SELF STUDY REPORT FOR REAFFIRMATION OF THE DEFIANCE COLLEGE BACCALAUREATE SOCIAL WORK PROGRAM

SELF STUY REPORT FOR REAFFIRATION OF THE EFIANCE COLLEGE BACCALAUREATE SOCIAL WORK PROGRA for T H E C O U N C I L O N S O C I A L W O R K E U C A T I O N PREPARE BY EFIANCE COLLEGE SOCIAL WORK PROGRA FACULTY AUGUST 1 ST, 2011 Author Jeffrey S. Weaner, SW Professor of Social Work irector, Social Work Program Contributors Alesia Yakos-Brown, SW Field Coordinator Assistant Professor of Social Work Rebecca Wiersma, Ph.., SW, LSW Assistant Professor of Social Work efiance, Ohio 43512

Preface This self-study document is the sixth review since the Social Work Program at efiance College received initial accreditation in 1978 which was retroactive to 1976. The document reflects the Program as it is presently operating through August 1, 2011. The self-study document is the product of the efiance College Social Work faculty, in consultation with its Advisory Board, field instructors, students, division facility and administrators. The Social Work faculty wish to express their deep appreciation to these individuals for their support of the reaffirmation process and their contribution to refining and improving the Program. Recognition is also extended to Cindy Knight, Faculty Secretary, for her many hours of dedicated work in preparing this document.

Table of Contents Accreditation Standards Preface 1. Program ission and Goals TAB 1 1.0 Program ission and Goals 1.0.1 Program Values 1 1.0.2 Program Content 4 2. Explicit Curriculum TAB 2 2.0 Curriculum 2.0.1 7 2.0.2 8 2.0.3 8 2.0.4 11 2.0.5 13 2.1 Field Education 2.1.1 37 2.1.2 38 2.1.3 40 2.1.4 40 2.1.5 41 2.1.6 47 2.1.7 49 2.1.8 51 3. Implicit Curriculum TAB 3 3.1 iversity 3.1.1 53 3.1.2 62 3.1.3 65 3.2 Student evelopment 3.2.1 68

3.2.2 69 3.2.4 70 3.2.5 71 3.2.6 71 3.2.7 72 3.2.8 73 3.2.9 75 3.2.10 77 3.3 Faculty 3.3.1 79 3.3.2 81 3.3.3 82 3.3.4 86 3.3.5 86 3.3.6 88 3.4 Administrative Structure 3.4.1 89 3.4.2 91 3.4.3 91 3.4.4 96 3.4.4a 96 3.4.4b 94 3.4.4c 94 3.4.5 94 3.4.5a 95 3.4.5b 95 3.4.5c 95 3.5 Resources 3.5.1 96 3.5.2 98 3.5.3 98 3.5.4 99

3.5.5 105 3.5.6 105 4. Assessment TAB 4 4.0.1 107 4.0.2 109 4.0.3 111 4.0.4 112 4.0.5 113 APPENICES TAB 5 I. etailed curriculum chart of competencies, practice behaviors, knowledge, values and skills with assignments. II. Faculty Curriculum Vitas III. Jeffrey Weaner letters of appointment IV. Assessment Plan V. Assessment ata results VI. Alumni Survey

AS1. Program ission and Goals B1.0.1 The program submits its mission statement and describes how it is consistent with the profession s purpose and values and the program s context ISSION STATEENT OF THE EFIANCE COLLEGE SOCIAL WORK PROGRA The efiance College Social Work Program strives to be a learning and nurturing community where the facets of students are developed through self-reflection, academics, experiential learning, and openness. Our aim is to develop professional generalist social workers who embody the values of our profession, while striving to understand the complexity of people and their circumstances, and are dedicated to strengthening the communities, groups, and individuals that comprise our diverse world. The program also strives to develop servant leaders who seek to enrich opportunities for the oppressed and are advocates for social justice. The mission of the Social Work Program at efiance College reflects the purposes of social work education as indicated in the CSWE Educational Policy, Section 1.1. The mission shares the purpose, to promote human and community well-being, as it states, to be a learning and nurturing community where the facets of the students are developed through self-reflection, academics, experiential learning, and openness. Our aim is to develop professional generalist social workers who embody the values of the profession. Further, the purpose of social work education includes the guidance by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry. The mission of the Social Work Program shares that end by striving to be a learning and nurturing community where the facets of the students are developed through self-reflection, academics, experiential learning, and openness. As well as our aim to develop social workers who embody the values of the profession, while striving to understand the complexity of people and their circumstances, who are dedicated to strengthening the communities, groups, and individuals that comprise our diverse world. The Program s mission also shares the purpose, social work s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons. This is indicated by the mission s statement, The program also strives to develop servant leaders who seek to enrich opportunities for the oppressed and are advocates for social justice. 1

The mission of the Social Work Program is also consistent with the structure of social work education as it prepares baccalaureate students for generalist professional practice. The efiance College Social Work Program develops generalist practitioners through a curriculum that integrates: the strengths perspective, systems theory, ecological perspective, values and ethics, understanding and working effectively with diversity, populations-at-risk, social and economic justice, human behavior and the social environment, social welfare policy and services, social work practice, research, field education, and client empowerment. (Kirst-Ashman& Hull, Jr., 2009, p. 32). Our program embraces the new International definition of social work and its concomitant values, adopted by the International Federation of Social Workers (IFSW) and endorsed by the National Association of Social Workers (NASW) (ubois & iley, 2011, p.2): The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilizing theories of human behavior and social systems, social work intervenes at the point where people interact with their environments. Principles of human rights and social justice are fundamental to social work. (IFSW, 2004, efinition section, 1) The program, accredited since 1976, has evolved over the decades with the development and refinement of what it means to be a Baccalaureate Social Work practitioner. As changes in expectations of practice have emerged and been institutionalized through the Council on Social Work Education s educational policy statements, so has the program grown in its educational mission to provide a professional education grounded in the values and ethics of the profession. The program views the NASW Code of Ethics as the touchstone and anchor of social work profession. Those ethics together with the values of the dignity of people, professional competence, and the empowerment of people, social justice, human rights, and service to others are the foundation of the efiance program. The context of this program is one of historical, institutional and regional fit. Social Work at efiance College formally begins in 1967 with the transfer of the Schauffler College Endowment for Social Work and Christian Education from Oberlin College to efiance. The original Schauffler College of Religious and Social Work, founded in 1886, was located in Cleveland Ohio and prepared students for lives of service in both Christian Education and later Social Work focusing its efforts on new Slavic immigrant populations at the turn of the twentieth century. Schauffler College was given the right to grant degrees in religious education and social work between the years of 1930 and 1931. In 1943, the college was recognized by the American Association of Schools of Social Work and became a charter member of the 2

National Council on Social Work Education. This legacy of service to others is an important part of our programs context and underscores the college s commitment to the social work program and to all its underlying values. efiance College also has a commitment to service to others dating back into the 1920 s. A plaque on our campus grounds, the site of an early residence hall, reads In hopes that young men may go forward from its walls prepared for worthy service. In the mid nineteen nineties, efiance College became a nationally recognized leader in service learning by designating it as an integral part of the college s mission and embedding service into its curriculum. The ission Statement of efiance College rests upon four pillars To Know, To Understand, To Lead, and To Serve. All programs are continually challenged to meet the charges stated in those pillars. TO KNOW We believe that the liberal arts form a broad basis for all learning. We affirm that academic excellence demands a committed search for truth, competency in research and other problem solving methods, the ability to synthesize knowledge from many sources, and a capacity for self-directed learning. TO UNERSTAN We provide opportunities for students to perceive and make connections between the intellectual realm and the world. We strive to develop awareness of and sensitivity to global interdependence and diverse cultures. TO LEA We are committed to the betterment of the community, the nation, and the world through the development of leadership skills and abilities. We create opportunities for students to initiate and facilitate beneficial action in and out of the classroom and encourage self-reflection on the role of the dedicated leader. TO SERVE We encourage our students to be of service to their fellow students, their chosen fields of study, their communities and the world. We provide opportunities for students to transform society through civic engagement along with application of their knowledge and understanding to service. Our emphasis on the development of the individual through knowledge, self-reflection, engagement and service to others through the profession of social work streams directly from and embraces the mission of the college. At the turn of the millennium, efiance stepped up its service commitment to what was called extreme engagement of its academic programs with the Northwestern Ohio area. The Social Work faculty and students have always played a significant role in this form of social action. Our institutional context has 3

also extended beyond the regional to the international through the caster School for Advancing Humanity at efiance College. Our social work faculty and many of our students have regularly partnered with the Cambodian Women s Crisis Center since 2004. Faculty and students address needs expressed by the CWCC and providing trainings and other projects to the victims of domestic violence, human trafficking and rape on an annual basis. Our geographic area and rural demographic composition offer both opportunities and challenges. The surrounding six counties, in which the program has its largest proportion of field placements, are overwhelmingly rural (the largest city is efiance with a population of approximately 16,400 people), white (92%) with an average of 8% minority populations (the largest group being persons who identify a Hispanic heritage) and an average poverty rate of 9.6%. We are, however, within fifty miles of two cities with populations in excess of 150,000 people. ost of the area s social service agencies are county or multi-county and place a wide variety of demands upon their professional staff. Our problem-solving, strengths based approach which emphasizes both a logical sequence of steps as well as creativity and flexibility fits well with our agencies orientation to client outcomes and view of practice. B1.0.2 The program identifies its goals and demonstrates how they are derived from the program s mission PROGRA GOALS: 1. To prepare students for immediate entry into employment through the development of the Council on Social Work Education defined competencies for Baccalaureate practice. 2. To prepare the student for licensure as a baccalaureate social worker (L.S.W) in the State of Ohio. 3. To prepare the student for graduate school education in social work by giving them a solid foundation in the five component parts of generalist social work practice: social research, social welfare policy and delivery, human behavior and social environment, social work practice skills, and field practicum in addition to curriculum content in values, ethics, diversity, social and economic justice and populations-at-risk. 4. To promote life-long learning and professional growth for students and area social work practitioners. The goals of the Social Work Program derive from its mission and relate to the purposes of social work education. The preparation of students for immediate employment in the social work field at the beginning practice level is appropriate to the baccalaureate level social work curriculum. Competent 4

practice as a beginning social worker in the State of Ohio is further exemplified by licensure at the baccalaureate level. Our curriculum seeks to adequately prepare students for passing the LSW exam. The provision of the required knowledge, values and skills grounded in the history, philosophy and purposes of the profession is contained in the Program s curriculum builds on the liberal arts foundation and is based on the eight content areas for a foundational curriculum which leads to both successful practice and graduate school. Additionally, the Social Work Program at efiance College believes that on-going learning and professional growth are required for maintaining a level of competence in the profession and seeks to provide these opportunities to students and area social work practitioners. Our goals flow from the mission of the program in a very straight forward fashion. Baccalaureate practice is defined by the Council on Social Work Education by a set of competencies and practice behaviors. Our program s mission is to impart those skills, values, and knowledge in a manner consistent with our heritage of service and institutional purpose so that our graduates can become competent successful practitioners and possess the fundamental knowledge, values, and skills of the profession in order to succeed both in the field and in graduate study. 5

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AS B2.0. Curriculum B2.01 The program discusses how its mission and goals are consistent with generalist practice as defined in EP B2.2 The Council on Social Work Education provides guidance to all graduate and undergraduate social work programs through the development of professional standards of practice for baccalaureate level education to educate professionals who are competent practitioners. The council has defined ten competencies and forty-one practice behaviors for professional social work practice that must be addressed and mastery must be evidenced by students. Our program s mission contains the elements of Educational Policy B2.2 which defines Generalist Practice. The connection between our mission and goals of the program to the definition of Generalist Practice is very straightforward. Our mission and goals state that we train Baccalaureate Practitioners and Baccalaureate level practice is defined by the Council on Social Work Education as generalist practice elaborated through a set of competencies and practice behaviors. Our program s mission and goals are to impart those skills, values, and knowledge that construct these competencies in a manner consistent with our heritage of service and the liberal arts framework as stated in our institutional pillars To Know, To Understand, To Lead, and To Serve. The Educational Policy Statement B2.2- Generalist Practice defines the Baccalaureate generalist and their practice by stating: Generalist Practice is grounded in the liberal arts and the person and environment construct. This first phrase addresses the substantive foundation courses of study and liberal arts offerings which give students the basic concepts, information and perspective necessary to being an educated person prior to formal admission to the major. This is expressed in our mission statement when we state that : Our aim is to develop professional generalist social workers who embody the values of our profession, while striving to understand the complexity of people and their circumstances... The implication of the understanding the complexity of people and their circumstances is that the liberal arts provide a breadth of knowledge as well as critical thinking skills which become a significant part of understanding the complexities and nuances of culture, society, organizations, groups, and individuals. EP B2.2 further states in its definition that: To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations and communities. Our mission statement states that are dedicated to strengthening the communities, groups, and 7

individuals that comprise our diverse world. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Our mission statement says Our aim is to develop professional generalist social workers who embody the values of our profession, while striving to understand the complexity of people and their circumstances. The value component is direct and the critical thinking is implied in the second half of the statement and elaborated in our above statement regarding liberal arts. Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice. Our mission addresses this by saying The program also strives to develop servant leaders who seek to enrich opportunities for the oppressed and are advocates for social justice. Program Goal number 3 also includes a further elaboration. And the final component of EP B2.2 concludes with the statement: They engage in research informed practice and are proactive in responding to the impact of context on professional practice. is implied in both the mission s reference to developing professional generalist social workers as well as the Program Goals numbers 1, 3 and 4. B2.0.2 Identifies its competencies consistent with EP 2.1.1-2.1.10d The efiance College Social Work Program after substantial discussion with its faculty and advisory board elected to adopt the CSWE s competencies as well as their practice behaviors verbatim. B2.0.3 Provides an operational definition for each of its competencies used in its curriculum design and its assessment EP 2.1 through 2.1.10d The program operationalized each of the ten competencies through the forty-one practice behaviors. This operationalization allows for an elaborating of the knowledge, values, and skills required for each of the practice behaviors to be demonstrated by students. The curriculum is designed to provide the requisite educational experiences in order to adequately scaffold the students to demonstrate the practice behaviors which CSWE has specified operationalizes the competencies. Below is each competency, and its operationalizing practice behavior is listed below EPA2.1.1 Identify as a professional social worker and conduct oneself accordingly 2.1.1.1 advocate for client access to the services of social work; 8

2.1.1.2 practice personal reflection and self- correction to assure continual professional development; 2.1.1.3 attend to professional roles and boundaries; 2.1.1.4 demonstrate professional demeanor in behavior, appearance and communication; 2.1.1.5 engage in career-long learning; and; 2.1.1.6 use supervision and consultation EPA2.1.2 Apply social work ethical principles to guide professional practice. 2.1.2.1 recognize and manage personal values in a way that allows professional values to guide practice; 2.1.2.2 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 Assn. of Schools of Social Work Ethics in Social Work Statement of Principles; 2.1.2.3 tolerate ambiguity in resolving ethical conflicts; and, 2.1.2.4 apply strategies of ethical reasoning to arrive at principled decisions EPA2.1.3 Apply critical thinking to inform & communicate professional judgments. 2.1.3.1 distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge and practice wisdom; 2.1.3.2 analyze models of assessment, prevention, intervention, and evaluation; and, 2.1.3.3 demonstrate effective oral and written communication in working with individuals, families, groups, organizations and communities. EPA2.1.4 Engage diversity and difference in practice. 2.1.4.1 recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; 2.1.4.2 gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; 2.1.4.3 recognize and communicate their understanding of the importance of difference in shaping life experiences; 2.1.4.4 view themselves as learners and engage those with whom they work as informants. EPA2.1.5 Advance human rights and social and economic justice. 2.1.5.1 understand (sic: can identify and articulate ) the forms and mechanisms of oppression and discrimination; 9

2.1.5.2 advocate for human rights and social and economic justice; and 2.1.5.3 engage in practices that advance social and economic justice. EPA2.1.6 Engage in research-informed practice and practice-informed research. 2.1.6.1 use practice experience to inform scientific inquiry; and 2.1.6.2 use research evidence to inform practice. EPA2.1.7 Apply knowledge of human behavior and the social environment. 2.1.7.1 utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and 2.1.7.2 critique and apply knowledge to understand person and environment. EPA2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 2.1.8.1 analyze, formulate, and advocate for policies that advance social well-being; and 2.1.8.2 collaborate with colleagues and clients for effective policy action. EPA2.1.9 Respond to contexts that shape practice. 2.1.9.1 continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and 2.1.9.2 provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. EPA2.1.10 a-d Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. 2.1.10(a) Engagement 2.1.10.1 substantively and affectively prepare for individuals, families, groups, organizations, and communities; 2.1.10.2 use empathy and other interpersonal skills; and 2.1.10.3 develop a mutually agreed-on focus of work and desired outcomes. 2.1.10(b) Assessment 2.1.10.4 collect, organize, and interpret client data; 2.1.10.5 assess client strengths and limitations; 2.1.10.6 develop mutually agreed-on intervention goals and objectives; and 10

2.1.10.7 select appropriate intervention strategies. 2.1.10(c) Intervention 2.1.10.8 initiate actions to achieve organizational goals; 2.1.10.9 implement prevention interventions that enhance client capacities; 2.1.10.10 help clients resolve problems; 2.1.10.11 negotiate, mediate, and advocate for clients; and 2.1.10.12 facilitate transitions and endings. 2.1.10(d) Evaluation 2.1.10.13 critically analyze, monitor, and evaluate interventions. B2.0.4 Provides a rationale for its formal curriculum design demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field. In accordance with EP 2.0, the explicit curriculum constitutes the program s formal educational structure and includes the courses and the curriculum. Social Work education is grounded in the liberal arts, which provide the intellectual basis for the professional curriculum and inform its design. The explicit curriculum achieves the program s competencies through an intentional design that includes the foundation offered at the baccalaureate[level] The BSW curriculum prepares its graduates for generalist practice through mastery of the core competencies. The efiance College Social Work Program, initially accredited in 1976 and continuously thereafter, has employed a core curriculum design which has allowed us to evolve successfully to meet changes in CSWE standards by revising within courses and with few major revisions. The foundation curriculum is traditionally organized around five areas: Social Work Practice, Social Welfare and Social Policy, Human Behavior and the Social Environment, Social Research, and Field Education with Values and Ethics, iversity, and Populations-at- Risk and Social and Economic Justice content infused throughout. The foundation for the practice methodology is contained is the N.A.S.W Code of Ethics. These values place emphasis on enrichment through diversity, working for the enhancement of vulnerable populations and populations at risk, and working toward social and economic justice. Another element to the design is has been a constant is that it takes four years to develop the knowledge, values and skills in a student to transform them into a professional social worker. The Program s curriculum is further conceptualized as progressing through three distinct developmental phases. The first phase is primarily the substantive foundation courses of study and liberal arts offerings 11

that give students the basic concepts, knowledge, and perspective necessary to being an educated person prior to formal admission to the major. This foundational coursework is our pre-professional sequence requirements (numbered below 300; 300 level and above are courses taken after formal admission to the social work program). These offerings include: Introduction to Social Work, Life in Society, Behavior Statistics, Social Problem, Cultural iversity, arriage in the Family, Interviewing and Interpersonal Communication. Additionally, students take Introduction to Psychology, Infancy and Childhood, Adolescence and Adulthood, and Abnormal Psychology. The first two years are also when most students are grounded in the liberal arts. Students complete general education in communication, the arts and humanities, and science. Our general education curriculum coursework is organized around seven learning outcomes that are assessed at the course level. These outcomes are: 1. evelop effective communication skills, including the abilities to write and speak clearly and cogently 2. evelop the ability to think critically and utilize critical thinking skills when problem solving. 3. evelop the ability to formulate value judgments, well-reasoned, ethically informed, and that give due consideration to the beliefs and individuality of others. 4. evelop an understanding of quantitative reasoning and the scientific method as they relate to understanding the world. 5. evelop an appreciation of the importance of history, literature and the arts for understanding the diverse and complex world in which we live. 6. evelop an understanding of the structures of societies and appreciate the importance of global societal differences. 7. evelop an understanding of the role of the citizen in communities through practical application of service, research and leadership. At efiance, a course which meets a general education requirement must address and assess a college learning outcome. Students typically take follow the coursework identified in the Sample Plan for Social Work on page 29 of the Social Work Program Student Handbook in Volume 3. The second, or professional development phase (post-formal admission to the program), is comprised of social work courses which are taken primarily during the junior year and fall semester of the senior year. Students take three practice courses (SW 355, 356, 457), the research course (SW 301), the HBSE capstone (SW 379), policy (SW 476) and the 150 hour field experience (SW397). The intention is enable students to build upon and reinforce and integrate prior knowledge, values, and skills by providing focused opportunities in and outside of the classroom in preparation for students demonstrating mastery of the programs practice behaviors and competencies. 12

