmation of accreditation. Faculty continue to monitor the Learning Plans for the students in field placement in order to insure that the Core Competencies are being addressed and met. 4

5 Attachment A Department of Social Work Florida Gulf Coast University Fort Myers, Florida MSW CONCENTRATION YEAR FALL SEMESTER FIELD EVALUATION Student Name: Field Instructor: Task Instructor: Faculty Liaison: To the Field Instructor: You are being asked to evaluate the competency of the student who has been under your supervision for the fall semester of the Concentration Year of the MSW program at FGCU. Upon completion of this evaluation, please share it with the student and discuss the areas of success and the areas that may need improvement. Students receive a satisfactory/ unsatisfactory grade for each semester of field education. This evaluation is a major portion of that grade. The student is responsible for submitting this form to her/his Faculty Liaison no later than the last day of classes in fall semester. If the student does not meet expectations on any item, please discuss alternative tasks, activities, or strategies for spring semester to give the student an opportunity to demonstrate competence. This is for areas in which the student did not demonstrate expected competent behavior. There will be areas which are not measured until spring semester. The faculty liaison for this student is available to discuss any alterations or additions with you to enhance the student s opportunities for success. Thank you for your service to this student and the Department of Social Work at Florida Gulf Coast University. Lori D. Carroll, LCSW ucation Coordinator lcarroll@fgcu.edu FAX:

6 Brief Summary of Student s Performance: 1. Describe the student s assignments with regard to client populations and service delivery that characterize the student s field experience. 2. Describe the supervisory tools use to document and evaluate the student s performance and demonstration of competence. 3. Briefly describe the student s performance. 4. Describe the student s learning style. 5. Describe the student s strengths as generalist social work practitioner. 6. Review the Learning Contract and identify any learning activities, tasks, or strategies that should be added or modified for spring semester. 6

7 Please circle the number which best describes the student s first semester competency in each area. When selecting a number, think of them in the following terms: 1 Does not demonstrate competency: Student unable to perform minimal tasks and does not demonstrate competency in an understanding of the theoretical basis for this practice behaviors. 2 Marginal demonstration of competency: Student requires intensive redirection and demonstrates difficulty in achieving required competency for this practice behavior. 3 Meets expectations for competency: Student demonstrates ability and knowledge to meet the basic expectations for competency for this practice behavior. 4 Above expectations for demonstration of competency: Student demonstrates knowledge and ability beyond the basic expectations for competency for this practice behavior. NA No basis for evaluation: This is used when there was no opportunity for the student to demonstrate competency. There should be few, if any, of these designations. I. 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. 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. Use supervision and consultation. 7

8 II. Apply social work ethical principles of guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision making. A. Recognize and manage personal values in a way that allows. professional values to guide practice. B. Make ethical decisions by applying the NASW Code of Ethics. C. Tolerate ambiguity in resolving ethical conflicts. D. Apply strategies of ethical reasoning to arrive at principled decisions. III. 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. A. Distinguish, appraise, and integrate multiple sources of knowledge, including researched-based knowledge, and practice wisdom. B. Analyze models of assessment, prevention, intervention, and evaluation. C. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. 8

9 IV. 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 inter-sectionality of multiple factors including age, class, color, culture, disability, ethnicity, 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. 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. D. View themselves as learners and engage those with whom they work as informants. V. Advance human rights and social 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 organizations, institutions and society to ensure that these basic human rights are distributed equitably and without prejudice. A. Understand the forms and mechanisms of oppression and discrimination B. Advocate for human right and social and economic justice. C. Engage in practices that advance social and economic justice. 9

10 VI. 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. A. Use practice experience to inform research inquiry. B. Use research evidence to inform practice. VII. 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 works apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual developments. A. Use conceptual frameworks to guide the processes of assessment, intervention, and evaluation. B. Critique and apply knowledge to understand person and environment. VIII. Engage in policy practice to advance social and economic well-being 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. A. Analyze, formulate, and advocate for policies that advance social well-being B. Collaborate with colleagues and clients for effective policy action. 10

11 IX. 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. A. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. B. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. X. 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, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Engagement A. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. B. Use empathy and other interpersonal skills. C. Develop a mutually agreed-on focus of work and desired outcomes. 11