The sequencing of courses and assignments follows a progression of Bloom s Taxonomy, a classification scheme of intellectual behavior that identifies six levels within the cognitive domain, from the simple recall or recognition of facts through increasingly more complex and abstract mental levels. This framework provides the conceptual rationale for creating developmentally appropriate opportunities for students to identify, frame and analyze increasing complex questions as well as increasing integrate the knowledge, values, and skills of social work into a professional identity. The third phase is the synthesis and evaluation phase, the two highest level of Taxonomy, consisting of the senior field placement and senior seminar is taken the second semester of the senior year. The concurrent experiences provide students with an intentional linkage between the field and ethical application of social work knowledge, values, and skills, as well as, the assessment of students mastery of the eleven competencies which make up the core of the social work program and profession. B2.0.5 escribes and explains how its curriculum content (knowledge, values, and skills) implements the operational definition of each of its competencies. The detailed breakdown of our curriculum and the competencies and the practice behaviors and the knowledge, values, and skills that are taught in our classes is found in Appendix I of this volume. The syllabi of those classes are found in Volume 2, where the materials, assignment, and activities are identified. The discussion that follows highlights the information found in those appendices. Each competency is listed followed by the practice behavior highlights of the curriculum content. EP 2.1.1. Identify as a professional social worker and conduct oneself accordingly. 1. Advocate for client access to the services of social work In the introductory course, SW 121, students learn the role of social welfare in contemporary U.S. society and its historical developments with emphasis on political, economic, and social influences. This overview helps students understand and evaluate society s current response to human need, paving the way for working with oppressed populations. The first two practice courses, SW 355 and SW 356, builds on the introductory social work foundation course to deepen and refine practice skills, knowledge, and values necessary for culturally competent generalist social work practice. Students learn about advocating for client access to the services of social work and to value social workers role in reducing barriers to resources for individuals that have historically been oppressed or marginalized. acro-practice, SW 457, examines causes advocacy, working on behalf of groups of people who lack the ability to advocate for themselves, and examining cause advocacy strategies and tactics to best serve vulnerable populations. Some of these strategies are put into action within 13

the Night without a Home, a community awareness event. Advocacy is further emphasized in the social welfare and policy development course, SW 476. This course helps students understand what drives social welfare policy, how it impacts lives, and how social workers have shaped policies. The students gain hands-on experience via the social policy advocacy project, which requires analysis of a policy and presentation of findings to a community organization. These courses provide students with skills in assessing power differentials, problems situations, clients, and adversaries as well as advocacy strategies and tactics. Agency assignments within 397, Junior Field and 488, Senior Seminar, lead students to learn about the services of his/her perspective agency, role of the agency within the community network, and referral systems. As a result, students learn how to advocate for access to services for clients within the agency, as well as within the overall social services network. 2. Practice personal reflection and self-correction to assure continual professional development. Reflection and self-correction is emphasized in three social work courses, 278 (Interviewing and Interpersonal Communication), 355 (Practice I), and 356 (Practice II). In these courses students practice personal reflection and self-correction to assure continual professional development. In 278, this process is facilitated via a videotape project and in-class role plays in which students must examine and assess their own work. This work is complemented through reflection exercises and classroom discussions in 355. These exercises and discussions are designed to help students assess whether or not their personal values/beliefs are congruent with professional values/ethics. Finally, in 356 students honor their self-awareness by recognizing how it informs their lifelong professional development as it relates specifically to work with families and groups from diverse populations. Students practice self-reflection in SW 379, the HBSE capstone, in discussion and papers addressing what is like for them to ask for help, what it means to feel they are understood, the changing a behavior for four days, and then reflecting on the role of the client vis-a-vie the social worker. At the end of SW 379, students also write a paper in which they reflect on the theories covered thus far and write about how and why selected theories contribute to their understanding of people and which theories seem to have less credence. Within junior (397) and senior (488) field seminar, students practice personal reflection and self correction by processing actions taken within their placements within the seminar courses and with their agency field instructors. 3. Attend to professional roles and boundaries. In our introduction course, 121, students are introduced to the wide range of professional roles in generalist practice and the NASW code of ethics. Students learn to attend to professional roles and 14

boundaries through the use of role plays, reflection exercises, and quizzes and exams. In the Interviewing and Interpersonal Communication course, 278, students learn about and practice techniques useful in performing professional roles across the spectrum of social work practice via role plays and a video assignment. Students learn about the dynamics of a positive and professional relationship with clients; the relationship skills of acceptance, empathy, genuineness and authenticity, interest, warmth, trust, and respect. In Practice I, 355, and Practice II, 356, common ethical dilemmas are explored in practice. Students are asked to analyze different dilemmas and employ a model of ethical-decision making. Within Practice III, SW 457, students explore professional roles and boundaries surrounding skills for organizational and community change, as well as skills for advocacy with vulnerable populations. Students demonstrate appropriate roles and boundaries with hands on projects being the Pay it Forward Student-Led Philanthropy Grant and Night without a Home. Additionally students demonstrate professionalism with employing ethical, decision making models to manage ethical dilemmas within macro contexts. These courses also discuss issues related to boundaries and professional roles through in-class exercises that include case studies and role-plays. The entire field practicum at the junior (397) and senior (488) level assists students in attending to professional roles and boundaries. Social work roles and boundaries are discussed within seminar courses and with perspective field instructors within the agencies. One of the first boundaries addressed being the acknowledgement to clients that one is a student intern. 4. emonstrate professional demeanor in behavior, appearance, and communication. Students learn to demonstrate professional demeanor in behavior, appearance, and communication in several of the courses. In the Introduction course, 121, students learn professional conduct appropriate to the profession and within the classroom and practice setting. The NASW code of ethics is also introduced. Professional demeanor is further developed in Interviewing, 278, Practice I, 355, Practice II, 356, Practice III, 457, and Policy, 476. In 278, students learn basic skills in communication and interviewing. The course covers communication, nonverbal communication, listening skills, and other factors that positively influence the interview. In SW 379, the seminar format along with student s presentations of theory, emphasize professional demeanor. Professional behavior, appearance, and communication are emphasized throughout Practice I, II, and III. These courses use a variety of role-plays, case studies, and hands-on experiential activities aimed at understanding professional duties and resolving ethical dilemmas. Within Practice III, 457, students demonstrate an integration of the code of ethics and appropriate professional conduct in their interactions with the community during Night without a Home and the Pay it Forward 15

Student-Led Philanthropy projects. The students are responsible for completing individual professional conduct evaluations. Finally, in the policy course there is content related to professional interactions with community agencies, which culminates in both a formal in-class and community presentation. In all of the courses, students learn to integrate the code of ethics and appropriate professional conduct and they are expected to demonstrate this during interactions within the classroom as well as the practice settings. Field seminars (397 & 488) address professional conduct of student social workers, such as appropriate appearance conducive to client services, oral and written communication, and integration of the code of ethics in practice. The senior capstone assignment, being the senior case presentation, allows for student demonstration of appropriate professional demeanor. 5. Engage in career-long learning. The entire social work program models career-long learning by sponsoring workshops and conferences for community professionals. Social work faculty has membership within area organizations that collaborate to address training needs in the community. Student attendance at these venues is encouraged and connected to topics of interest in individual classes. Within junior (397) and senior (488) field students learn that lifelong growth and development is integral to the professional identity of a social worker. Students exhibit an ongoing attitude of responsibility for developing professional knowledge toward enhancement of services to client systems. As part of the field practicum, students within their agencies participate in professional development activities (workshops, conferences, training), organizations, and/or service learning 6. Use Supervision and consultation. In Practice I, 355, and Practice II, 356, students learn about the purpose and processes of supervision in the profession of social work through in-class discussions and case studies. Practice III, SW 457, explores using micro skills in the macro environment, including working under supervisors. acro Practice also explores ethical responsibilities associated with supervision and consultation within the organizational context. Field seminars (397 & 488) assist students in learning the purposes and processes of supervision in social work. Students come to realize the value of establishing and maintaining professional relationships within their perspective agencies. As a result, students demonstrate appropriate professional relationships with field instructors and colleagues within practice settings, including the appropriate use of supervision and consultation. 16

EP 2.1.2. Apply social work ethical principles to guide professional practice. 1. Recognize and manage personal values in a way that allows professional values to guide practice. In SW 121, Introduction, and SW 355, Practice I, students articulate their personal values to determine whether they are congruent with professional values/ethics. In these courses students are asked to recognize and manage personal values in a way that allows professional values to guide practice. This includes content on competing obligations of the client, employee, profession, and third parties against the requirements of their own conscience. Students participate in a number of reflection and self-examination exercises. These activities are designed to help students understand how their personal values may influence their ability to effectively intervene. Students learn how to resolve these dilemmas in an ethical way that upholds the values of the profession, its ethical standards, and their legal obligations. Quizzes and exams on the readings and class discussions also cover a wide variety of professional issues and ethical concerns. Junior Field (397) allows students to begin to assess competing obligations in professional practice. Senior Seminar (488) facilitates discussion surrounding student recognition and management of personal values in a manner that results in professional values guiding practice. 2. ake 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. The NASW code of ethics and the Ohio Code of Conduct are reviewed throughout the social work curriculum at efiance, as these serve as standards for ethical social work practice. Specifically, in SW 121 (Introduction) students are introduced to both the NASW Code of Ethics and the Ohio Code of Conduct as specified by Ohio s CSWFT licensing board. Through class discussions, students explore how the NASW Code of Ethics and the Ohio Code of Conduct influence social work practice. Students demonstrate their knowledge of these codes through quizzes and examinations. In Practice I (355), Practice II (356), and Practice III (457) students gain experience applying ethical standards to resolve ethical dilemmas and issues through content, examinations, experiential activities, and self-assessments. Within field seminars (397 & 488) students address the commitment to NASW s professional values and ethical standards of practice. Within Senior Seminar (488) students analyze a range of practice situations and demonstrate ethical-decision making in generalist practice. 17

3. Tolerate ambiguity in resolving ethical dilemmas. In Practice I (355), Practice II (356), and Practice III (457), students learn how to identify ethical conflicts in practice as well as learn about strategies for resolving ethical conflicts. With class discussions and case studies, the issue of ambiguity in resolving ethical dilemmas is addressed. The instructor helps the students understand the necessity of tolerating ambiguity when confronting ethical issues. Likewise, field seminar courses (397& 488) address issues of ambiguity in resolving ethical dilemmas through discussions of actual cases from the field. 4. Apply strategies of ethical reasoning to arrive at principled decisions. The NASW code of ethics and the Ohio Code of Conduct are reviewed throughout the social work curriculum at efiance. However, in Practice I (355), Practice II (356), and Practice III (457) particular emphasis is placed on applying strategies of ethical reasoning to arrive at principled decisions. By using lectures, discussions, and readings, students learn about the specifics of the NASW Code of Ethics and the Ohio Code of Conduct. Students are tested on these readings to demonstrate a thorough knowledge of the core values and ethical standards that help guide decisions. Classroom exercises that analyze ethical dilemmas help students learn how to use a decision-making model for conceptualizing and addressing such ethical conflicts that may arise and how to arrive at principled decisions. Within Practice III, 457, students demonstrate with evaluation the application of decision-making models and ethical screens to address ethical dilemmas within the macro context. These same methods are then applied within the senior field, with Senior Seminar (488) facilitating analysis of commonly observed ethical dilemmas in practice. Seniors demonstrate application of ethical reasoning within their capstone case presentations. EP 2.1.3. Apply critical thinking to inform and communicate professional judgments. 1. istinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom. The Introduction course, 121, provides an overview of the social work profession in a wide range of service delivery systems. It also examines the role of social welfare in contemporary U.S. society; its historical developments with emphasis on political, economic, and social influences. Students integrate political, social, economic, and historical contextual information in a research paper that focuses on an individual or organization related to social work history. Quizzes and examinations test students knowledge and integration. In Interviewing, 278, Practice I, 355, and Practice II, 356 students learn how to distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom for application to practice situations as simulated in 18

case-studies and role plays. The combination of lecture, discussions, case-studies, and role plays help students develop critical thinking skills and analytical abilities. Quizzes and examinations test students in such areas of values/ethics, cultural competence, various theories of social work practice, models of intervention, and paradigms for understanding human behavior. Students in the research class, SW 301, learn to critique research articles and then write both individual literature reviews and an integrative review for the design assignment. In the Policy course, 476, critical thinking is emphasized throughout the readings, instructions, and assignments. The purpose of this course is to help students understand what drives social welfare policy, how it impacts our lives, and how social workers can shape it. Special focus is given to social welfare policies and programs designed to promote social and economic justice. Critical understandings of classism, racism, ageism, sexism, and other pathologizing systems of thought are explored throughout this course. This course also presents strategies and tactics to influence the development and implementation of social welfare policies and programs. Students work on a group project in which they must analyze and evaluate the utility of a particular policy and present their findings to a community organization. Senior Seminar (488) finds students demonstrating critical thinking within several mini-paper assignments, including a policy analysis, community assessment, theory behind treatment rationale, and a research project. Additionally seniors distinguish, appraise, and integrate multiple sources of knowledge to communicate professional judgments within the case presentation. Overall the senior capstone course facilitates the employment of principles of logic, scientific inquiry, and reasoned discovery to advance wisdom and knowledge in the field. 2. Analyze models of assessment, prevention, intervention, and evaluation. Students learn to analyze models of assessment, prevention, intervention, and evaluation in Practice I, 355, Practice II, 356, Practice III (457) and the Policy course, 476. In Practice I, 355, students review the literature on an identified intervention method for a specific population and present a review of an article. Students must evaluate and discuss the benefits and disadvantages of this method for use as a practitioner. In this course, students also complete a comprehensive assessment on a case situation in which they apply aspects of the Generalist Practice odel. This assignment also includes an intervention plan. A final project in this course requires that students evaluate their own family history to look for trends and patterns in their family s overall functioning. These assignments help students look for trends and patterns, consider best practice methods for prevention and intervention, and to evaluate the outcomes. In Practice II, 356, and Policy, 476, the combination of lecture, discussion, and the analysis paper helps the students develop critical thinking skills, analytical ability and professional judgment. The policy analysis project has 19

students analyze the effectiveness of a specific policy. Within Practice III, 457, students demonstrate an understanding of planned change frameworks for preparing, implementing, and evaluating macro change in organizations and communities through case studies, exams, and handson projects (Night without a Home). In research, students learn to utilize their literature review to construct the theory chapter of their design. In the field students demonstrate the skill of analysis of assessment, prevention, intervention, and evaluation as beginning, generalist social work practitioners. In 488 Sr. Seminar students employ such skills within a community assessment, research project, and senior case presentation. 3. emonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. Students learn standards of oral and written communication in social work practice throughout the social work curriculum at efiance College. Students are first presented with appropriate and effective professional communication skills as tools of practice in the introductory course, 121. Student papers and presentations are evaluated based on the degree to which it demonstrates critical thinking and the ability to organize and transmit ideas in verbal or written form. The interviewing course, 278, emphasizes oral and written communication through role-plays, case studies, and written assignments. A videotape assignment requires that students demonstrate effective oral communication skills while demonstrating specific practice skills. In Practice I, 355, assignments that enhance oral and written communication skills are the research project, presentations, roleplays, and the assessment paper. Effective oral and written communication skills are further emphasized in Practice II, 356. Students complete a research paper, a family assessment paper, facilitate a group session, and participate in role plays. In Practice III, 457, students demonstrate effective oral and written communication skills within community projects, Night without a Home and Pay it Forward, including networking with social service organizations, conducting a community assessment, media relations and grant writing. In the policy course, 476, students analyze a specific policy and present their findings to a local community organization. This project helps further refine the students oral and written communication. Throughout all of these courses, classroom discussions are used to facilitate students use of effective oral communication skills. In 488, Sr. Seminar, students demonstrate effective oral and written communication by presenting the planned change process of working with a client system within their field placements within their senior case presentations. 20

EP 2.1.4. Engage in diversity and difference in practice. 1. Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. The various dimensions and intersectionality of diversity, including how societal structures may enhance or impede privilege and power is first explored in Life and Society, 120. This course introduces concepts of privilege, prejudice, discrimination, oppression, etc. Class discussions and lectures are designed to encourage students recognition of the extent to which culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. Students evaluate their own experience with oppression or privilege and how it has influenced their world view via a written assignment. In this assignment students examine how he or she was socialized to understand the meaning of culture, class, and race. Topics related to discrimination, power differentials, oppression, and privilege are reiterated in 121, introduction, 278, interviewing, and 356, Practice II. In 121 students are introduced to various populations that social workers serve. Students are exposed to the power differentials that exist within different populations and how this may influence the availability and delivery of social services. Lectures, discussion, readings and class activities in Interviewing, 278, and Practice II, 356, include information on diversity issues and barriers to culturally competent practice. These courses also cover information related to the code of ethics and the value of social justice. Cultural iversity, 265, and Social Problems, 235, introduce and enhance student understanding of diversity, discrimination, mechanisms of oppression, and strategies for change. Within these two courses students demonstrate an understanding of cultural differences, and how such differences oppress or privilege client systems within the United States and throughout the world. In both courses, students learn the various dimensions and intersectionality of diversity, including how societal structures may enhance or impeded privilege and power. Courses incorporate lecture, readings, classroom exercises, simulations, games, Internet activities, videos, guest speakers, experiential extensions, literature reviews, and exams. In Cultural iversity, students write a paper on a culture different from their own and discuss application to practice settings, and complete the Utilization of a Wheelchair assignment, reflecting on societal barriers and accommodations. In Social Problems, students complete a paper on a chosen social problem, noting the nature and extent of the problem, impact of social policy on people from different backgrounds, and indications of oppression and discrimination. SW 379 has students writing a bio-psycho-socialcultural analysis and identifying an appropriate culturally competent intervention strategy based in the practice literature. Within the field students explore how differences can oppress or privilege client systems within practice settings. Within seminar discussions students give consideration to the 21

impact of diversity and difference when analyzing policy, completing community assessments, and exploring best practices. 2. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. Life in society, 120, requires that students evaluate their own life experiences related to oppression and discrimination or power and privilege. Through a written assignment, students evaluate how they were socialized to understand such concepts as privilege, power, prejudice, discrimination, and oppression. This serves as a foundation for students to begin to evaluate how they developed a particular world view. This course is followed by the social work introduction course, 121, the interview course, 278, and Practice I, 355. These three courses build upon the initial awareness of personal values and beliefs. The courses require that students take time to examine fully their personal biases and how these biases can interfere with their professional expectations and obligations. In 121, students are exposed to the professional values and ethics. They must demonstrate a thorough knowledge of these standards as evidenced through quizzes and exams. In the interviewing course, 278, and Practice I, 355, the use of reflection exercises, role plays, and a videotape project helps students deepen their awareness of personal values or beliefs that conflict with the professions values/ethics and legal obligations. In Practice I, 355, there is also a unit on cultural diversity and social work practice. Within Cultural iversity, 265, students deepen awareness of their own cultural identity including values and beliefs that may influence professional practice. Students value the importance of personal reflection and self-correction toward cultural competency. As a result, students complete a Self-Reflection Paper, demonstrating self-awareness to eliminate the influence of personal biases in working with diverse client systems. SW 379 has students writing a bio-psycho-social-cultural analysis and identifying an appropriate culturally competent intervention strategy. Once students are placed in a field setting seminar courses cover self-awareness of personal values and bias that influence working with diverse groups. In Senior Seminar 488 a diversity assignment asks students to explore personal past experiences with diverse populations, areas of personal bias or value conflict, and steps needed to increase one s own cultural competence. 3. Recognize and communicate their understanding of the importance of difference in shaping life experiences. Students learn to recognize and communicate their understanding of the importance of difference in shaping life experiences in Life in Society, 120, and Interviewing, 278. In Life in Society concepts of 22

privilege, power, prejudice, discrimination, and oppression are considered. Students evaluate their own experience with oppression or privilege and how it has influenced their world view via a written assignment. In this assignment students examine how he or she was socialized to understand the meaning of culture, class, and race. The final exam also includes questions on diversity issues. In Interviewing, 278, there is a unit on the cultural context of practice. This course also provides practical skills that help students learn how to engage with other individuals while considering cultural issues. Through the use of quizzes, exams, a research project, and a videotape project, students must demonstrate their understanding of how diversity characterizes and shapes the human experience. Cultural iversity, 265, covers diversity issues surrounding ethnicity, race, religion, gender, sexual orientation, age, physical/mental ability, social class, language, and geographic location, with many topics highlighted within the text readings from racial AN ethnic groups (Schaefer, 2011). Social Problems, 235, facilitates increased awareness and understanding of social problems in the United States and throughout the world surrounding human diversity, and inequality and power. These courses incorporate lecture, readings, classroom exercises, simulations, games, Internet activities, debates, videos, guest speakers, experiential extensions, literature reviews, and exams to assist student appreciation for how diversity characterizes and shapes the human experience. In the HBSE capstone, SW 279 students present and discuss theories of empowerment, assimilation, acculturation along with bicultural socialization. The HBSE capstone course, SW 379 has a section in the paper on the diversity novel where student specifically identify how their character s diversity membership is an integral part of who they are. While placed in field settings students develop a first hand appreciation for how diversity shapes the human experience. Issues of diversity are discussed in field seminars (397 & 488) and with field instructors. Within Senior Seminar 488 sensitivity to cultural diversity behind rationale for intervention is covered within the senior case presentations. 4. View themselves as learners and engage those with whom they work as informants. In the introductory course, 121, students examine the role of social welfare in contemporary U.S. society; its historical developments with emphasis on political, economic, and social influences. This overview of the social work profession is integrated as a running dialogue that evaluates U.S. society s current response to human need. Special emphasis is placed on helping the students to view themselves as active learners toward cultural competency and their view as to whether or not society has attempted to meet the needs of marginalized or oppressed populations. Cultural iversity, 265, also assist students in viewing themselves as active learners toward cultural competency and appreciation for client cultural differences through readings from ulticultural Social Work Practice, (Sue, 2006), and numerous classroom exercises. In the field students are to treat diverse clients with 23

dignity and respect and actively engage with clients and colleagues toward cultural competency. In Senior Seminar 488 best practices are explored within professional literature and within the field setting, and then shared within seminar and as part of a diversity mini-paper assignment. EP 2.1.5 Advance human rights and social and economic justice. 1. Understand the forms and mechanisms of oppression and discrimination. In the introduction course, 121, there are several units dedicated to oppression and discrimination. Readings and classroom discussions facilitate a deeper understanding of the forms and mechanisms of oppression and discrimination. The final exam includes questions on diversity issues. Cultural iversity, 265, and Social Problems, 235, introduce and enhance student understanding of discrimination, mechanisms of oppression, and strategies for change that advance social and economic justice. Within these two courses students demonstrate an understanding of how such human difference can oppress or privilege client systems within the United States and throughout the world. In both courses students learn how societal structures may enhance or impeded privilege and power. In Cultural iversity, 265, chapter readings within the text racial and ethnic groups (Schaefer, 2011), focus entirely on prejudice and discrimination, and within each chapter on specific categories of human diversity. Within Social Problems, 235, the text not only highlights issues of oppression and discrimination within various problems of society, but also covers how to dismantle the forms and mechanisms through the Strategies for Action sections. Courses incorporate lecture, readings, classroom exercises, simulations, games, Internet activities, debates, videos, guest speakers, experiential extensions, literature reviews, and exams. In Cultural iversity, 265, as part of the Culture Paper, students choose a culture different from their own, and identify and articulate the forms and mechanisms of oppression and discrimination regarding the culture s past history and present reality. In Social Problems, 235, students comment on indicators of oppression and discrimination within an experiential extension assignment and Social Problem Paper. In Practice I, 355, and Practice II, 356, lectures, readings, and class discussions further support students understanding of culturally competent practice and understanding of the dynamics of oppression and discrimination. Practice III, 457, examines the macro context of discrimination and oppression, as it directly relates to cause advocacy for populations-at-risk. In the Policy course, 476, there is special emphasis on social welfare policies and programs designed to promote social and economic justice. Readings and class discussions are used to understand institutional discrimination and oppression as evidenced in social welfare and social institutions. In the field students are to advance human rights and social and economic justice by first identifying and articulating within the agency setting the 24

forms and mechanisms of oppression and discrimination. Such attention is given on a section of the Weekly Conference Sheet and then used as a discussion point within seminars (397 & 488). 2. Advocate for human rights and social and economic justice. In Practice I, 355, Practice II, 356, and Practice III, 457, the NASW code of ethics value of social justice is reviewed. Students learn about the historical role of social workers advocating for social and economic justice based on the core value of social justice. These courses help students learn types and strategies of advocacy, rights of clients, avenues of appeal, finding resources for pursing change, and use of power. In Practice I, 355, readings support students understanding of the importance of advocating for rights. In Practice II, 356, students work on a group project that is focused on a specific social problem. The paper is a proposal of how to address that specific need. In the Policy course, 476, students analyze a policy and discuss potential benefits or disadvantages of that policy. Their findings are then presented to a community organization. Students also lead a debate regarding a controversial issue. This activity gives students the opportunity to strengthen and refine critical thinking skills for analyzing policy debates and learn how to advocate for human rights and social and economic justice. 3. Engage in practices that advance social and economic justice. In Practice I, 355, Practice II, 356, and Practice III, 457, students learn to engage in practices that advance social and economic justice. Students gain exposure to social and economic justice issues through readings, class discussions, case studies, and a group presentation. In the Policy course, 476, students examine social and economic justice as it relates to social policies. The students are required to analyze the utility of a specific policy. The analysis culminates in a public presentation to a community organization in an effort to educate and inform the public of the advantages or disadvantages of a particular policy. EP 2.1.6 Engage in research-informed practice and practice-informed research. 1. Capacity to use practice experience to inform scientific inquiry In SW 301, Research ethods, students are required to design a research study to answer a question taken from either their own field experience or question that originates in the practice literature. Attention is focused, by means of a short paper, on the ethical guidelines in the NASW Code of Ethics regarding research with clients. In Practice I, 355, and Practice II, 356, students learn to develop research questions originating from practice settings and practice experience that leads to quantitative and qualitative research. In Practice I, 355, students engage in a research project that 25

allows the students to consider interventions with a specific population of interest. The students use this practice interest to guide their scientific inquiry into best practice methods. The use of practice experience to inform scientific inquiry is further developed in Practice II, 356. In this course, students select a population of interest and attend a group meeting. The students are then asked to consider their experience as it relates to current research. In both courses, class discussions complement these two projects and help students understand the connection between practice experience and scientific inquiry. In Senior Seminar 488 students begin to use their actual practice experience in the field to further inform scientific inquiry. Within the research paper seniors purpose and execute a research project to benefit the field agency regarding the evaluation of practice or client services. The project clearly addresses a research question derived from practice experience. Likewise students address within the case presentation what questions arose for further exploration while working with the client system. 2. Use research evidence to inform practice. Students take SW 230, Behavior Statistics taught by Professor Weaner, where they learn how to organize and interpret quantitative data. In 301, Research ethods, students learn how research informs practice through composing a literature review for their research design. Additionally, in the onette, et.al. text, there are Research in Practice sections in each chapter that are required reading for social work students. In Practice I, 355, students review the literature on a particular issue related to social work practice. The literature must discuss a specific intervention to address the social problem of interests. Students are asked to identify strengths and potential problems associated with the interventions outlined in the literature. In Practice II, 356, students are required to locate and analyze research articles on a particular group of interest. The students then attend a group meeting and compare and contrast their experience with what the literature notes regarding that type of group. In class discussions for these two practice courses, current research evidence and how it informs practice is discussed. In Practice III, 457, students begin to identify how program evaluation informs organizational practice, as well as how overall evaluative research informs macro level change agents to best serve community needs. In Senior Seminar, 488, students utilize research evidence to inform their practice interventions in the field. Seniors execute a research project within their field agencies regarding the evaluation of practice or client services. As a final result of the projects, students conduct meaningful analyses and practice inferences from the findings of their research. Additionally students speak to evaluation of interventions within the case presentation, and suggestions for future practice effectiveness based on such evaluation. 26

EP 2.1.7 Apply knowledge of human behavior and the social environment. 1. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. In Practice I, 355, Practice II, 356, and Practice III, 457 students are introduced to conceptual frameworks that guide the processes of assessment, intervention, and evaluation. Students learn about theories such as the ecological systems-social constructionism approach, structural theory, social learning theory, etc. used in social work practice. Each theory is considered within the context of social work practice. Students demonstrate their knowledge acquisition and written skills through a variety of quizzes, exams, research projects, genogram, and a comprehensive assessment. In the HBSE class, SW 379, students discuss each chapter in the Chatterjee text as to how those theories would guide assessments, interventions, and evaluation. Further, the four papers in class require students to link theoretical frameworks for understanding the bio/psycho/social/cultural being to practice. In the policy course, 476, students learn to use a framework for policy analysis. Students demonstrate their understanding of the framework through a policy analysis paper and formal presentation. In senior field, students integrate previous material from other courses to guide their professional practice in an actual agency setting. Integration of such conceptual frameworks is incorporated into the students senior case presentation. 2. Critique and apply knowledge to understand person and environment. In Life and Society, 120, students gain knowledge of systems and skill in applying concepts to a series of classroom exercises. Students explore how such things as culture, socialization practices, race and ethnicity, and social class inform human development. Class discussions and videos help students to understand the knowledge and theories central to the social work profession. Students demonstrate their ability to critique and apply knowledge to understand person and environment through exams and a social problems paper. In Social Problems, 235, students demonstrate an understanding of theoretical and political perspectives that apply to the study and resolution of social problems. In Social Work 379, students discuss the theories and knowledge from their preprofessional classes as each of the major theories of human behavior central to social work are presented. They are expected to contribute to the discussion but also are required to use the theories in each of their papers. Their choices are evaluated by their correctness of application. For their final paper, What akes People Tick, students articulate their theories of choice and state why these choices are important for them. In senior seminar, 488, students conduct literature reviews and facilitate discussions within the field agencies regarding theories underlying the 27

rationale for treatment. Students demonstrate the ability to apply the knowledge and theories for the biological, psychological, spiritual, social, and cultural domains within the case presentation. EP 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 1. Analyze, formulate, and advocate for policies that advance social well-being. In the introduction course, 121, students learn to recognize and appreciate the inherent and inextricable relationships between social work practice, social policies, and service delivery. The instructor helps students appreciate this connection by highlighting it in lectures and class discussions. Students demonstrate this knowledge and understanding via quizzes and exams, which creates a foundation from which students can draw from when they enter the policy course. In the Policy course, 476, students learn to analyze, formulate, and advocate for policies that advance social well-being. The course begins with an overview of what drives social welfare policy, how it impacts our lives, and how social workers can shape it. Fundamental concepts and theories of social welfare policy are examined within the context of the social problems they address. The course explores the strengths and weaknesses of current government interventions. Special focus is given to social welfare policies and programs designed to promote social and economic justice. The course presents strategies and tactics to influence the development and implementation of social welfare policies and programs as well as ways to analyze current policies. Specifically, students must analyze a policy in a paper and present their findings in a formal presentation to a community organization. This project allows students to learn about analyzing policies, consider ways to formulate policy changes that would address social change, and to advocate for changes in a formal setting. Students also participate in debates related to controversial issues. This learning activity provides students the opportunity to strengthen and refine critical thinking skills for analyzing policy debates. In Practice III, 457, students recognize and appreciate the relationships between macro social work practice and social policies, and explore a model for changing policy within organizations. In Social Problems, 235, students recognize and appreciate the relationships between social policies and social problems, and identify strategies to advance social and economic justice toward alleviating such problems. 2. Collaborate with colleagues and clients for effective policy action. In the Policy course, 476, students learn to analyze, formulate, and advocate for policies that advance social well-being. The course begins with an overview of what drives social welfare policy, how it impacts our lives, and how social workers can shape it. Fundamental concepts and theories of social welfare policy are examined within the context of the social problems they address. The course 28

explores the strengths and weaknesses of current government interventions. Special focus is given to social welfare policies and programs designed to promote social and economic justice. The course presents strategies and tactics to influence the development and implementation of social welfare policies and programs as well as ways to analyze current policies. Students engage in class discussions and debates designed to strengthen and refine critical thinking skills for analyzing policy debates. Students are also required to search through the news media to find articles related to domestic or international social policy. These projects allow students to learn diverse perspectives of policy advocates, strategies of building agendas, using power, and strategies for effective policy action. Students then collaborate in groups to analyze a policy. The group s findings are then presented to a community organization. This allows students the opportunity to collaborate with others in the field for effective policy action. EP 2.1.9 Respond to contexts that shape practice. 1. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. Research ethods class provides foundational knowledge about needs assessment survey research, the use of key informants, and focus groups as methods for discovering change, developments, and trends relevant to social services. Within Practice III, SW 457, students learn and value the skills, strategies, and processes of ongoing needs assessments that inform proactive and responsive macro practice. Within this course students demonstrate such skill by completing a community needs assessment within the five counties area surrounding the campus. The students use the assessment to inform proactive and responsive practice through the Pay it Forward Student-Led Philanthropy project. After establishing the greatest emerging need from the community assessment, students forward a Request for Proposals to award up to a $5000 grant to an agency(ies) that best addresses the community need. 2. emonstrate skills in promoting sustainable changes in service delivery and practice to improve the quality of social services. In the introductory course, 121, students are provided with a historical overview of social work practice. Students learn how social work as a profession has helped promote sustainable changes in service delivery and practice to improve the quality of social services. Students also have an opportunity to interview a social worker currently in practice. Students learn from community partners about evolving changes and needs in service delivery networks. In Policy, 476, a historical 29

overview of social welfare policy is discussed. This provides students with information on past efforts that have been effective/ineffective to help frame strategies for current and future changes to service delivery and practice. In addition, within Practice III, 457, students learn from community partners about evolving changes and needs through a 5 counties community assessment. Valuing a leadership role in promoting sustainable changes, students forward a Request for Proposals to award up to a $5000 grant to an agency(ies) that best addresses the community need within the Pay it Forward Student-Led Philanthropy project. Students devise an award rubric to determine which community partner(s) best addresses the emerging need. As a result, the grant award(s) from the students themselves allow for improvement in the quality of social services within the community. EP 2.1.10a-d Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. EP 2.1.10a Engagement. 1. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. In Practice I, 355, and Practice II, 356, students learn about the necessity for substantively and affectively preparing for client service at all levels. Readings, class discussions, role plays, quizzes and exams help underscore the importance of this topic. In Practice III, students learn and appreciate processes and models that prepare practitioners for action with organizations and communities. Students demonstrate use of such processes in preparation for class projects such as Night without a Home and Pay it Forward Student-Led Philanthropy. In Interviewing, 278, this knowledge is emphasized through a laboratory based course that develops and refines students skills in communication and interviewing. Through the utilization of class examples and experiential methods in class, students begin to gain a sense of competency for his/her ability to engage with clients in the practice setting. Role plays allow students to demonstrate interviewing techniques and problemsolving-activities. Students also are required to videotape themselves interviewing another student and must demonstrate specific skills during the recording. Throughout this course students learn how to effectively engage with clients in a culturally sensitive manner by utilizing interviewing skills such as: attending and listening, empathy, positive unconditional regard, and joining, etc. Topics such as assessment, goal setting, and working with individuals in crisis are also covered in this course. In Senior Seminar, 488, discussions occur surrounding how to prepare for interventions in the field setting for individual sessions, family meetings, group facilitation, organizational meetings, and/or community organizing. 30

2. Use empathy and other interpersonal skills. In Practice I, 355, Practice II, 356, and Practice III, 457 students learn what empathy is and how it is a critical and foundational skill in generalist practice. Students learn about key interpersonal skills necessary for practice at all levels. Lectures, discussions, readings expand knowledge on core interpersonal qualities of the helping relationship (e.g. unconditional positive regard). The difference between empathy and sympathy is also examined and discussed. Reflection exercises, case studies, and group projects are used to help facilitate students awareness of the importance of these core interpersonal skills. In Practice III, 457, interpersonal skills are utilized within class projects - Night without a Home and Pay it Forward Student-Led Philanthropy. In Interviewing, 278, students learn to use empathy and other interpersonal skills through readings, lectures, and role plays. Students learn to apply empathy and other core interpersonal skills during the simulated role plays and case examples. Students learn to use such skills as reflection, paraphrasing, clarification, interpretation, empathy, etc. Within Senior Seminar, 488, students discuss their use of empathy and other interpersonal skills at all levels for successful performance in the field. Key interpersonal skills become evident in the senior case presentation. 3. evelop a mutually agreed-on focus and desired outcomes. In Practice I, 355, Practice II, 356, and Practice III, 457, students learn about the importance of initially identifying and developing mutually agreed-upon focus of work and desired outcomes with client systems in the early work phases of generalist practice. Through readings, quizzes, exams, inclass case studies, facilitating a simulated group, and a group proposal students learn to value client empowerment as they join with client systems in early work phases of practice. Practice III, 457 allow for mutually agreed upon goals between students as change agents with Night without a Home and the Pay it Forward Student-Led Philanthropy project. In Interviewing, 278, students demonstrate the skill of developing a mutually agreed-on focus and desired outcomes during simulated role plays and a video project. EP 2.1.10b Assessment. 4. Collect, organize, and interpret client data. In Interviewing, 278, students learn about the different sources of client data, different methods and techniques for collecting client data, and different ways to interpret the information. Students learn about assessment through readings, lectures, class exercises, and role plays. Unit 7 is dedicated to 31

assessment and students learn specifically in this segment of the course how to collect, organize, and interpret client data. In Practice I, 355, students complete a genogram to increase awareness of relationships. In this course students also learn how to complete a comprehensive assessment. Through a written assignment students must collect necessary information to complete the assessment, organize the data into a coherent report, and interpret the data. Students utilize different theories to help aid in determining what information is pertinent for the assessment. In Practice II, 356, lectures, case studies, and the group proposal emphasize the assessment process as it pertains to families and groups. In Practice III, 457, students collect, organize, and interpret client data from a community assessment. In all four courses, students learn to value assessment and to view it as an ongoing process and an integral part of all generalist practice. In the field students become involved in data collection within a field agency, as well as interpretation of such data to benefit client systems. In Sr. Seminar, 488, students demonstrate their skills in gathering, organizing, and interpreting data at various levels, such as with the assessment section of the senior case presentation, and within the community assessment. Additionally, students in senior seminar often assist with the homeless Point in Time count, through NOCAC (Northwestern Ohio Community Action Commission). 5. Assess client strengths and limitations. In the Introductory course, 121, students learn about the strengths perspective and how it is woven throughout all phases of generalist practice and at all levels. This is accomplished via readings and class discussions. Students demonstrate their understanding of the importance of assessing client strengths and weakness through quizzes and exams that ask questions related to this topic. In Practice I, 355, and Practice II, 356, students learn in the assessment process how to incorporate strengths as well as identify needs and limitations within a client system. This is emphasized in these courses through case studies, a genogram project, completing a comprehensive assessment, and a group proposal. In Practice III, 457, students assess community strengths and limitations toward identification of appropriate points for intervention at the macro level. In Interviewing, 278, students assess client strengths and limitations through role plays. In the video project a requirement specifically addresses a student s ability to assess for strengths and resources. This video project is reviewed by the class and the instructor. The student is also required to provide an assessment of their own strengths and limitations during the videotape. In field, students value a strengths-based practice framework that enhances client system empowerment, as indicated on the Weekly Conference Sheet. In Senior Seminar, 488, students identify individual strengths in the case presentation, and macro strengths within the community assessment. 32

6. evelop mutually agreed-on intervention, goals, and objectives. In Practice I, 355, lectures, discussions, and readings explore the planning phase of interventions. Students learn about the strategies for developing mutually agreed-on intervention goals and objectives with client systems. Through case studies, role plays, and a comprehensive assessment assignment students are expected to focus on this aspect of intervention. In Practice II, 356, developing interventions, goals, and objectives while collaborating with clients or community organizations is further emphasized. Case studies and the group proposal highlight the importance of this issue and focus on various aspects of the planning process. Within Practice III, 457, students demonstrate the ability to develop mutually agreed-on intervention, goals, and objectives between students and the PATH center as a community partner to host Night without a Home. In Policy, 476, students learn to work with each other to analyze a policy and then present their findings to a community organization. Analyzing policies devised to address specific societal issues help students evaluate previous individuals efforts to develop mutually agreed-on goals and interventions through policy work. Within Senior Seminar, 488, students demonstrate the ability to develop mutually agreed-on intervention goals and objectives with client systems within seminar discussions surrounding field setting experiences, and obviously within the case presentation. 7. Select appropriate intervention strategies. In Practice I, 355, students learn how to identify and critically analyze appropriate intervention strategies as well as how to fully engage client systems in the selection process. Readings, lectures, case studies, and class discussions help facilitate this process. Students also write a comprehensive assessment that provides a detailed intervention plan. The students must use the generalist intervention model as outlined in their text to aid in this process. In Practice II, 356, students learn about intervention strategies that pertain to groups and families. In a group proposal project, students must design a task or treatment group that addresses a specific social problem or population of interest. This project requires that students consider best practice methods as reported within the empirical literature when determining what type of intervention to propose. In a research project, students review literature that pertains to types of interventions specified for groups and evaluate the effectiveness of those interventions. In Practice III, 457, students join with client systems to analyze and identify appropriate intervention strategies to address emerging community needs within two macro projects. In senior seminar, 488, students demonstrate the ability to utilize appropriate intervention strategies with client participation through shared dialog that occurs within the course, as well as within the senior case presentation. 33