12 Assessment A. Collect, organize, and interpret client data. B. Assess client strengths and limitations. C. Develop mutually agreed-on intervention goals and objectives. D. Select appropriate intervention strategies. Intervention A. Initiate action to achieve organizational goals. B. Implement prevention interventions that enhance client capacities. C. Help clients to resolve problems. D. Negotiate, mediate, and advocate for clients. E. Facilitate transitions and endings. Evaluation A. Critically analyze, monitor, and evaluate interventions. Comments: 12

13 Signatures: Field Instructor Date Task Supervisor Date Student Date Faculty Liaison Date 13

14 Attachment B: Master of Social Work Program Assessment Plan Name of the Program: Master of Social Work Name of Program Leader: Mary Hart Revision Date: Mission Statement (if any): The mission of the Master of Social Work program at Florida Gulf Coast University is to prepare students with knowledge, skills, and values of professional social work. Objective/SLO(s) #1: Identify as a professional social worker and conduct oneself accordingly. COMMUNICATION #2: Apply social work ethical principles to guide professional practice. CONTENT In s SOW 6105 SOW 6236 SOW 6305 SOW SOW 6305 SOW 6306 SOW

15 #3: Apply critical thinking to inform and communicate professional judgment. CRITICAL THINKING #4: Engage diversity and difference in practice. CONTENT COMMUNICATION CRITICAL THINKING #5: Advance human rights and social and economic justice. CONTENT COMMUNICATION #6: Engage in research-informed practice and practice-informed research. CONTENT CRITICAL THINKING SOW 6105 SOW 6124 SOW 6305 SOW 6306 SOW 6344 SOW 6405 SOW 6435 SOW 6611 SOW 6105 SOW 6305 SOW 6306 SOW 6435 SOW 6105 SOW 6306 SOW 6344 SOW 6405 SOW

16 #7: Knowledge of human behavior and the social environment. COMMUNICATION CRITICAL THINKING #8: Engage in social policy practice to advance social and economic well-being and to deliver effective social work services. CONTENT CRITICAL THINKING #9: Respond the contexts that shape practice. COMMUNICATION #10: Engagement, assessment, intervention, and evaluation with individuals, families, groups, organizations, and communities. A. Engagement CONTENT COMMUNICATION CRITICAL THINKING SOW 6105 SOW 6124 SOW 6306 SOW 6344 SOW 6236 SOW 6306 SOW 6124 SOW 6305 SOW 6306 SOW

17 B. Assessment CONTENT COMMUNICATION CRITICAL THINKING C. Intervention CONTENT COMMUNICATION CRITICAL THINKING D. Evaluation CONTENT COMMUNICATION CRITICAL THINKING SOW 6124 SOW 6305 SOW 6306 SOW 6344 SOW 6435 SOW 6611 SOW 6305 SOW 6344 SOW 6611 SOW 6344 SOW

18 EACH COURSE IN MSW PROGRAM: How often How assessed When assessed Who is assessed Who assesses SOW 6105: Human Behavior and the Social Environment Cultural Experience and related paper; HBSE/developmental theory paper; Life Event paper Fall semester Foundation year SOW 6124: Psychopathology Diagnostic papers; Practice Licensure exam; Case discussions (on-line) Fall Semester Concentration year SOW 6186: Macro SW Theory and Practice Understanding Community Strengths and Needs paper; International Social Justice and Poverty paper Spring semester Foundation year : Social Welfare and History Social Welfare Problem paper; Wiki group project; Fall semester Foundation year SOW 6236: Social Policy Analysis Social Welfare Policy Analysis project; NASW Policy Position paper; Spring semester Foundation year SOW 6305: Social Work Practice I Agency Overview paper; Client Assessment paper; Mutual Aid Group proposal Fall semester Foundation year 18

19 SOW 6306: Social Work Practice II Literature Review of Evidence-Based Practice; Practice Theory presentation; Spring semester Foundation year SOW 6344: Advanced Clinical Group Practice Group Process Summary paper and evaluation; Group Technique and Skill Building Presentation Spring semester Concentration year : Advanced Practice Seminar Advanced Clinical Practice presentation; Advanced Policy Project; Professional Resume; Spring semester Concentration year SOW 6405: Research I: Methods Case Study; Research Proposal; exam Spring semester Foundation year SOW 6435: Research II: Practice Evaluation Research proposal; Program Evaluation report; mid-term exam. Fall Semester Concentration year SOW 6611: Advanced Clinical Practice with Families and Couples Assessment/Intervention of Family or Couple; Family Role Play (video); Spring semester Concentration year : Advanced Clinical Practice with Individuals Staged Client Interview: Assessment/Intervention; final exam Fall Semester Concentration year 19

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