EP 2.1.10c Intervention. 8. Initiate actions to achieve organizational goals. In Practice III, 457, students learn organizational theories and processes instrumental toward achieving organization goals. Likewise students note the value of working within environments compliant with the NASW code of ethics toward effective, social work macro practice. Within Night without a Home, students initiate committee actions to achieve NOCAC s organizational goal of raising community awareness on homelessness. In the field seminar courses discussions occur regarding working in environments in compliance with the NASW Code of Ethics, and how such compliance is beneficial toward achieving organization goals and effective social work practice. 9. Implement prevention interventions that enhance client capacities. In Practice I, 355, students learn intervention strategies to accentuate and develop client system strengths and resources that serve as protective and resiliency factors against future client system risk. Some in-class case studies and role plays include a focus on how to implement prevention interventions that enhance client capacities. The comprehensive assessment assignment includes identification of intervention goals for the specified problem. The genogram also allows students to recognize patterns of strengths or potential sources of support in families. In Practice II, 356, information related to intervention strategies, strengths, and resources is overviewed as it relates to groups and families. The students must develop a group proposal that addresses a specific social problem or population. Students are required to provide a rationale for the intervention they choose to implement based on current literature. In a research project students review the literature regarding different interventions currently in use and evaluate whether or not these interventions enhance client system capacities. In Practice III, 457, students within community projects explore and appreciate prevention strategies that enhance organizational client system s ability to function effectively. In both courses, the benefits of prevention interventions are discussed. Students discuss strategies to accentuate client strengths and resources in Senior Seminar, 488, and how strengths and resources can protect clients from future risk. Such issues are addressed with the senior case presentation. 10. Help clients resolve problems. In Practice I, 355, and Practice III, 457 students learn multiple techniques and strategies for joining with client systems in the planned change process that helps client systems resolve problems. Lectures and discussions describe frameworks that help facilitate the change process. Role plays and case studies provide students with opportunities to demonstrate different skills that engage clients and encourage clients in finding ways to resolve problems. The comprehensive assessment assignment 34

includes identification of intervention goals to address the problem. In Practice II, 356, the use of lectures, class discussions, role plays, and case studies help further refine students skills in using strategies to join with clients in the planned change process. Students also work on a research project that reviews literature to identify best practice methods when working with groups. A group proposal also allows students to utilize current literature in determining what techniques and strategies are most useful for helping clients resolve problems. In field, students document how they are joining with clients within the planned change process on the Weekly Conference Sheets. Likewise dialog ensues within the seminar course. Lastly, students address how they help clients resolve problems within the senior case presentation. 11. Negotiate, mediate, and advocate for clients. In Practice I, SW 355, and Practice III, SW 457, students learn how to explore the connections client systems have with their environments, how to manage resources on behalf of client systems, and how to link client systems with necessary resources. This is accomplished via the use of in-class case studies, role plays, lectures, readings, and hands-on community projects. In Practice II, 356, students make use of current literature on group work to discover best practice methods. Students are asked to consider a population or social problem to propose developing a specialized group for. This group projects provides students with an opportunity to consider how to provide a solid rationale for their group in an effort to garner both financial and community support. This project generates discussions related to how to negotiate, mediate, and advocate for clients within the context of developing a specialized group. In Junior Field, 397, students begin to value the social worker roles as integral responsibilities in serving client systems. In Senior Seminar students share various methods being utilized to negotiate, mediate, and advocate for client systems within their perspective field settings. How to manage environments and resources on behalf of client systems is also covered within the senior case presentation. 12. Facilitate transitions and endings. In Practice I, Practice II, Practice III, and Policy, 476, lecture, discussions, readings, and community projects explore transitions and endings with client systems at all levels of generalist practice. The NASW code of ethics is also used to help discuss ethical practice related to transitions and endings. In Interviewing, 278, students learn and practice multiple methods and techniques for facilitating endings and transitions. Students gain the appreciation for the importance of endings and transitions through the use of role plays and case studies. In Senior Seminar, 488, students demonstrate methods and techniques to facilitate transitions and endings with clients within the planned change process. 35

iscussions occur throughout the semester on how to appropriately transition or terminate client services, as well as students are required within the senior case presentation to demonstrate an appropriate ending to services provided within the field setting. EP 2.1.10d Evaluation. 13. Critically analyze, monitor, and evaluate interventions. In Practice I, 355, students learn multiple methods for analyzing, monitoring, and evaluating their practice interventions with client systems. In-class case studies and role plays provide students with opportunities to evaluate their use of interventions through reflection and discussion. Students are encouraged to critically analyze, monitor, and evaluate their and their peers performance during simulated activities. In Practice II, 356, students review the literature to assess and evaluate current intervention techniques used in group work. Students are also required to complete a group project that prompts them to critically review, analyze, and evaluate current interventions as outlined in scholarly readings to determine what type of group intervention to propose. Students are graded (inpart) on their ability to provide a solid rationale for their proposed group intervention, which requires that the students have adequately evaluated the literature to determine best practice methods. Within Practice III, 457, students learn the methods for evaluating macro practice with client systems, and identify barriers to and problems in completing evaluations at the macro level. As a result, students evaluate the implementation of Night without a Home and the event s ability to increase community awareness on issues of rural homelessness. In Senior Seminar, 488, students discuss examples from the field on how to critically analyze, monitor, and evaluate interventions in various settings with a diversity of client systems. Students demonstrate the ability to evaluate their own interventions within the case presentation. 36

AS2.1 Field Education B 2.1.1 The program discusses how its field education program connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence-informed practice. Field work has been a key component of the learning experience from the beginnings of social work education. The field experience is an opportunity for the students to apply classroom learning in a professional setting, to develop and use skills, and to test their commitment to social work and the values of the profession. There are two field placements in the Social Work Program at efiance College, the first being SW 397 Junior Field Experience, and the second SW 486 Senior Field Instruction. SW 397 Junior Field Experience finds students beginning to utilize social work knowledge, values, and skills through participation in supervised learning activities within an assigned agency. The junior field experience is taken concurrently or after successful completion of SW 355 Generalist Practice I. Because SW 355 is an introduction to the generalist model of social work, it provides the appropriate framework for the junior field experience in relation to intervention models and the planned change process. The framework assists in providing students with experiences within practice behaviors of the core competencies during a 140 hour placement. In addition to the practice course juniors in the field meet one hour a week initially, and then every other week with the program field coordinator, covering common questions and concerns of students within their first field experience. At the midterm of such meetings the focus is placed on professional oral and written communication skills, with students developing individual resumes and completing mock interviews with area professionals from social service agencies. Within SW 486 Senior Field Instruction students begin to work independently as generalist social workers while concurrently enrolled in SW 488 Senior Seminar, with the seminar serving as the capstone of integration of all previous curricular content with practice skills in the field. Senior Field Instruction is structured for students to demonstrate competency with practice behaviors of the core competencies within a 450 hour practicum. The seminar assists in accomplishing core competencies by connecting the classroom with the practice setting, allowing students to reflect on their experiences within the field in relation to values, ethical dilemmas, theoretical rationales behind practice, and best practices. Additionally the seminars create a collegial learning environment and provide guidance from the instructor. 37

SW 488 is a two and one-half hour weekly, senior seminar consisting of mini assignments that encourage students to apply critical thinking to inform and communicate professional judgments. Assignments incorporate literature reviews, evidence based practice, sensitivity to vulnerable populations, and agency dialog. Senior Seminar assignments include an agency overview, policy critique, best practices for diversity represented within the agency, community assessment, theoretical rationale for intervention, and a research assignment surrounding evaluation of practice. The research project addresses a core competency area regarding research evidence to inform and evaluate practice interventions within students perspective agency settings. The three texts chosen for the seminar help enhance skills from a generalist perspective, focus on evidence based and theory based practice, emphasize empowerment and the strengths perspective, and provide guidance on culturally sensitive social work through real life examples. As the senior capstone project students complete a major case presentation at the conclusion of the senior seminar. Presentations are presented to classmates, juniors, faculty, agency field instructors and professionals serving on the social work advisory board. Utilizing material from the field, students follow a client system through the planned change process, demonstrating utilization of conceptual frameworks to guide the processes of practice. Presentations include rationale behind intervention, sensitivity to diversity and justice, impact of policy, and adherence to social work values and ethics. Of particular emphasis is human behavior in the social environment and the utilization of research to inform practice, thus the case presentation assesses core competencies surrounding conceptual frameworks to guide practice and comprehension of person in environment. B 2.1.2 The program discussed how its field education program provides generalist practice opportunities for students to demonstrate the core competencies. There are two field placements in the Social Work Program at efiance College, the first being SW 397 Junior Field Experience, and the second SW 486 Senior Field Instruction. Junior and senior placements both provide generalist practice opportunities for students to demonstrate practice behaviors within the ten core competencies. SW 397 Junior Field Experience is designed to provide students with experiences within fifteen of the forty-one practice behaviors during a 140 hours placement, while SW 486 Senior Field Instruction is structured for students to demonstrate competency with thirty-four of the forty-one practice behaviors within a 450 hours practicum. Both field placements offer demonstration of core competencies through field activities as mutually created between student, college field coordinator, and agency field instructor. 38

uring the initial site visitation of a field placement the handout, Understanding Generalist Practice for Field is reviewed for key components of generalist practice and to serve as the structural framework for the practicum. Within this framework the students are provided with experiences at all levels of social work intervention with a focus of developing skills within the planned change process, including an emphasis on oral and written communication. The field evaluation tool is reviewed in detail with the agency for clarification of criteria for evaluation of core competencies. Integrated within the evaluation tool is the student s learning agreement. Students and agency field instructors identify two specific learning activities per practice behavior to ensure adequate opportunities toward demonstration of core competencies. Additionally, students complete weekly conference sheets highlighting experiences within each key area of the generalist practice model as outlined within the Generalist Practice Log section. Weekly conference sheets also promote self-reflection within the Student Weekly Journal section. Within SW 486 Senior Field Instruction students begin to work independently as generalist social workers while concurrently enrolled in SW 488 Senior Seminar, with the seminar serving as the capstone of integration of all previous curricular content with practice skills in the field. The seminar assists in accomplishing core competencies of a generalist by connecting the classroom with the practice setting, allowing students to reflect on their experiences within the field in relation to values, ethical dilemmas, theoretical rationales behind practice, and best practices. SW 488 is a two and one-half hour weekly, senior seminar consisting of mini assignments that encourage students to apply critical thinking to inform and communicate professional judgments. Assignments incorporate literature reviews, evidence based practice, sensitivity to vulnerable populations, and agency dialog. Senior Seminar assignments include an agency overview, policy critique, best practices for diversity represented within the agency, community assessment, theoretical rationale for intervention, and a research assignment surrounding evaluation of practice. The research project addresses a core competency area regarding research evidence to inform and evaluate practice interventions within students perspective agency settings. The three texts chosen for the seminar help enhance skills from a generalist perspective, focus on evidence based and theory based practice, emphasize empowerment and the strengths perspective, and provide guidance on culturally sensitive social work through real life examples. As the senior capstone project students complete a major case presentation at the conclusion of the senior seminar. Utilizing material from the field, students follow a client system through the planned change process, demonstrating utilization of conceptual frameworks to guide the processes of generalist practice. 39

Presentations include rationale behind intervention, sensitivity to diversity and justice, impact of policy, and adherence to social work values and ethics. Of particular emphasis is human behavior in the social environment and the utilization of research to inform practice, thus the case presentation assesses core competencies surrounding conceptual frameworks to guide practice and comprehension of person in environment. B 2.1.3 The program discusses how its field education program provides a minimum of 400 hours of field education for baccalaureate programs. There are two field placements in the Social Work Program at efiance College, the first being SW 397 Junior Field Experience, and the second SW 486 Senior Field Instruction. The Junior Field Experience is designed to provide students with generalist practice opportunities within a 140 hour placement. Within a typical semester the junior student averages about 10 hours per week in the agency setting. In contrast Senior Field Instruction is a 450 hour practicum, with students averaging 30 hours per week in a typical semester. While a few students may request an extension to the typical semester, due to unforeseen circumstances or preapproved extension contracts, all students must complete 140 hours within SW 397, and 450 hours within SW 486 for a total of 590 hours in field practicum upon graduation from the efiance College Social Work Program. B 2.1.4 The program discusses how its field education program admits only those students who have met the program s specified criteria for field education. There are two field placements in the Social Work Program at efiance College, the first being SW 397 Junior Field Experience, and the second SW 486 Senior Field Instruction. SW 397 Junior Field Experience is typically taken fall semester of the junior year concurrently with SW 355 Generalist Practice I. On occasion students may complete the junior field experience after the fall semester as long as he/she has successfully completed SW 355 Generalist Practice I. The minimum number of hours in the field for the junior level is 140 hours, averaging 10 hours per week during a typical semester. The eligibility criteria for enrolling in SW 397 Junior Field Experience include the following: students have been accepted for admission into the efiance College Social Work Program (near the conclusion of the sophomore year); students have completed an application to field placement and submitted to the Field Coordinator; and students must maintain a cumulative GPA of 2.25 overall and 2.5 GPA in all social work courses taken. 40

SW 486 Senior Field Instruction is typically taken spring semester of the senior year concurrently with SW 488 Senior Seminar. On occasion students may complete the senior field during a summer or fall semester. The minimum number of hours in the field for the senior level is 450 hours, averaging 30 hours per week during a typical semester. The eligibility criteria for enrolling in SW 486 Senior Field Instruction include the following: students have successfully completed SW 397 Junior Field Experience; students have completed all required social work course work except SW 488 Senior Seminar, or have received permission from the program to complete course work concurrently with senior field instruction; students have submitted a resume with references to the Field Coordinator; students have provided proof of student professional liability insurance (typically through state NASW membership) to the Field Coordinator; and students must maintain a cumulative GPA of 2.0 overall and 2.5 GPA in all social work courses taken. B 2.1.5 The program discusses how its field education program specifies policies, criteria, and procedures for selecting field settings; placing and monitoring students; maintaining field liaison contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program s competencies. Field Agency Selection Field agencies are pursued where students will have the opportunity to practice generalist social work and demonstrate program competencies within practice behaviors. A variety of social work settings is sought so that the interests and skills of students can be matched with agency mission and needs, resulting in a mutually beneficial placement. A majority of agencies are located within fifty-mile proximity of the college within rural northwest Ohio, however placements outside the immediate area are encouraged and supported, especially those within urban settings. Agencies that are selected for student placements have the following characteristics: Agency has a volume and flow in its programs that offer a wide range of learning experiences with multi-level client systems. Agency provides opportunities for practicing generalist social work skills. Agency maintains a learning environment that supports demonstration of program competencies through specified practice behaviors. Agency clearly defines its mission, programs and interventions methods. Agency ensures weekly supervision to students by qualified social workers as well as professionals from related disciplines. Agency provides adequate student orientation including safety precautions and takes necessary measures to protect student safety. 41

Agency provides services to diverse population groups in consideration of ethnicity, race, national origin, gender, social class, age, religion, sexual orientation, disability, or veteran status. Agency complies with the NASW Code of Ethics. Agency supports the educational goals and mission of the Social Work Program of efiance College. Agency ensures a system of community accountability (i.e. board of directors, accrediting agency, fiscal reviews, etc ). Agency does not engage in illegal discriminatory practices in hiring, acceptance of students, or clients and supplies evidence of anti-discrimination or harassment policies. Agency maintains sufficient staff to support the mission of the agency without reliance on students. Agency releases staff to attend field instructor training as offered by the college. Agency is willing to sign the Field Agency Contract. Agencies that should not be considered for student placements include the following: Agency is without a key supervisory or administrative position. Agency is undergoing massive reorganization. Agency is suffering unusually, intense morale problems, resulting in high staff turnover. Agency is not in compliance with applicable federal, state, or local laws regarding nondiscrimination. Agency consistently refuses to release staff to attend training provided by the college for field instructors. Agency does not meet the criteria for field instructors as designated by the Social Work Program of the college. Placing Students, onitoring Students, and aintaining Field Liaison Contacts with Field Education Settings Upon admission into the Social Work Program the field education process begins with student completion of the Field Placement Application indicating field interests, prior experience, and special needs. Applications are submitted to the program Field Coordinator. The Field Coordinator provides field agency resources based upon student interests and needs. An agency without a previous partnership with the program may be considered if all agency selection criteria are met as indicated within the Field 42

anual. Students are required to submit an application for field placement within the semester preceding the perspective field placement. In the preceding semester of a field placement an agency with preference from a student is contacted to confirm willingness to supervise a student, and to ensure all agency selection criteria are met. Upon confirmation of agency eligibility, the student contacts the perspective agency for an interview. uring an interview seniors are required to have resumes available, as resumes are created during SW 397 of the junior year. Both the perspective agency and the student are contacted by the Field Coordinator following an interview to inquire on the appropriateness of the said placement in meeting the goals of the level of field education. If all are in agreement, the student contacts the field agency to schedule the expected starting date of the field placement. If after an interview the placement was not deemed an appropriate fit for the field agency and/or the student, then the process continues under the orchestration of the college Field Coordinator with another perspective agency until an appropriate placement can be secured. The progress of students within field education is monitored several ways. First, the Field Coordinator makes site visitations to the field agencies to meet with the student and agency field instructor. Occasionally other staff pertinent to the experience of the student may also join in these on-site meetings. At the junior level the Field Coordinator typically makes an initial and final site visitation, with the senior level encompassing site visitations within an initial, midterm, and final meeting. To encourage field education beyond the immediate boundaries of northwest Ohio site contacts may take place through technology, such as the use of telephone conferencing or Skype. Within the initial site visitation the Field anual is reviewed for clarification on expectations of the field level, such as hours, weekly conferencing, and monthly time logs. All field instructors are offered a hard copy of the manual and how to access Online. Semester calendars are provided for notifications of dates and times for future visitations, as well as the agendas for each visitation. Syllabi are distributed from the concurrent seminar courses, for explanation on corresponding coursework, topics of discussion, assignments, and important semester dates. The handout Understanding Generalist Practice for Field is provided, discussed, and initialed by the agency field instructor for review of the key components of generalist practice as the structural framework for field. Additionally Weekly Conference Sheets are introduced as the means to highlight experiences within each key area of the generalist practice model as outlined within the Generalist Practice Log section, as well as promotion of self-reflection within the Student Weekly Journal section. 43

ost important to agency site visitations is the review of the field evaluation tool. uring the initial site visitation the field evaluation tool is reviewed in detail with the field instructor and student for clarification of criteria for evaluation of practice behaviors within core competencies. Integrated within the evaluation tool is the student s learning agreement. Within the initial site visitation students and agency field instructors begin to identify two specific learning activities per practice behavior to ensure adequate agency opportunities toward student demonstration of core competencies. Learning activities are viewed as a student s individual learning agreement with the agency. SW 397 Junior Field Experience is designed to provide students with experiences within fifteen of the forty-one practice behaviors of the core competencies, while SW 486 Senior Field Instruction is structured for students to demonstrate competency with thirty-four of the forty-one practice behaviors. As a result the junior field experience requires a field instructor and student to indentify at least thirty learning activities within the agency to demonstrate core competencies within fifteen practice behaviors; while the senior level requires sixty-eight learning activities to demonstrate competency within thirty-four practice behaviors. In addition students identify two individual learning activities not necessarily related to previously identified practice behaviors, to allow for self direction in one s professional development within a particular agency At the midterm of a semester the evaluation tool is revisited for progression toward skill competencies within learning agreement activities established at the beginning of the practicum. The midterm serves as a performance evaluation of the student at the halfway point of the practicum. Within the junior experience a student and agency field instructor review and return to the college field coordinator. At the senior level such a review occurs during the midterm site visitation. Also at midterm a student s strengths and areas in need of further development are discussed as part of continuous self-examination and selfcorrection. Weekly Conference Sheets are surveyed to ensure coverage of key components of generalist practice. Throughout the practicum key assignments are reviewed and initialed by field instructors prior to student submittals to ensure their knowledge of student comprehension of how generalist practice applies to specific agency settings. If any deficiencies are noted within the generalist practice of the weekly conference sheets, assignments, or the student learning activities of practice behaviors of core competencies, then a plan of remediation is discussed and implemented for successful completion of field objectives prior to the conclusion of the practicum. As a result the midterm allows for the collaboration between college Field Coordinator, agency field instructor and student to note satisfactory progress, as well as areas in need of attention. Attention given at the midterm could involve focusing on further developing the student s approach to field education, revisiting agency opportunities toward learning activities, and/or refining the agency s approach of providing student guidance. 44

On occasion a concern may arise in the field that was not specifically addressed within a site visitation. Such concerns could center upon student functioning and/or appropriateness of agency environment. uring the initial and midterm site visitations agency field instructors and students are informed on how to address such concerns, and where to locate guidance on such matters within the field manual. uring the initial site visitation all parties involved exchange means for contact in case of emergencies, questions, or concerns. Seminar courses allow the college Field Coordinator another context in addition to field site visitations to monitor the progress of the students, and to monitor the ability of agency settings to provide opportunities congruent with the program s learning objectives. Regular contact with students through seminar permits the Field Coordinator another forum to check the appropriateness of student integration of course work with practice behavior development within a supportive agency environment. As previously mentioned the college Field Coordinator typically serves as the instructor for a seminar course associated with a level of field education, with the exception of summer placements, which on occasion are facilitated by another faculty member within the program. Under such circumstances close communication occurs between the Field Coordinator and the seminar faculty to ensure appropriate monitoring of students and agency settings. Evaluating Student Learning and Field Setting Effectiveness Congruent with Competencies uring the initial weeks of field placements students and agency field instructors identify specific learning activities within the field agency to ensure adequate agency opportunities toward student demonstration of core competencies. As previously stated, SW 397 Junior Field Experience is designed to provide students with generalist practice experiences within fifteen of the forty-one practice behaviors of the core competencies, while SW 486 Senior Field Instruction is structured for students to demonstrate competency with thirty-four of the forty-one practice behaviors. Students and agency field instructors identify at least two learning activities per practice behavior of the core competencies. Students are evaluated by agency field instructors at midterm and at the conclusion of a practicum. Likewise students will also complete evaluations on their performances as a means to self-evaluation. At both points in time a student is evaluated on his/her progression toward skill competencies within learning agreement activities established at the beginning of the practicum. At the junior level the performance evaluation range includes: students not meeting expectations in a given area (0); students not meeting expectations but with evidence of meeting expectations in the near future (1); and students gaining 45

experience and meeting expectations in a given area (2). In addition to the junior range the senior field level includes: student demonstrating beginning competency in a given area (3); students demonstrating competency (4); and students exceeding competency in a given area (5). Additional gradations of performance expectations are utilized from the junior to the senior field experience. As a result the junior field experience is designed to evaluate the foundational development of social work skills, while the senior level evaluates the advanced mastery of core skills needed for the profession. Final grades for the level of field are based upon the evaluations of agency field instructors and of the students, with the college Field Coordinator assigning the formal grade. The junior level of field is a Pass/Fail course, with the senior practicum assigned a letter grade at the conclusion. Several other evaluations occur at the end of a field practicum to encourage reciprocity of constructive reflection of supportive environments to student development. At the conclusion of a field placement, students complete and share the Student Appraisal of Field Instructors with their agency field instructors. Students also complete the Student Evaluation of Field Placement with the college Field Coordinator. Both evaluations provide student feedback surrounding agency supervision, overall field setting, educational focus, and program coordination. Lastly agency field instructors complete Field Agency Evaluation of Program and Field Coordination, providing constructive feedback regarding the collaborative partnership with the college program. All three evaluations assist in the identification of field strengths, limitations, and suggestions for improvement. Such evaluations are part of the continuous process of developing supportive field environments conducive to student performance of core competencies, and thus successful preparation for the profession of social work. Besides the obvious appraisals obtained within the field evaluation tool, student learning and supportive environments can be further assessed within seminar discussions and assignments. Within SW 488 Senior Seminar students complete six mini-assignments on topics of agency overview, policy critique, diversity represented within the agency and best practices, strengths and limitations of the community, theoretical rationale to agency interventions, and evaluation of practice. The research mini-paper addresses a core competency area regarding research evidence to inform and evaluate practice interventions within the agency. As the senior capstone project within seminar, students provide a case presentation. Utilizing material from the field, students follow a client system through the planned change process, explaining rationale and theory behind interventions, as well as evaluation of practice. The case presentation assesses core competencies surrounding conceptual frameworks to guide practice and comprehension of person in environment. 46

In addition to evaluation forms and seminar assignments and discussions, student learning and field setting effectiveness can be monitored in a few other ways. Weekly Conference Sheets can be reviewed by the college Field Coordinator for experiences within key areas of generalist practice as outlined within the Generalist Practice Log section, as well as self-reflection and learning achieved within the Student Weekly Journal section. Lastly issues surrounding field policy, design, and effectiveness are discussed within weekly, faculty program meetings, and within quarterly advisory board meetings. B 2.1.6 The program discusses how its field education program specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for students to demonstrate program competencies. Field instructors for baccalaureate students hold a baccalaureate or master s degree in social work from a CSWE-accredited program. For cases in which a field instructor does not hold a CSWE-accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished. The efiance College Social Work Program provides quality field instructors dedicated to mentoring students through its field education. Agency field instructors possess degrees in social work from CSWE accredited programs, as well as post-degree practice experience within social services. Likewise field instructors show evidence of competence in the field, typically being state licensed, and adherence to social work values and NASW Code of Ethics. Instructors exhibit a willingness to provide meaningful supervision that invites students to process and reflect on field experiences toward effective generalist practice. Additionally agency field instructors demonstrate the ability to select appropriate learning opportunities that results in the integration of academic content with practicum experiences. To ensure quality field instruction criteria for instructors is established and posted within the program s Field anual as follows: An agency field instructor must meet the following criteria: Received a BSW or SW degree from a CSWE accredited school. Completed two years post-degree practice experience in social services. Commits to the values of the social work profession and abides by the NASW Code of Ethics. Exhibits competence in social work practice, such as being state licensed. emonstrates an interest and ability to mentor social work students, including the ability to select appropriate learning experiences and the ability to integrate academic content with practicum experiences. Knowledgeable about the community surrounding the field setting and its resources. Commits to being available full term of the field placement, and maintains the support of the agency in undertaking the supervision of a student. 47

Attends field instructor orientation and training as needed, and/or willingness to be available for individual orientation and instruction by the college Field Coordinator. Openness to reflect on own professional practice for educational purposes of mentoring students. Provides meaningful supervision time for students to process and reflect on their experiences. In all practicum placements the emphasis is to provide the student with an appropriately matched field site with BSW or SW supervision. However there are a few potential practicum sites in the northwest Ohio area that have no degreed social workers on staff, even though these agencies provide generalist social work service. To rule these sites out of consideration deprives students of potentially excellent exposure to social work populations. It also deprives agencies of the opportunity to be exposed to the advantages of professional social work training, and the social work profession the potential for upgrading educational requirements in future job openings. Therefore, the efiance College Social Work Program is open to placing a limited number of students, particularly at the junior field level, in such placements given the following: The designated field instructor possesses credentials appropriate to services provided at the field setting. Examples include a grandfathered LSW, national or state certified professional, or degreed professional in a related field such as psychology, counseling, or criminal justice. The field instructor has appropriate length of practice experience in relation to the services provided at the agency field setting. The agency director and designated field instructor understand the link between their services and BSW generalist education. The field instructor is willing to attend orientation and training as needed, and/or willingness to be available for individual orientation and instruction by the college Field Coordinator. The field coordinator has been given the necessary release time by the program to provide necessary support, education, and supervision to the field instructor. The field instructor is aware of the values of the social work profession and NASW Code of Ethics. The designated field instructor is knowledgeable about the community surrounding the field setting and its resources. The field instructor commits to being available full term of the field placement, and maintains the support of the agency in undertaking the supervision of a student. 48

The field instructor demonstrates an interest and ability to mentor social work students, including the ability to select appropriate learning experiences and the ability to integrate academic content with practicum experiences. The field instructor is willing to reflect on own professional practice for educational purposes of mentoring students. The designated field instructor provides meaningful supervision time for students to process and reflect on their experiences. B 2.1.7 The program discussed how its field education program provides orientation, field instruction training, and continuing dialog with field education settings and field instructors. Orientation for new field instructors occurs through campus orientation training, a field instruction C, and within individualized field agency site visitations. In recent years new field instructors have been given a copy of Field Instruction 101, a C program with NASW continuing education hours from the Hawaii Pacific University. The program offers seven modules covering the basics for field instruction, CSWE guidelines, the generalist practice model, and best practices of supervision. In addition half day orientation sessions with CEUs are offered on campus, with the two most recent entitled Application of C Generalist odel to Field Practicum, and Field Instructor Training on New CSWE EPAS Competencies. Attendance by all field instructors, long standing and new was encouraged on the latter as it covered how to incorporate generalist practice toward competencies according to new EPAS standards of CSWE within field education. The primary mechanism for orientation of new field instructors occurs within the agency site visitations. As indicated by feedback received of the field instructors, individualized meetings have been the most beneficial in assisting agencies in the supervision of students. Within the initial site visitation the Field anual is reviewed with field instructors and pertinent agency staff for clarification on expectations of the field level - such as hours, weekly conferencing, and monthly time logs. All field instructors are offered a hard copy of the Field anual and how to access Online. Semester calendars are provided for notifications of dates and times for future visitations, as well as the agendas for each visitation. Syllabi are distributed from the concurrent seminar courses, for explanation on corresponding coursework, topics of discussion, assignments, and important semester dates. The handout Understanding Generalist Practice for Field is provided, discussed, and initialed by the agency field instructor for review of the key components of generalist practice as the structural framework for field. Additionally Weekly Conference Sheets are introduced as the means to highlight experiences within each key area of the generalist practice model as outlined within the Generalist Practice Log section, as well as promotion of self-reflection 49

within the Student Weekly Journal section. ost important to agency site visitations is the review of the field evaluation tool. uring site visitations the field evaluation tool is reviewed in detail with the field instructor for clarification of criteria for evaluation of practice behaviors within core competencies. Ongoing dialog with field instructors is made possible through agency site visitations, solicited feedback on student assignments and evaluations, and training offered through the program. At the midterm site visitation Weekly Conference Sheets are surveyed in the presence of field instructors to ensure coverage of key components of generalist practice, and the evaluation tool is revisited for student progression toward skill competencies. Throughout the practicum key assignments are reviewed and initialed by field instructors with comments prior to student submittals, ensuring field instructor knowledge of, and feedback regarding student comprehension of how generalist practice applies to specific agency settings. As a result the midterm site visitation and periodic assignment reviews allow for the dialog and collaboration between college Field Coordinator and agency to note satisfactory progress, as well as areas in need of attention. Several evaluations occur at the end of a field practicum to encourage reciprocity of constructive reflection of supportive field environments. In addition to field instructor evaluations of students on completion of skill competencies, students also complete and share the Student Appraisal of Field Instructors with their agency field instructors. The student appraisal provides student feedback surrounding agency supervision, overall field setting, educational focus, and program coordination. Lastly agency field instructors complete Field Agency Evaluation of Program and Field Coordination, providing constructive feedback regarding the collaborative partnership with the college program. All three evaluations assist in the identification of field strengths, limitations, and suggestions for improvement. Such evaluations are discussed during the final site visitation and become part of the continuous dialog surrounding supportive field environments. The efiance College Social Work Program became a corporate member of the Behavioral Health Professionals of Northwest Ohio as a means to offer additional training opportunities to agency field instructors. The association with BHP has allowed the program to assist field instructors with continuing education opportunities to remain current in the field, and thus allowed them to assist students with the latest professional trends in best practices. Additionally BHP offers ethics training on a yearly basis, many held on the efiance College campus, reminding field instructors of the values and ethics of the profession, as well as updating them on the current legal issues surrounding the social work practice. One last area of content offered through BHP on an annual basis has been training on issues of diversity. In 50

recent years topics have included cultural education and best practices with people living in poverty; lesbian, gay, and bi-sexual populations; persons with developmental disabilities or mental health issues (such as autism, chemical dependency, PTS, and dual diagnoses); and the Hispanic/Latino culture. In addition to Behavioral Health Professionals, the social work program has maintained a relationship with the five county area epartments of Job & Family Services, offering regular training on campus in the spring during Child Abuse month. Such topics have also focused on current trends and best practices, as well as cultural competence. Recent topics have included interviewing techniques with children, the Native American Indian/First Nations healing practices, trauma and treatment, and Bridges out of Poverty. Similar to workshops sponsored through BHP, such training also allows field instructors the opportunity to meet privately during lunch to discuss program updates, Field anual revisions, changes in field policy, field assignments, and overall field experience, strengths and challenges. Therefore lunch meetings during campus training serves as yet one more mechanism to ongoing dialog with agency field instructors. B 2.1.8 The program discusses how its field education program develops policies regarding field placements in an organization in which the student is also employed. To ensure the role of student as learner, student assignments and field education supervision are not the same as those of the student s employment. The growth and development of social work students benefits from exposure to a wide variety of practice experiences and social work settings. As a result, using a student s place of employment as a field placement is not encouraged. A practicum within a place of employment, however, is permitted on an individual basis as decided by the college Field Coordinator under advisement of the program. Such placements are to be limited and generally due to extenuating circumstances, such as student economic hardship and threat of job loss if student should relinquish employment to allow time and travel to another practicum site, and/or lack of available field agency settings in close proximity of student residence. Specific criteria need to be followed to ensure field instruction remains educationally focused rather than solely centered on provision of agency services. Likewise, a practicum within a place of employment should be administered in accordance with the field instruction policies and procedures as established by the program for all students. To ensure an educationally focused practicum the following guidelines must be met: The agency meets the standards for consideration as a field agency as established by the program for all placements. 51

Field instruction hours and assignments are completed in a different program or service area than from the area of employment, and offer a new and different learning experience than those experiences within regular employment. The agency has a qualified social worker (as established by the program for all placements) who can serve as the field instructor and who is NOT the supervisor for regular employment. 52

AS3.1 Implicit Curriculum B3.1.1 The program describes the specific and continuous efforts it makes to provide a learning environment in which respect for all persons and understanding of diversity and difference are practiced. efiance College within its four pillars of its mission seeks to inspire within students a commitment to know the truth; to understand our world, and the diverse cultures within it; to lead within our profession; and to serve our families, our communities, and our world as responsible citizens. As members of the overall efiance College community, students are to respect the dignity and worth of each person, and to move beyond tolerance and acceptance to understanding and appreciation of religious, cultural, and individual diversity. The mission statement is a reflection of the central values of efiance College, and designed and supported by the entire college community with the understanding that it is always a work in progress. Likewise, the mission statement of the Social Work Program aims to develop professional generalist social workers who embody the values of our profession, while striving to understand the communities, groups, and individuals that comprise our diverse world. The efiance College Social Work Program strives to uphold the overall mission of the college and the mission of the program at various levels as follows. It is the policy of efiance College, under its Affirmative Action Policy, that there be no discrimination against any individual in educational or employment opportunities because of race, ethnicity, religion, national origin, creed, gender, age, sexual orientation, disability, or status as a disabled veteran or veteran of the Vietnam era. The college has specific policies surrounding Civil Rights, and Sexual/Gender Harassment. efiance College is committed to attain equal opportunity via affirmative action that requires specific efforts to recruit, admit, employ, and promote members of groups previously excluded. The college, to which the Social Work Program supports and subscribes, is committed to cultural pluralism in the belief that this is beneficial to all people and essential in strengthening the fabric of society. When examining the staffing history of the efiance College Social Work Program since its inception, there is evidence of a continuing commitment to provide students with a learning context which underscores both the program s and college s ongoing efforts toward diversity. The very first Schauffler Chair of Social Work at efiance College was Ellen oose, an African-American woman, who taught the first social work classes on our campus beginning in 1967. Since its inception a diversity of faculty of various ages has served the program as follows: African American Female 2 African American ale 1 White Female 3 White ale 2 Korean/Asian American Female 2 White ale with Blind isability 1 53

In all past faculty searches, strenuous efforts were made to hire minority faculty to enhance the diversity of the academic environment. In addition, part-time female and male practitioners of different sexual orientations and ages have taught upper division courses to broaden student exposure to diversity within the social work profession. At present, the program is served by a White male (61), White female (47), and Korean/Asian American female (35). efiance College as an institution presently has a 54% female to 46% male faculty ratio, with an average age of 45. According to the irector of Admissions, there has been an ongoing and concerted effort to recruit minority students to the campus. Some progress has been made in the recruitment and retention of students of minority status since the last CSWE reaccreditation. In reviewing first to second year retention rates for full-time students in 2005, students of minority status regarding race and ethnicity represented 11% of the overall student body. In 2010, this figure rose to 22%, thus doubling the representation of minority students regarding first to second year retention rates within a five year span. Overall undergraduate ethnic breakdown indicated students of minority status at 13% during the fall of 2010, which was an increase from 10% in 2008. While it has been a challenge for efiance College to attract international students, having only four during 2010 (Cambodia, China, England, Jamaica), there has been an increase in student representation from various states across the nation. Of course, the tri-state area of Ohio, ichigan, and Indiana produce the largest numbers, but Florida does come in fourth. In 2010, twenty-one states were represented at efiance College, which was an increase from fifteen in 2009. In comparison to diversity of ethnic breakdown, gender diversity has found female students to represent 52% of the overall C student body in recent years. In contrast, the Social Work Program of efiance College has been 92% female. Overall diversity within the Social Work Program has indicated students of minority status have averaged approximately 17% since 2005 in regards to self-identified Hispanic, Black/African American, or male. Non-traditionally aged students within social work have averaged at 25%, which is on par with the overall campus percentage of non-traditionally aged students at 26% in 2010. The geographic area and rural demographic surrounding efiance College offers both opportunities and challenges to a diverse learning environment. The surrounding six counties are overwhelmingly rural. The largest city is efiance with a population of approximately 16,400 people. Within the surrounding six counties the composition consists of 92% White, and an overall average of 8% minority population, with the largest group of minority representation being persons who self-identify as Hispanic. efiance 54

College, however, is located within fifty miles of two metropolitan areas. According to the U.S. Census Bureau (2010) Fort Wayne, Indiana, located to the west of efiance College, has a metro population of 416,257. Fort Wayne consists of an overall average minority population of 20.6% in regards to race and ethnicity. In comparison Toledo, Ohio, located northeast of the campus, has a metro population of 651,429. Toledo is comprised of a 22.6% overall average minority population. efiance College works hard to create a learning environment in which diversity is both supported and embraced. The efforts are resources that the college dedicates to that end include several offices and organizations. The Office of Intercultural Relations was established to foster a community at efiance College that embraces ethnic pluralism and celebrates diversity and differences among students, faculty, and staff. Alesia Yakos-Brown, Assistant Professor and Field Coordinator within the Social Work Program of efiance College, was one of two faculty members that served on the search committee to fill the position of the current director, ercedes Clay. Programs through the office are offered addressing diversity, sensitivity, and cross-cultural issues for all members of the college community including: Black History onth, r. artin Luther King Jr. ay, Women s History onth, Rites of Passage Celebration, and Hispanic Awareness onth. The Office of Intercultural Relations maintains close ties with the efiance Chapter of the NAACP. This office also provides individual counseling regarding personal/academic concerns, information referrals, and other services that enhance the social, academic, and personal development of students of diverse ethnicities and international students on campus. Spiritual Life is an important part of one s growth and development. Opportunities to engage in worship, service, discussion, and community are offered throughout the year by the Office of Spiritual Life. The office hosts such events as the Yom H Shoah - Holocaust ay of Remembrance, the meditation labyrinth, and a Passover Seder. Organized and informal student religious groups are available on campus, and students are also welcome in houses of worship in the efiance community. A directory of local congregations is available upon request. The Chaplain, Jan Bechtel, also provides pastoral and spiritual counseling to the efiance College community. As members of the Intercultural Community Task Force, Chaplain Jan Bechtel of the Office of Spiritual Life and Professor Yakos-Brown, together organize the Interfaith Lunch Series for the efiance College campus and overall efiance Community. Since its first run in 2008, the series has provided an 55

informal time of discussion and dialog surrounding spiritual diversity for students, faculty/staff, and community members. The following speakers have led topics for discussion as follows: 2008 Islam Bilal uta C Student Eclectic Paganism Lisa Allshouse C Social Work Alumnae Hinduism r. Somnath utta C Faculty Catholicism Fr. Tim Kumerer St. ary s Church, efiance United Church of Christ Rev. Jan Bechtel C Chaplain 2009 Judaism oris Warschawski Fogel Ft. Wayne Jewish Federation Islam ohammed Y. arabie Bowling Green State University Greek Orthodoxy r. Spiro avroidis C Faculty Church of the Brethren ean Johnson C Faculty 2010 United Church of Christ Rev. Geoffrey Black National General inister and President Reform Judaism r. ark Gordon C President Apostolic Christian Bob Frake C Alumnus and efiance Pastor American Indian John iles Eastern Woodlands Tribe 2011 Church of Jesus Christ of Latter ay Saints Andrew Pratt C Student Seventh ay Adventist Collette Knight C Staff Buddhism Sreyroth Weaner C Social Work Student Alesia Yakos-Brown, along with efiance College staff member Jodi Holava, were instrumental in starting GLASS (Gays, Lesbians, and Straight Supporters) on campus in 2008. The student named organization provides programming for the campus intended to broaden and deepen campus understanding of diversity within sexual orientation. GLASS has sponsored an annual ay of Silence, and has collaborated with the Intercultural Community Task Force (ICCTF) and the Office of Spiritual Life in offering discussion groups on the topic of Sexual Identity and Religion. BASA provides several avenues for students to interact positively with the heritage of African-Americans and other cultures. BASA serves as a family unit with respect to personal, social, and intellectual growth for its members and others who participate in the campus community. BASA is open to all students within the campus community and hosts annual parties, poetry slams and other diversity programming. 56

Intercultural Community Task Force is a efiance College committee that promotes intercultural and international community both within the college and with the efiance community. It was originally established to give voice to underrepresented populations and to improve campus communication on issues of diversity. Consideration has always been the recruitment and retention of students, faculty, and staff of underrepresented populations. Presently the committee focuses attention on four areas: providing resources for diversity-focused initiatives of on-campus and college-community groups; providing a communication network among the various groups to insure efficacy of effort; empowering groups and individuals as they develop diversity-focused relationships and initiatives; and taking leadership roles in the development, promotion, and assessment of diversity-focused initiatives [Faculty Handbook 1.7.2.4]. Professor Yakos-Brown, has been an active member of ICCTF since 2001, serving as a co-chair from 2005-2008. In recent years ICCTF has been instrumental in creating a iversity Statement for the college, establishing a iversity anagement Taskforce, coordinating Safe Space training, organizing faculty diversity workshops, bringing speakers of diversity to campus, purchasing educational resources for the college, and revising the unlap Scholarship regarding students of diversity. ICCTF has financial sponsored a Poverty Simulation, Hunger Banquet, Tunnel of Oppression, and International Ethnic Tea socials. Likewise the committee was instrumental in collaborating with the Ohio Civil Rights Commission and Federal EEOC to sponsor a Latino Rights Forum. The committee has fostered close relationships with the Hispanic/Latino community, maintaining membership on HAO (Hispanic Awareness Organization), and collaborating on community activities such as the Latino Art Show hosted at the college, efiance s Cruzin in the Park, Hispanic Awareness onth at Northtowne all, Festival of Trees, and ECHO (Educators and Community Helping Hispanics Onward). Additionally ICCTF presented at the efiance College, caster Global Summit Symposium in the spring of 2011 on the topic of Embracing iversity: Best Practices for Both the Individual and the Institution. As a member of ICCTF, Yakos-Brown, was one of the roundtable facilitators. efiance College offers a variety of services and resources to help students succeed. The Accessibility Services office works closely with students who have documented disabilities requiring accommodation to ensure equal access to the college s programs, activities, and services. efiance College complies with all applicable state and federal laws and regulations related to the accommodation of students with physical disabilities, including Section 504 of the Rehabilitation Act of 1973 and the Americans with isabilities Act (AA). Accessibility Services is the College's designated office that maintains disabilityrelated documents, certifies eligibility for services, determines reasonable accommodations, and coordinates services for students with disabilities. 57

The Office of Retention and the First-Year Experience provides service to all students in their transition to and future success at efiance College. The office provides services including academic and social counseling, information regarding other services on campus, and a place to discuss any matters of concern. Programs based out of this office include: First-Year Seminar, First-Year Service ay, and Individual Personal Success Planning (PSP). As part of First-Year Seminar, students are provided programming to enhance communication skills and learn to contribute in a comfortable and productive manner in group settings, and to identify personal values and become accepting of other s values and opinions. The Social Work Program at efiance College requires students to take SW 265 Cultural iversity, and SW 235 Social Problems which introduce and enhance student understanding of diversity, discrimination, mechanisms of oppression, and strategies for change that advance social and economic justice. SW 265 covers diversity issues surrounding ethnicity, race, religion, gender, sexual orientation, age, physical/mental ability, social class, language, and geographic location. Within this course students selfreflect on their own cultural identities toward elimination of personal biases in professional practice, and explore a variety of cultures toward enhancement of cultural competence. SW235 facilitates increased awareness and understanding of social problems in the United States and throughout the world surrounding human diversity and inequality. Within this course strategies for action surrounding various social problems are examined toward advancement of social and economic justice. Both courses incorporate readings, classroom exercises, simulations, games, Internet activities, videos, guest speakers, experiential extensions, and literature reviews. Courses in the Human Behavior and Social Environment sequence such as SO 120 Life in Society and SW 239 arriage and Family teach differences in family structure, parenting, and life style, as well as the impact of race, ethnicity, culture, and class on family life and individual development. Additionally, social work majors are presented with the standard that ethical practice requires a striving toward cultural competence and that social workers must continually seek to expand their knowledge base to better serve the needs of their diverse clients. Likewise social workers are to engage in advocacy and social action within their ethical responsibility to vulnerable clients. Therefore, each practice course requires textbook reading, supplemental reading, and case examples to further develop understanding and context for skill development regarding cultural competence and advocacy. The efiance College Social Work Program seeks opportunities to expose students to guest speakers of diverse backgrounds, or speakers from practice settings serving a diverse clientele. Often times the program can collaborate with other campus offices to secure notable speakers, such as working with the 58

Office of Intercultural Relations, or the caster School for Advancing Humanity. Guest speakers, coming onto campus and/or into the classrooms, complement the program s curriculum surrounding issues of diversity and advocacy. The following agencies and/or guest speakers have enhanced the learning environment regarding diversity and difference in recent years. AAhs (Alcohol & rug and ental Health Services) Board Northwest Ohio Alex Kotlowitz (Journalist; Author; Urban Life) Chicago, IL Amer Ahmed (Hip Hop: Engaging and Facilitating iversity across Human ifference) Ann Arbor, I Andres Gonzalez (Hispanic Community Services Coalition) Cleveland, OH Beverly Karp (Judaism) Sylvania, OH Bridges Out of Poverty with Terie reussi Smith arion, Ohio efiance County Adult Probation ISP Unit efiance County United Way r. Erna Olafson (University of Cincinnati College of edicine; Child Abuse) Cincinnati, OH Eric Hipple (etroit Lions; Teenage epression & Suicide; eath of Son to Suicide) Fenton, I FBI (Human Trafficking) Toledo, OH First Call for Help Napoleon, OH Ft. Wayne Jewish Federation Ft. Wayne, IN James cbride (usician; Author: Color of Water; Bi-Racial of Polish Jew & Black Heritage) New York, NY Sensei Jamie Zimron (Understanding the Conflict in Palestine & Israel/ifferent ethods of ealing with Conflict) California Rev. Jan Bechtel (ialog in a Religiously iverse World) C Chaplain John Kaiser Ortiz (Between You, e and the Fence Post: exico and the United States) Bowling Green, OH ark illigan (Bridge Communities So You Want to Help the Homeless) Chicago, IL ichael Hardin (Author: War, Violence and Religion) Lancaster, PA Northwest Ohio Housing Coalition Ohio Child Welfare Training Program NWORTC Toledo, OH Pat Griffin (What akes a Respectful Campus Climate for Lesbian & Gay Students and Staff) Amherst, A PATH Center (Shelter for the Homeless/Soup Kitchen) efiance, OH Rev. Peter Gomes (Harvard inister, Theologian, Author, Gay, African American) Boston, S PFLAG (Parents, Friends, Family of Lesbians & Gays) Ft. Wayne, IN uring the fall semester the Student Social Work Organization joins with the Introduction to Social Work (SW 121) class to organize an annual trip to an urban area. This urban experience begun twenty-eight years ago, and is open to all students in the program. The trip is invaluable to exposing students to the strengths and challenges of social work practice in an urban setting with diverse populations. It serves as an opportunity to see social problems and service delivery systems on a much larger scale than in the northwest Ohio, rural environment in which the college is located. Within this diverse learning environment students are exposed to the multiculturalism of an urban area, meeting professionals and clients from diverse backgrounds. As a result students come away from the experience with a new awareness and understanding of urban social work practice beyond what the textbook could ever provide. 59

Furthermore, students are challenged to confront their cultural biases and frames of reference. The trip also provides a method through which students from different cohorts get to know each other as well as the social work faculty. Lastly, the trip concludes with a visit to a social work graduate program within the urban area being visited. Urban trips in recent years have included the following experiences: 2004- etroit Little Rock Baptist Church Economic Community Empowerment & evelopment etroit Academy of Arts and Sciences ACCESS Community Center Arab Community Center for Economic and Social Services Greek Community 22 nd Annual Conference of the Baccalaureate Social Work Program irectors Faculty presented with C SW Alumnae Social Work ajors attended BP student sessions and activities. SW Program of the University of ichigan School of Social Work 2005-Cleveland Church Street inistry Catholic Charities Youth Residential El Barrio/West Side Ecumenical inistry Latino Community Case Western Reserve University - andel School of Applied Social Sciences 2006-Chicago Urban Life Center Learn Chicago! Chicago Hostel Woodland East Community & Neighbors ujeres Latinas en Accion Pilsen Neighborhood Jane Addams Hull-House useum Social Work Graduate Program at the University of Illinois, Chicago 2007-Columbus Ohio Chapter of the NASW et with State Senator Buehrer andset in on the Ohio Senate 127 th General Assembly with introduction et with Ohio Treasurer Rich Cordray (other: Social Worker / Father: Worked within R-) iscussed legislature and programs regarding Predatory Lending and Financial Assistance to Women as Victims of omestic Violence Attended the NASW Ohio Chapter 2007 Annual Conference C SW Alumnae presented SW Program of the Ohio State University 2008-etroit Arab American National useum/access Community Center Lebanese Neighborhood Little Rock issionary Baptist Church: Economic Community Empowerment & evelopment 60

Henry Ford High School Autism Program SW Program of the University of ichigan School of Social Work 2009-Columbus Community Refugee and Immigration Services (CRIS) Somali Community Association of Ohio Richard Cordray, Ohio Attorney General Somalia, Asian Indian and Ethiopian Restaurants Attended a movie at the Ohio NASW National Association of Social Workers Conference Athena ocumentary on Prostitute others in Toledo, Ohio (Human Trafficking & Sexual Abuse) et with Ohio NASW President and C SW Alumnae SW Program of the Ohio State University In order to offer students opportunities for field placements with diverse learning environments the Social Work Program has offered placements in agencies located across a wide geographic area. The majority of placements have included agencies in a 50-mile radius as far north as Toledo, Van Wert and elphos to the south, Ft. Wayne, Indiana, to the west, and Bowling Green to the east. Although the rise in the cost of gasoline in recent years has hindered students ability to travel great distances, the program has continued to encourage placements outside the immediate northwest Ohio area. A few placements have been secured outside the immediate area, such as Hillsdale, ichigan, Adrian, ichigan, and Xenia, Ohio; with yet others in urban centers such as etroit, ayton, Cleveland, and Elkhart, Indiana. Field Instructors within placements within a 50-mile radius of the college tend to represent the racial/ethnic composition of the area, while placements within larger urban centers (etroit, Toledo, ayton, Ft. Wayne, Cleveland) offer a greater diversity of instructor composition, and thus have been highly recommended by the program. Regardless of location of a field placement, agencies must evidence policies surrounding equal opportunity/non-discrimination/harassment regarding employment and clientele served, in order to be considered as a field site. Such policies are maintained in field agency files. The caster School for Advancing Humanity was founded to serve as a focal point for teaching, service, scholarship and action to improve the human condition worldwide. The mission of the caster School is to educate students for responsible citizenship; to produce committed global citizens and leaders who understand the importance of individual liberties in improving the human condition worldwide; and to encourage graduates to take an active role in addressing these issues in whatever professions they may choose. The School serves as a catalyst for innovative, interdisciplinary, community-based work by creating and supporting opportunities for teams of faculty, students, and staff to use their academic and professional skills to address community needs. Since 2004/05, faculty and students from the social work 61

program have been a part of the program as Fellows, Associate Fellows, and Student Scholars to Belize, New Orleans, Jamaica, and most frequently Cambodia. The Social Work Program has had over 10 students participate as caster Scholars as international travel in recent years. The project s student scholars and faculty fellows conduct on site are determined through collaboration with community partners in the identified project countries. Examples of social work student s projects include: self-esteem building with young adolescent females, group skills for conducting support groups, art and movement as ways to express feeling among women in domestic violence shelters in Cambodia, an directory of organizations providing support for Jamaicans with developmental disabilities, and others. Faculty trainings include program monitoring and evaluation, utilization of a culturally adjusted eyer s Briggs inventory for staff, supervision and group leadership. efiance College is committed to fostering a continuous dialogue that promotes understanding and acceptance of diverse ideas and practices. Through open minds and an intellectual process, the C faculty and staff strive to create an inclusive community that celebrates diversity. As a result of this commitment, the Lillian Rae unlap Award was created to recognize and financially assist today s under-represented populations and to promote learning from the perspective of multiple and differing life experiences. The Award is designed to provide resources to deserving students to assist them in pursuing their education and realizing their fullest potential. The unlap Award is a $1,000 renewable award available through an application process for full-time undergraduate students who come from a diverse background or set of life experiences. For purposes of this scholarship diversity is defined as any uncommon attribute of mind, life experience or talent that adds to the well-being of the larger community. Applicants must have earned a 2.25 grade point average in high school and be accepted to efiance College. In any given year the Social Work Program typically has 1-5 students receiving this award. In addition to the unlap Scholarship several other scholarships, ranging from $500 full tuition, are available based upon scholarly pursuits, service leadership, academic merit and/or financial need, with non-discrimination policies in existence. B3.1.2 The program describes how its learning environment models affirmation and respect for diversity and difference. efiance College is committed to attain equal opportunity via affirmative action which requires specific efforts to recruit, admit, employ, and promote members of groups previously excluded. The Social Work Program has modeled such affirmation from the very inception of the program, with the first Schauffler Chair being an African American female, to the past two positions filled within the program being of 62

minority representation. In recent faculty searches within the Social Work Program, strenuous efforts have been made to hire minority faculty to enhance the diversity of the academic environment. In addition, part-time female and male practitioners of different sexual orientations and ages have taught upper division courses to broaden student exposure to diversity within the social work profession. Furthermore, the present social work faculty represents an overall balance in age, enriching the diversity of perspective within the program. There has been an ongoing and concerted effort to recruit minority students to the efiance College campus. Overall diversity within the Social Work Program has indicated students of minority status have averaged approximately 17% since 2005 in regards to self-identified Hispanic, Black/African American, or male. While the program strives to increase its numbers of underrepresented populations within its student body, the program does exhibit a higher number than that of the overall college (2010-13%), and minority representation in the surrounding six counties (8%) of northwest Ohio. Additionally, the social work major has one of only four international students on campus, and has maintained students within the program from a diversity of sexual orientations, social classes, abilities, and ages; thus modeling inclusion and respect for diversity. The Intercultural Community Task Force (ICCTF) of efiance College enhances its learning environment by giving voice to underrepresented populations on campus and providing multiculturalism programming. Professor Yakos-Brown, has been an active member of ICCTF since 2001, serving as a co-chair from 2005-2008. Such membership has enabled the social work program to remain current on issues of diversity on campus, as well as connected on issues of diversity within the community. Furthermore, because of this connection, the program maintains a position of leadership regarding advocacy and action. Several required courses on issues of diversity and advocacy for various majors are taught by faculty within the Social Work Program. Examples would include SW 120 Life in Society, SW 235 Social Problems, SW 239 arriage and Family, and SW 265 Cultural iversity. Such courses teach understanding of differences in lifestyle, the dimensions and intersectionality of diversity, the mechanisms of oppression, professional ethics, and strategies for social and economic justice. Having social work faculty teach these courses places the program in a leading role on campus to model affirmation and respect for diversity and difference. The efiance College Social Work Program seeks opportunities to expose students to guest speakers of diverse backgrounds, or speakers from practice settings serving a diverse clientele. Guest speakers, 63

coming onto campus and/or into the classrooms, complement the program s curriculum surrounding issues of diversity and advocacy, and models respect for diversity to the entire campus. Students of other majors also are exposed to the diversity of guest speakers through enrollment within social work classes, or by open invitations to the entire college student body when guest speakers are present on campus. uring the fall semester the Social Work Program organizes an annual urban trip, serving as an opportunity for students within the major to see service delivery systems on a much larger scale than in the northwest Ohio, rural environment in which the college is located. Within this diverse learning environment students are exposed to the multiculturalism of an urban area, meeting professionals and clients from diverse backgrounds. The trip in invaluable in exposing students to the diversity of social work practice in an urban setting, as well as providing insight into interventions that increase opportunities for members of minority groups. In order to offer students opportunities for field placements with diverse learning environments the Social Work Program has offered placements in agencies located across a wide geographic area. The program has continued to support placements outside the immediate area of northwest Ohio, and has encouraged placements in urban areas. Regardless of location of a field placement, agencies must evidence policies surrounding equal opportunity/non-discrimination/harassment regarding employment and clientele served, in order to be considered as a field site. Such a mandate is one manner in which the field program models affirmation and respect for diversity and difference within its learning environments. The caster School for Advancing Humanity of efiance College serves as a catalyst for innovative, interdisciplinary, community-based work by creating and supporting opportunities for teams of faculty, students, and staff to use their academic and professional skills to address global community needs. Social work majors that serve as caster Scholars within the caster School obtain a greater awareness of global differences, respect for diversity abroad, and responsibility for taking an active role in improving the human condition worldwide. The Social Work Program s continuous involvement of faculty and students within the school from its very inception has modeled affirmation and respect for diversity and global differences. The Lillian Rae unlap Award is a scholarship created to recognize and financially assist today s underrepresented populations and to promote learning from the perspective of multiple and differing life experiences. The Award is designed to provide resources to deserving students to assist them in pursuing their education and realizing their fullest potential. In any given year the Social Work Program typically has 1-5 students receiving 64

this award. Having recipients of this award within the program, it models social and economic justice within a diverse, inclusive learning environment. B3.1.3 The program discusses specific plans to improve the learning environment to affirm and support persons with diverse identities. As with many small schools in rural areas of the idwest, retaining skilled qualified people of diverse backgrounds has been a challenge. While the Social Work Program has maintained a diverse representation over the years, the overall institution during the 2010-2011 academic year had a faculty/staff minority representation of only 5.8%. Likewise, attracting students with diverse identities, beyond the confines of northwest Ohio, has also been a challenge. While recent recruiting and retention efforts have been positive, increasing overall campus minority representation from 10% (2008) to 13% (2010), and doubling the first to second year retention rates of students of minority representation within the past 5 years from 11% to 22%, C still faces the challenge of maintaining this momentum in the years to come. Furthermore the college hopes to continue to geographically expand its recruitment efforts, maintaining the recent momentum of increasing student representation from across the United States, with 21 states being represented in 2010, up from 15 in 2009. As a result of these challenges, the Strategic Planning Committee has focused its efforts over the past academic year to address concerns regarding an affirming and supportive learning environment. Steps began in the preceding year by increasing the membership on SPC of faculty/staff from diverse identities. Likewise the committee established a co-chairperson, with intentions to move into chairperson, of an African American female faculty. Under her leadership SPC has identified objectives to enhance the diversity of the learning environment. In preparation for a 2012 overall institutional self-study, the SPC has identified the following initiatives under the strategic goal to broaden and embrace diversity in the college community. uring the summer of 2011, SPC will be continuing its work to create operational initiatives and measurable indicators to the following goal and objectives. Strategic Goal: Broaden and Embrace iversity in the College Community Objectives to Support the Strategic Goal: 1. Increase all aspects of diversity within our campus community by increasing recruitment efforts for faculty, staff, and students to reach a broader national and international base. 2. Expand and enhance programming opportunities and academic support for first generation, academically challenged, and gifted students. 3. Improve and more widely promote academic and extracurricular cultural experiences for students, faculty & staff globally, nationally, regionally & locally. 4. Heighten awareness & promote inclusiveness, respect, value and support of diversity 65

within our college community. Although the Strategic Planning Committee is still working on the overall framework for an affirming and supportive learning environment, some other recent efforts at efiance College have begun in various areas of the campus community to complement the SPC mission. Through an initiative from the college president to assist with student transition and retention, the Office of Intercultural Relations has initiated a Future Leaders program, providing opportunities for leadership and mentoring to students of color. The Intercultural Community Task Force has initiated a iversity anagement Sub-Committee to enhance the campus environment with growing trust, inclusiveness, transparency and communication. As a result, the ICCTF presented this past spring at the caster Symposium, facilitating a film/roundtable format, titled Embracing iversity, with filled-to-capacity participation from faculty, staff, administration, and students. ICCTF plans to continue such presentations, addressing best practices for building trust and affirming individual rights to feel valued and respected regarding both culturally obvious, and subtle differences across campus. Additionally, ICCTF has been working on a iversity Statement to be included with the college mission and vision statement. The draft, with final approval to be established fall of 2011, reads as follows: efiance College is a community of individuals committed to creating a solid platform that acknowledges, respects, and accepts the diversity of our students, staff, faculty, and external stakeholders. We will embrace, support, and value the diverse cultural norms, backgrounds, and attitudes, as well as the diverse ideas and experiences each member contributes to the community. Through open minds and an intellectual process, we strive to create an inclusive and safe community that celebrates our diversity. As a further result of the recent activity of the previously mentioned areas on campus, efiance College will be facilitating a iversity Workshop for faculty and staff during the annual faculty/staff workshop held prior to the start of the fall semester. This workshop will focus on the college s continued commitment and efforts to increase diversity awareness and create an inclusive environment for all. Compass Consulting Services met previously with the campus community in April of 2011 to gather information toward the development of curriculum specific to the strengths and needs of the campus. Several specific strategies have been considered within the Social Work Program to improve the learning environment regarding diverse identities. The main strategies that have been discussed involve field placements, the advisory board, and an evening completion program. A majority of field placements take place in the immediate surrounding area of the college. While these placements have many qualifying strengths, many reflect the overall racial/ethnic composition of rural, northwest Ohio, thus often lacking a diverse environment for skill development toward cultural competence. While many students desire diverse experiences, such as those within neighboring urban centers, many cannot afford the travel 66

expenses, especially in light of increasing gas prices. In consideration of economic justice, the program has discussed researching funding for student travel stipends. In addition, technology is being explored, such as Skype, that could decrease the cost of overall field travel regarding site visitations, with savings being placed toward student needs. Technology could also allow students to pursue qualifying placements with greater diversity, such as within some home communities or other placements of great distance, by providing the means for students to remain connected to seminars and Field Coordination. The Social Work Program s advisory board similarly reflects the difficulties experienced in diversifying the field experience, as the board typically reflects the practice community of northwest Ohio. While the program has had past representation of Black/African American, Hispanic/Latino, and Gay/Lesbian members of all ages, the board still primarily remains White, heterosexual, female, and typical in functioning abilities. As a result, the Social Work Program continues to explore opportunities to actively recruit practitioners of diverse identities. Again dialog of possible resolutions will include funding for travel reimbursement from neighboring urban centers, or the use of technology to connect with perspective members outside the immediate geographic area. The last strategy to improve a learning environment of diverse identities regards an evening completion program. The program is moving forward by offering two classes on campus following our professional sequence in order to provide a new option for students with associate degrees in human services and employed. These students will be required to apply and be accepted into the program following the same set of standards and policies as all other students in our program. The course offerings are the 300 and 400 level social work courses. This is not a satellite program merely a different calendar of courses as because of numerous factors, our program offerings are almost exclusively daytime courses. We hope that this will make us more accessible to a population which is employed, more diverse and unable to take the day curriculum. 67

AS3.2 Student evelopment B3.2.1 The program identifies the criteria it uses for admission. The criteria for admission to the efiance College Social Work Program appear in both the efiance College Catalog (pp. 59-60) and the Social Work Student Handbook (p.38) in hard copy and online at http://www.defiance.edu and http://www.defiance.edu/pages/bass_majors_sw.html. Students who choose to major must make formal application to the Social Work Program. Applications are available in the student handbook as well as being available in the office of the divisional secretary. Applications are submitted to the Social Work Program irector during the spring of the sophomore year. Transfer students with the necessary pre-professional coursework have until fall of their junior year. Students must meet the following criteria in order to be accepted for admission to the efiance College Social Work Program. 1. Sophomore standing and completion of minimum 21 credits in Social Work Pre- Professional Sequence Courses. 2. Have a cumulative grade point average of 2.25 or above. 3. Have a cumulative grade point average of 2.5 or above in Social Work courses completed in the pre-professional sequence or permission of the Social Work Program irector. 4. Complete a written application. 5. Submit a written autobiographical paper. 6. Submit three completed professional reference forms. 7. Transfer students must submit references from a prior agency supervisor and from a faculty based supervisor. 8. Complete the personal disclosure form 9. Participate in an interview with Social Work faculty. 10. Read the efiance College Social Work Program Student Handbook and agree to abide by its contents including the NASW Code of Ethics, the Ohio Code of Ethical Practice and Professional Conduct, and the Policy for ismissal from the program. 11. Submit an example of a formal written assignment which includes citations. This paper should be one which was an assignment in a class that you have already completed. 68

3.2.2 The program describes the process and procedures for evaluating applications and notifying applicants of the decision and any contingent conditions associated with admission. When applications are received a file is assembled for each candidate s application materials. The program director verifies the prerequisite coursework and grade point averages to determine eligibility for full or conditional admission into the program. In some cases, if a student is missing one or two of the pre-professional course requirements, the Program irector will allow the application to proceed with the understanding that missing coursework will be taken either in the summer or the following fall semester. The practice has been in place because the practice sequence begins in the fall semester and each the practice courses are only offered once a year. Consequently, an incoming major could be delayed by as much as a year. When all references, autobiographical statement, and personal disclosure form are submitted, the students are scheduled for interviews with a minimum of two of the three full-time faculty members. All full-time social work faculty have access to the student application materials and if not going to be present at the interview indicate some concerns based on previous classroom or co-curricular experience with a specific student. As the usual number of applicants is under fifteen, there is little difficulty arranging open times. The interviews are thirty minutes in duration. The typical line of questions begins with a summary of the application process and informing the students of the possible determinations and timeline for receipt of the committee decision. The student is asked how they can to be interested in the field of social work, their perceptions of the strengths they would bring to the field, as well as areas they identify as needing further development in order to be a successful professional. They are asked what their professional goals are and the populations of interest to them. The discussion is then opened to answer any questions the student has about the coursework, the field placement options, and the profession. Students are informed that the degree granted by efiance College makes them license eligible providing there are no legal or behavioral issues which may be of concern to the licensing board for social workers in Ohio. Students who have disclosed criminal histories or ethical violations are encouraged to contact the Ohio Board for clarification of their licensing eligibility and to provide the program with that information. (See Personal isclosure pp. 43-44 in Student Handbook) The entire faculty meets to evaluate the each student s petition for admittance. The likelihood of academic success and success in the field are discussed along with any concerns which arose in the interview or by the student s references. The faculty then reach a consensus as to the determination and a letter signed by the Program irector is sent to the student as well as a duplicate placed in the file. Based on the student s materials and admissions interview, the Committee takes one of three 69

actions, including: 1. Unconditional acceptance: the student has an overall GPA of 2.25, and a Social Work GPA of 2.5 along with letters of reference which commend their character and academic potential, and have demonstrated an understanding and acceptance of social work knowledge and values. 2. Conditional acceptance: the student has an overall GPA of 2.25, a Social Work GPA of less than 2.5 but greater than 2.25 and the student s performance in the classroom or in a social setting has indicated some areas of concern; or the student has less than an overall GPA of 2.25 but has other outstanding attributes which indicate the potential for a successful career. A plan will be made to address the designated areas and time-line for review and final acceptance. 3. Non-acceptance ( Selecting Out ) A ecision of non-acceptance will be based upon situations when one or more of the following criteria are met: a) Inadequate academic performance (below 2.25) and does not demonstrate compensating attributes or improvement in a corrective direction. b) Evidence of academic dishonesty (i.e. cheating, intentional plagiarism) c) emonstrate consistent and on-going lack of accountability and responsibility in general, or in areas designated as student responsibility. d) emonstration of impaired relationships and/or inappropriate behaviors attributed to emotional instability or unresolved personal issues which hinder professional practice. e) emonstrate excessive bias, prejudice and judgmental attitudes such as to affect interpersonal communication and interfere with the client s self-determination. f) Evidence of a violation of the profession s ethical standards including but not limited to: inappropriate sexual behaviors, severe problems with confidentiality and not recognizing and adhering to limits of professional competence. g) Refusal of recommended plan for resolution of areas seen as necessary for acceptance such as refusal to obtain recommended assessment or treatment of unresolved issues or addictions. Students who are not accepted into the program will be advised as to an alternate field of study. 3.2.4 The program describes its policies and procedures concerning the transfer of credits The policy and procedures of the efiance College Social Work Program regarding transfer credit appear in the Social Work Student Handbook (p.38) in hard copy and online at http://www.defiance.edu/pages/bass_majors_sw.html. The procedures are as follows: 1. The Registrar will initially review all previous courses in accord with General and Social Work Transfer policies. 2. Registrar will consult with Social Work Program irector before granting approval. 3. In accord with C.S.W.E. standards, no credit is given for life or work experience. In addition, field 70

placement and practice courses are not transferable from non-accredited social work programs. Other courses transferred for non-accredited programs must have syllabi approved by the Social Work Program irector before transfer credit is granted. 4. Course work from other CSWE accredited Social Work programs will be accepted for efiance College equivalent courses. 5. Students transferring after the sophomore year must complete an admission process which includes the application form, completion of three references, and faculty interview. B3.2.5 The program submits its written policy indicating that it does not grant social work course credit for life experience or previous work experience. The program documents how it informs applicants and other constituents of this policy. The policy and procedures of the efiance College Social Work Program regarding credit for life experience or previous work appear in the Social Work Program Student Handbook in hard copy and online at http://www.defiance.edu/pages/bass_majors_sw.html. The statement is as follows: 3. In accord with C.S.W.E. standards, no credit is given for life or work experience. In addition, Field Placement and practice courses are not transferable from non-accredited social work programs. Other courses transferred for non-accredited programs must have syllabi approved by the Social Work Program irector before transfer credit is granted. (p.38) B3.2.6 The program describes it academic and professional advising policies and procedures. Professional advising is provided by social work program faculty, staff, or both. All full-time faculty, after their first year, advise social work majors. Likewise, all students indicating either an interest in social works as a major or declares social work as their major is assigned a social work faculty member to be their advisor by the registrar s office. Any student declaring a double major in social work and another field is given a social work advisor and an advisor in the second field. inors in other fields are coordinated by the social work faculty advisor. Our enrollment averages 52 students a year, freshman through senior, so the average number of advisees is seventeen. Consequently, the advising load is very manageable. The advising role is extremely important to our program. The advising of students truly begins almost at the point of recruitment to attend The efiance College. All prospective students meet with social work faculty and are given information on course requirements and sequencing at that time. The freshmen at The efiance College are all advised through a freshman seminar course and their primary advisor is the instructor for that course. However, the freshmen who have an interest in social 71

work are placed into the Introduction to Social Work course their second semester and have substantial contact with the instructor in that class as well as access to the activities of the student organization. The freshman advisors recognize the importance of social work students contact with social work faculty and support its development. Beginning in the sophomore year, when students formally declare Social Work though not yet formally admitted, the primary advisor is a social work faculty member. The advising process involves two different, but not exclusive, processes. First, the class scheduling process requires that at least once a semester students discuss class selections with their faculty advisor. This is reinforced by requiring signatures before registration. The primary advisor is given access to an electronic file that charts the student s progress as well as final grades and transcripts. The second advising process is professional or career advising. The students are encouraged to give careful consideration to all aspects of their career decisions as they are educated as to the particular personal aptitudes, values, and characteristics that are desired for a career in social work. The early field placement experience is available to students who are looking for more concrete ways of viewing or evaluating the social work practitioner s roles and tasks. The Career Planning and Placement Office of the college conducts training on resume preparation and schedules mock interview sessions with students in the fall semester of the junior year. In SW 488, senior seminar, resume preparation as well as time spent preparing for the licensure exam, graduate school applications and the role of lifelong learning in maintaining both professional competence and licensure. Students who are uncertain regarding their own potential for a social work career are encouraged to consult with the social work faculty to aid in reaching a decision. An early career decision may always be reversed, and students are encouraged to bring any personal concerns about this career choice to the faculty at any point in the curriculum. The faculty has a responsibility for bringing what they identify as the student s vulnerabilities in a social work career to their attention. Social work students are also encouraged to interact with each other and to participate in the events sponsored by the social work program. 3.2.7 The program spells out how it informs students of its criteria for evaluating their academic and professional performance, including policies and procedures for grievance. In SW 121 Introduction to Social Work, students are informed of the Social Work Program Student Handbook and its location on the webpage. Students also have access to hardcopies. The program s policies and other contents of the handbook are reviewed. At the time of admission to the program, 72

students sign a form which states that they have read the handbook and agree to adhere to all policy statements within it. The disclosure form is also signed by a social work faculty member and placed in their file. The Social Work Program Student Handbook (pp. 33-37) and the Social Work Program Field anual (pp. 6-10) contain a section called Standards for Social Work Education which elaborates the expectations and criteria for evaluation in four general areas: Basic Abilities to Acquire Professional Skills; ental and Emotional Abilities; Professional Performance Skills and Scholastic Performance. The social work program faculty lists its grading policies in their course syllabi and both SW 397 Field Experience and SW 486 Field Instruction have field evaluation instruments which are in the Social Work Field anual. (pp. 23-49) Additionally, in the Student Handbook (pp.48-49), student rights and responsibilities as members of the program are clearly defined and accessible to students. The Social Work Program Student Handbook (p.47) and the Social Work Program Field anual (p. 18) contain the Grievance Procedure, the procedure is outlined for program and divisional resolution as well as referring students to both the catalog and college student handbook for college-wide appeals. 3.2.8 The program submits its policies and procedures for terminating a student s enrollment in the social work program for reasons academic and professional performance. In SW 121 Introduction to Social Work, students are informed of the Social Work Program Student Handbook and its location on the webpage. Students also have access to hardcopies. The program s policies and other contents of the handbook are reviewed. At the time of admission to the program, students sign a form which states that they have read the handbook and agree to adhere to all policy statements within it. The disclosure form is also signed by a social work faculty member and placed in their file. The Social Work Program Student Handbook (pp. 45-46) and the Social Work Program Field anual (pp. 6-10) detail the policy of termination from the social work program as well as referencing student s right to appeal following the program s grievance procedure. There is also a procedure for students to be readmitted to the program in the event of their having been dismissed. There too, is referenced the appeal process if denied re-admission. The Social Work Program Admissions Committee reserves the right to request that a student withdraw from the Social Work Program if academic performance, ethical or professional behavior, or emotional or physical health indicates that the student may not successfully complete the program or may jeopardize 73

the well-being of clients served. A decision for terminating a student from the Social Work Program will be based upon situations when one or more of the following criteria are met: 1. Inadequate academic performance (below 2.0 and does not demonstrate compensating attributes or improvement in a corrective direction. 2. Evidence of academic dishonesty (i.e. cheating, intentional plagiarism) 3. emonstrate consistent and on-going lack of accountability and responsibility in general, or in areas designated as student responsibility. 4. emonstration of impaired relationships and/or inappropriate behaviors attributed to emotional instability or unresolved personal issues which hinder professional practice. 5. emonstrate excessive bias, prejudice and judgmental attitudes such as to affect interpersonal communication and interfere with the client s self-determination. 6. Evidence of a violation of the profession s ethical standards including but not limited to: inappropriate sexual behaviors, severe problems with confidentiality and not recognizing and adhering to limits of professional competence. 7. Refusal of recommended plan for resolution of the problem such as refusal to obtain recommended assessment or treatment of unresolved issues or addictions. Students have a right to appeal their termination from the Social Work Program. Students should submit their appeal first to the Social Work Program irector and follow the process outlined in the Program s Grievance Procedure. Students who have been dismissed from the Social Work Program may apply to be readmitted upon meeting the following criteria: 1) Students must submit an application and three letters of recommendation. 2) Students must provide a written explanation of the concerns that resulted in their termination from the Program. Students should include an acknowledgement of the deficiency in their previous performance as well as evidence that the deficiency has been removed. Students should also include a plan for continuous improvement and for preventing a reoccurrence of events. 3) The student must submit their reasons for their wish to return to the Program and to complete their social work degree. 4) Students must be in good standing with the college academically and financially. The application and accompanying documentation should be submitted to the Social Work Program 74

irector. Upon receipt of required materials, an interview will be conducted with the student and the Social Work Program faculty. Following the interview, the Social Work faculty will make a decision regarding readmission. If denied readmission, the student may follow the steps outlined in the Grievance Procedure. 3.2.9 The program describes its policies and procedures specifying students rights and responsibilities to participate in formulating and modifying policies affecting academic and student affairs. Students who are in the Social Work Program have certain rights and responsibilities that are clearly defined and are included in the Student Handbook (pp.48 and 49). In SW 121 Introduction to Social Work, students are informed of the Social Work Program Student Handbook and its location on the webpage. Students also have access to hardcopies. The program s policies and other contents of the handbook are reviewed. At the time of admission to the program, students sign a form which states that they have read the handbook and agree to adhere to all policy statements within it. The disclosure form is also signed by a social work faculty member and placed in their file. Students have two representatives on the Social Work Program Advisory Board and the Schauffler Advisory Board for the program. Representatives from the student organization also are present on faculty search committees. Student rights items 13 through 16 speak directly to this standard. The most interesting student generated change in the program was the student recommendation in spring of 09 to raise the GPA for both the pre-professional classes and overall coursework. Rights Social Work majors have the right: 1. To be treated with courtesy, respect and fairness by college faculty and administrators. 2. It is the policy of efiance College that there be no discrimination against any individual in educational or employment opportunities because of race, ethnicity, religion, national origin, gender, sexual orientation, disability, or status as a disabled veteran or veteran of the Vietnam era. 3. To receive reasonably prompt feedback on assignments and tests and be informed in a timely course work through warning slips. A student also has the right to be informed about what she needs to correct or improve performance. 4. To privacy, not to have personal or academic information released to the Field Instructor without the student s written consent. 75

5. To request a change in field placement when a conflict cannot be resolved by the student, the Field Coordinator or the Field Instructor when the conflict is not related to inappropriate student behavior. 6. To appeal and go before the appropriate committee concerning an academic grade. 7. To appeal and follow procedures concerning dismissal from the Program. 8. To request a change in advisor when there has been a poor fit between advisor and student and to be provided with a new advisor. 9. To have a voice and be heard in choosing client populations and agency settings for internships and field placements. 10. To choose not to participate in any research study conducted by the college, the Program or faculty member. 11. To not have student s written assignments copied or distributed without student s consent. 12. To receive information about important professional matters, such as licensing, graduate school application and NASW membership. 13. To be elected and participate in the Social Work Program s Community Advisory Board. 14. To participate and give feedback to the faculty regarding the hiring of full-time tenured-track Social Work faculty by meeting the candidates and hearing presentations by the candidates. 15. To participate in curriculum development and revision by providing feedback to the Social Work faculty by filling out evaluations and completing the Senior s Evaluation of the Social Work Program. 16. To participate in meetings with the Council on Social Work Education accreditation site team, either individually or as a group. 17. To be informed of changes in the Social Work curriculum in a timely manner that impacts a student s requirements for the major. 18. To form organizations and/or clubs with other social work majors and to plan activities with them. In addition to their rights, Social Work majors have the responsibility: 1. To treat college administrators, Social Work faculty, Agency Field Instructor and fellow students with respect and courtesy. 2. To act according to the NASW Code of Ethics. 3. To read the Program s Student Handbook to be familiar with the requirements, curriculum and polices of the Social Work Program and the NASW Code of Ethics. 76

4. To be familiar with the Council of Social Work Education s Curriculum Policy Statement, which is in the Student Handbook and the Field anual. 5. To read the Field anual and be familiar with and follow the expectations and requirements for fieldwork placements. 6. To fill out course evaluations, service learning, internship and field placement evaluations and senior s evaluation of the Social Work Program. 7. To respect confidentiality both in the classroom and in the fieldwork placement. 8. To meet with their advisors regularly concerning their courses and schedules and graduation requirements. 9. To share important information that affects their academic and/or field placement performance with advisors. 10. To maintain good attendance, be punctual for class and field placements, turn in assignments on time and make appointments with faculty and Fieldwork Supervisors as necessary. 11. To notify their advisors of any decision to change majors and/or transfer to another college, preferably discussing these issues with the advisor prior to making the decision. 12. To work collaboratively with the Fieldwork Coordinator and social work faculty on finding service learning projects, internships and field placements by filling out the necessary forms, making calls and setting up appointments with potential supervisors. 13. To meet all deadlines and paper work required for course registration, dropping and adding courses, incomplete grades, academic courses and fieldwork. 14. To allow adequate time for requesting letters of reference from Social Work faculty and provide the faculty with the necessary information on student s academic performance. 3.2.10 The program demonstrates how it provides opportunities and encourages students to organize in the own interests. The Social Work Student Organization was created in 1976 for the benefit of efiance College social work students. The organization has space in the Schauffler student lounge for their bimonthly meeting. eetings are conducted by the officers who are kept informed of program issues and proposed changes in the program. They are an officially recognized campus organization and receive funding from the student senate in addition to program support. The organization also has representation on that body. Annually the organization co-sponsors the Welcome Brunch for the Introduction to Social Work class, the Empty Bowls fund-raiser for the local homeless shelter, an urban trip to a major metropolitan city, various 77

speakers and workshops on relevant social issues, as well as other social and professional activities. Students in the efiance College Social Work Program also have the opportunities to raise issues affecting their interests in the classroom. This happens frequently, a most of the curriculum has one section offered a year. Consequently, all juniors are in SW 355 in the fall semester and SW356 in the spring semester and seniors are in SW 457 in the fall and SW 488 in the spring thus creating another point of contact for communicating and organizing among and between themselves. The cohort provides a strong cohesive unit because of this structural curricular design. any of the students interests are advanced through the cohort and classes in addition to the student organization. 78

AS3.3 Faculty B3.3.1 The program identifies each full and part-time social work faculty member and discusses her/his qualifications, competence, expertise in social work education and practice, and years of service to the program. Faculty who teach social work practice courses have a master s degree in social work from a CSWE accredited program and at least two years of social work practice experience. The Social Work Program currently employs three full-time faculty and two part-time faculty to teach the present course offerings in the department. There are fifty-six (56) identified Social Work majors currently enrolled, twenty-four (24) of whom are junior and seniors. The full-time faculty-to-student ratio is less than 1:14. This low faculty-to-student ratio allows for individualized attention to students, particularly for personalized academic and career advising. The small class size creates an environment for a high level of student-teacher interaction and increases faculty awareness of the student s preparedness for the profession. The full-time faculty represents a range of teaching and practice experience and all hold a minimum of an SW degree from a CSWE accredited institution. Practice courses are taught by r. R. Wiersma and Prof. Yakos-Brown who have approximately twenty-one (21) years of combined experience. (Please refer to the faculty data form and curriculum vitae for each faculty member submitted with this report.) This variety allows the Program to draw from each faculty member s areas of expertise and interests which enhances the course content and learning experience for our students. The complementarities found between faculty foster mutual respect and ease of consultation. A summary of faculty credentials, areas of interest and teaching assignments are as follows: Full-time Faculty Professor Jeffrey Weaner, SW Social Work Program irector Professor of Social Work and Sociology Professor Weaner has a considerable experience in assessment having presented multiple times on that topic at the Higher Learning Commission s annual program meeting. Additionally, he conducted a program evaluation study at the Cambodian Women s Crisis Center for UNIFE and a smaller project for the CWCC evaluating the success of their Reintegration Program. He has spent a significant amount of time in Cambodia over the last six years providing training on program evaluation, monitoring and staff evaluation and assisting with project report writing. He has Experience/Interests: Evaluation Research, Statistics, and International Social Work. He was a part of the program s initial accreditation in 1976 and all the reaffirmations since that date. He has taught undergraduate social worker for 36 years. 79

His current courses are: Behavioral Statistics, Research ethods, and the HBSE capstone course (Applied Behavioral Science). Professor Alesia Yakos-Brown, SW, LISW Field Coordinator Professor Yakos-Brown had a successful career in practice for twelve years before moving into higher education. The basis of her practice were community based services with most of her time spent with Home Health Care and working with Hospice services. Since arriving at efiance College, Yakos-Brown has devoted a great deal of time and attention to multicultural/diversity issues both in the area and on campus as well as poverty related community task forces. She provides licensure continuing education units on ethics. Her course load consists of Cultural iversity, Social Problems, Practice III: (acrosystems Generalist Practice), and Senior Seminar. As Yakos-Brown is also the Field Coordinator she supervises Junior Field Experience and the Senior Field Instruction. As to her qualifications as a practice faculty, Professor Yako-Brown graduated with her SW from Ohio State University, a CSWE accredited graduate program and has twelve years of post-masters experience. r. Rebecca Wiersma, Ph., LSW r. Wiersma has 13 years of social work practice experience. She began her career as an adoption facilitator at spectrum human services. Upon attaining her SW, she began employment with community care services working with individuals and families. She then joined the National Health Service Corps and worked in a rural mental health center in Pipestone, innesota. Interest in the area of Infant ental Health (IH) led her to develop and obtain funding for a program in IH services for rural families. She currently maintains a practice at The Guidance Center. As our new assistant professor of SocialWork she will teach Interviewing, Practice I and Practice II [micro and mezzo practice], Social Welfare Policy. As to her qualifications to teach practice, r. Wiersma has a SW from Wayne State University whose program is accredited by CSWE and has nine years of post-masters experience. Part-time Faculty Chris Palmer, SW, LSW-Instructor Professor Palmer is an alumnus of the college with eleven years of post-masters experience, an Advisory Board member, and field instructor. Her willingness to teach the course Life in Society, SW 120 and SW 340 Health Care Issues has assisted the program and the institution in meeting the demands for electives and also serving other majors with the course. She is a long-time member of the Advisory Board. 80

Kathy Homier, LSW, LPCC-Instructor Professor Homier is a Licensed Professional Clinical Counselor and Licensed Social Worker who has fourteen years of clinical experience working with individuals and families. s. Homier brings a wealth of experience to the SW 239 arriage and the Family, which is in our pre-professional track. She also teaches Life in Society, SW 120, and is a long time member of the Advisory Board for the program. B3.3.2 The program discusses how faculty size is commensurate with the number and type of curricular offerings in class and field; class size; number of students; and the faculty s teaching, scholarly, and service responsibilities. To carry the ongoing functions of the program, full-time equivalent faculty-to-student ratio is usually 1:25 for baccalaureate programs and 1:12 for master s programs. The Social Work Program has eighteen classes listed in the catalog, one which is a general education requirement (Life in Society) and the other two are electives (the program is discontinuing it SW345 Addiction this year). With the exception of the courses SW 301 Research ethods and SW 230 Behavioral Statistics which are offered both semesters, all courses, because of the size of the program are offered only once per academic year. The Life in Society course, being general education is the only course where multiple sections are offered in a given semester. On occasion, if interest and enrollment warrant, social work courses are offered in the summer term. Consequently, in any given year, there are seventeen teaching openings plus the general education offering. The three full-time faculty s availability for curriculum coverage, accounting for release time, is nineteen courses. One part-time faculty teaches one of those seventeen openings while the other teaches an elective. So the number of full-time and parttime faculty teaching the Social Work curriculum offerings appears to be sufficiently meeting current needs. No part-time faculty teach upper division required social work courses. There are currently fifty-six majors enrolled in the Social Work Program which makes a 1:19 ratio of faculty to students. Class size, especially in the upper level courses, remains small, i.e., ten to fifteen students. The lower division course enrollment ranges from approximately twenty (20) to thirty (30) students per class. Class size that exceeds this enrollment would be a rare exception because there are very few classrooms on campus that will accommodate more than 30 students. The Social Work Program and the institution value the intimate classroom setting offered at efiance College and the personalized attention given students. Therefore, multiple sections of a course are offered, such as with the Life in Society course, and a part-time faculty hired to keep class size small and avoid enrollments of 60-90 students in one course section. 81

Field instruction and field seminar enrollments have also been at less than 15 students. However, should future enrollment numbers increase for field education courses, additional faculty support would be requested. The current full-time faculty members in the Social Work Program are meeting their teaching responsibilities, student advising duties, committee work and have been an active resource for both the campus community and the community-at-large. For voluntary institutional assignments beyond the prescribed faculty load for full-time faculty members, such as administrative responsibilities, new curriculum design, etc., additional compensation has been given. B3.3.3 The baccalaureate social work program identifies no fewer than two full-time faculty assigned to the program, with full-time appointment in social work, and whose principal assignment is to the baccalaureate program. The majority and no fewer than two of the full-time faculty has either a master s degree in social work from a CSWE-accredited program, with a doctoral degree preferred, or baccalaureate degree in social work from a CSWE-accredited program and a doctoral degree preferably in social work. Professors Weaner, Yakos-Brown and r. Wiersma all hold full-time appointments in the social work program and all hold master s degree in social work from CSWE-accredited graduate school programs. r. Wiersma also has a Ph. in Social Work. 82

Council on Social Work Education Commission on Accreditation (COA) Faculty Summary-Part I Form F2_2008-uplicate and expand as needed. Provide table(s) to support self study narrative addressing Accreditation Standards below. This form is used to assist the COA in the evaluation of the program s compliance with Accreditation Standards stated below. 3.3.1 The program identifies each full and part-time social work faculty member and discusses her/his qualifications, competence, expertise in social work education and practice, and years of service to the program. Faculty who teach social work practice courses have a master's degree in social work from a CSWE-accredited program and at least two years of social work practice experience. 3.3.2 The program discusses how faculty size is commensurate with the number and type of curricular offerings in class and field; class size; number of students; and the faculty's teaching, scholarly, and service responsibilities... B3.3.3 The baccalaureate social work program identifies no fewer than two full-time faculty assigned to the program, with full-time appointment in social work, and whose principal assignment is to the baccalaureate program. The majority and no fewer than two of the full-time faculty has either a master s degree in social work from a CSWEaccredited program, with a doctoral degree preferred, or a baccalaureate degree in social work from a CSWE-accredited program and a doctoral degree preferably in social work. 3.3.3 The master's social work program identifies no fewer than six full-time faculty with master's degrees in social work from a CSWE-accredited program and whose principal assignment is to the master's program. The majority of the full-time master's social work program faculty has a master's degree in social work and a doctoral degree preferably in social work. Provide the information requested below for all faculty employed in full-time and part-time positions within the last 3 years. Initials and Surname of Faculty ember ate of Appointment Ethnicity Years of Practice Experience* Years of Employment as Full-Time Educator Previous Positions** Current Position** Percentage of Time Assigned to Program BSW SW BSW SW BSW SW BSW SW J. Weaner 1977 White 1 1 1 34 100 A. Yakos-Brown 2002 White 4 12 >1 9 100 R. Wiersma 2011 Asian/Kor. 4 9 0 >1 0 100 K. Homier 2009 White 14 14 (A Counse l) 0 >1 12.5 C. Palmer 2001 White 18 11 0 2 12.5 L. Robison *** 2001-09 White 3 7 13 Left 100 83

E. Collardey*** 2009 to 12/2010 Asian/ Kor. 0 9 6 2 Left 100 R. Sanford (Temporary)*** 1/2011 to 5/2011 White 0 5 0 Left 100 * Indicate the total number of years practice experience after receiving the baccalaureate degree and/or master s of social work degree. Combine full-time and part-time work into a full-year equivalence years of full-time teaching. ** Should sum to total of years of full-time teaching. *** Former program faculty members 84

Council on Social Work Education Commission on Accreditation (COA) Faculty Summary Part 2 Form F2_2008-uplicate and expand as needed. Provide table(s) to support self study narrative addressing Accreditation Standards below. This form is used to assist the COA in the evaluation of the program s compliance with Accreditation Standards stated below. 3.3.2 The program discusses how faculty size is commensurate with the number and type of curricular offerings in class and field; class size; number of students; and the faculty's teaching, scholarly, and service responsibilities. To carry out the ongoing functions of the program, the full-time equivalent faculty-to-student ratio is usually 1:25 for baccalaureate programs and 1:12 for master s programs. B3.3.3 The baccalaureate social work program identifies no fewer than two full-time faculty assigned to the program, with full-time appointment in social work, and whose principal assignment is to the baccalaureate program. The majority and no fewer than two of the full-time faculty has either a master s degree in social work from a CSWE-accredited program, with a doctoral degree preferred, or a baccalaureate degree in social work from a CSWE-accredited program and a doctoral degree preferably in social work. 3.3.3 The master's social work program identifies no fewer than six full-time faculty with master's degrees in social work from a CSWE-accredited program and whose principal assignment is to the master's program. The majority of the full-time master's social work program faculty has a master's degree in social work and a doctoral degree preferably in social work. Provide the information requested below for all faculty. Provide the information requested below for all faculty employed in full-time and part-time positions within the last 3 years. List from highest to lowest in rank. ( One) Tenure-Track ( One) Tenure ( One) Gender( One) Initials and Surname of Faculty ember Current Rank or Title Part-Time Full-Time Yes No Yes No NA F J. Weaner Professor/Program ir. X X X A. Yakos-Brown Asst. Professor/Field Coordinator X X X X R. Wiersma Assistant Professor X X X K. Homier Instructor X X X C. Palmer Instructor X X X L. Robison* Program. irector X X X X E. Collardey* Assistant Prof.** X X R. Sanford* Instructor X X X X *Former program faculty members **Was recommended for promotion to Associate Professor and tenure by the Faculty Affairs Committee in Fall of 2010. 85

B3.3.4 The program describes its faculty workload and discusses how the policy supports the achievement of institutional priorities and the program s mission and goals. The Social Work Program adheres to the institution s policies with regard to faculty work load. A normal teaching load is 24 semester hours during the regular semesters or the pre-negotiated equivalent thereof, per academic year (efiance College Faculty Handbook, 2009, p. 70). A full-time faculty member s duties to the College go beyond his/her teaching load and normally include such responsibilities as academic counseling, faculty and administrative committee work, and other tasks normally associated with faculty responsibilities in higher education. In the Social Work Program, the Social Work Program irector and the Field Coordinator are each given 25% release-time, or the equivalent of one 3 hour course each semester, in order to fulfill their administrative duties in their assigned roles. Additionally, the Program irector receives 3 credit hours per year for fulfilling obligations as Schauffler Chair of Social Work. The teaching of summer courses or any additional courses would be an overload and faculty would receive the appropriate prevailing compensation. The Social Work Program has kept full-time faculty overloads to a minimum and has utilized part-time adjunct faculty to teach additional course listings. The link between the college s mission its learning outcomes is a statement of educational philosophy which states learning is realized through active engagement in undergraduate research, service learning, and campus organizations, and activities. It is shared and expanded through interaction with like professionals and in leadership opportunities, cooperative education, and internships (efiance College Catalog 2010-11). This philosophy of active engagement and interaction is an institutional strength and impacts the approach to teaching and learning at the college. This is a teaching college and not a research one school. The expectation for faculty research and publication is not an institutional emphasis but engaged teaching is. At the present levels of student enrollment in the Program, faculty workloads are commensurate with faculty interest, experience, administrative functions, the desired level of service to the institution and its mission as amplified through the educational philosophy. B3.3.5 Faculty demonstrate ongoing professional development as teachers, scholars, and practitioners through dissemination of research and scholarship, exchanges with external constituencies such as practitioners and agencies, and through other professionally relevant creative activities that support the achievement of institutional priorities and the program s mission and goals. The Social Work program supports professional development as teachers and scholars for its faculty through providing moneys for memberships and travel. Each full-time faculty has a paid Association of 86

Baccalaureate Program irectors membership, the Program irector receives a CSWE membership, the Field Coordinator has elected an NASW membership, and previous third members have also selected NASW to be paid from program funds. Each full-time faculty currently receives $700.00 of support to attend one major conference per year. This combined with $300-$500 that each faculty receives from the divisional fund has ensured that the all full-time social work faculty have attended at least one national conference annually. When presenting papers, faculty members receive support through the Provost s budget and the Faculty evelopment Fund. Professor Weaner has professionally engaged in work primarily in Cambodia doing trainings and evaluations and research. He also was the lead contributing author to The Greenwood Encyclopedia of Children s Issue Worldwide article on Cambodia. Professor Yakos-Brown is active with NASW Ohio Chapter, the Northwest Ohio Housing Coalition and Behavior Health Professionals within area. She takes the lead in our professional community exchanges and works extensively with groups organizing and facilitating different continuing education experiences by bringing them to campus so that our students may also participate. Yakos-Brown also conducts ethics training for licensure renewal. r. Wiersma just completed her doctorate last August while continuing her clinical practice. She also was working on the development of a learning community for pre-social work majors at Wayne State University and organizing that group to volunteer in the local etroit area. The Social Work Program at efiance College seeks to maintain on-going exchanges with external constituencies in order to continue the quality of education desired for graduates, to impact the local community, and to contribute to the advancing of the profession. One of the primary ways in which the Social Work Program maintains an on-going exchange with the practice community is through the Social Work Program Advisory Board. The Advisory Board members include the Program full-time faculty, two student representatives, and six to seven members of the local community who are or have been employed in the social service sector. Past members have included agency directors, practitioners, current and former field instructors, alumni, community college faculty. The Advisory Board meets four times during each academic year. The board members are elected for one-year renewable terms The Social Work Program also seeks to collaborate with local social service agencies beyond the field education component. The Program has worked with local agencies such as The Center for Child Advocacy, Jobs and Family Services, The Path Center, the Inter-Cultural Community Task Force, 87

Women and Family Services, and Legal Aid of Northwest Ohio and to sponsor workshops and seminars to students, area social workers and the local community. The workshops have often been for continuing education units or for public awareness and education. B3.3.6 The program describes how its faculty models the behavior and values of the profession in the program s educational environment The Social Work Program encourages students and faculty to be actively involved in social work professional associations. The Program encourages students to join NASW and to attend the professional development workshops that are held on our campus and in the surrounding area. Our commitment to engagement with the local social work community models professional behavior by our continuously being involved with in joint projects with agencies and practitioners. Each semester there is at least one active project where the faculty and our student are engaged as colleagues whether in efiance or in Cambodia. One example of our joint collaborations is the Empty Bowls Project. For the past ten years, the Student Social Work Organization partners with the Art epartment and the PATH Center to bring awareness to the plight of the homeless with its annual Empty Bowls fundraiser. All proceeds go directly to the PATH Center for their food pantry and emergency assistance programs. The fundraiser is well supported by donations and attendance from the local community. The students direct every aspect of the event from soliciting donations to arranging educational information on the area homeless to cleaning the soup pots afterward. The faculty are a part of the team and work as a part of the steering committee. The faculty also models the professions values and behaviors in the manner in which we treat students. We help them to identify their strengths and work to empower them not just through the traditional classroom experience but also through the various projects that occur each semester. The faculty also model professional interaction with both the students and each other and treat them with honesty and integrity. 88

AS3.4 Administrative Structure B3.4.1 The program describes its administrative structure and show how it provides the necessary autonomy to achieve its program s mission and goals. The efiance College Social Work Program is housed in the Behavioral and Applied Social Science ivision that is comprised of the Social Work, Psychology, Criminal Justice, and igital Forensics majors. The division has a Chair, which is nominated by the divisional faculty and then selected by the Provost. Therefore, the administrative structure goes from Chief Academic Officer, to ivision Chair for BASS, and then Social Work Program director who sits on the eans Advisory Council as well as being a direct report to the CAO. Within the program, the Program irector has the responsibilities for the program listed below. The other individual with administrative responsibilities is the Field Coordinator for the program The Program irector is an appointment by the Provost and is a direct report to that position. The description of the position is in the administration section of the efiance College Faculty Handbook (pp. 6 and 7). 1.4.3.7 Program irector - Social Work Program irector has the following role, responsibility and authority: a. Responsible for monitoring the curriculum and course offerings, and determining the course schedules; b. Responsible for facilitating communication among members of the program and conducting program meetings; c. Liaison between the program and the Chief Academic Officer s Office; d. Responsible for building and monitoring the budget, assuring cooperation with the Library, and with the help of other faculty, developing the Library holdings; e. Link with the division chairperson and the ean s office in the hiring of new full or part-time faculty, and will always serve on search committees relative to the programs; f. onitor and evaluate faculty; g. aintain records and other documents important to the program; h. Review grading procedures and be the first link when addressing student grievances; i. Responsible for the hiring of the program s student assistants; j. Coordinate the admission process to the programs; 89

k. Preview the college catalog, admission material and other public documents that represent programs to the public; l. Propose any new curriculum changes to the appropriate division; m. Active in recruiting new students and in job placement for graduating students; n. irect the programs self-studies; o. Perform any other tasks that administratively relate to the continuing development of quality programs. p. The program director will receive release time of one course per semester in compensation for performing the above-mentioned tasks.. The Social Work Field Coordinator teaches the equivalent of three courses each semester in addition to the administrative responsibilities associated with the position that is to: a) Assist the irector with the monitoring of curriculum and course offerings; b) Assist with program assessment and evaluation; c) Serve as Field Coordinator for practicums including coordination of placement for junior and senior level students; d) Conduct training for agency field instructors; e) Serve on faculty committee as assigned/elected; f) Assist in the recruitment of new students and placement of graduating seniors; g) Perform any other tasks that administratively relate to the continuing development of quality programs; h) Teach courses in the Social Work and related curriculums; i) Advise students; j) Other duties as assigned by the Vice President for Academic Affairs. 90

B3.4.2 The program describes how the social work faculty has responsibility for defining program curriculum consistent with the Educational Policy and Accreditation Standards and the institutions policies. The Social Work Program s curriculum is the responsibility of the Social Work Faculty. The Social Work Program curriculum is continuously reviewed by program faculty to evaluate its consistency with CSWE Educational Policy and Accreditation Standards. Program faculty meet twice monthly or more frequently, if needed, to discuss Program policies, procedures, course content, field instruction, Program events, applicants to the Program, assessment issues and other pertinent aspects of the Program. If changes in the curriculum are warranted such as in course syllabi, text and course materials, or Program policies and procedures, the changes are made at the discretion of the Program faculty. ajor changes that result in new courses or additional requirements in the major must follow institutional policy for approval and implementation. This policy requires that proposed changes are submitted for approval by the ivision and then move to the Academic Affairs Committee for action. Changes that add additional hours to the major requirements or affect general degree requirements must have approval of the entire faculty. The program faculty meets bimonthly for a year and a half working through the adjustments needed conceptually, in courses, in fieldwork, and the assessment model for the new competencies. The Social Work Advisory Board is also utilized to assist in oversight of the Social Work Program curriculum, policies and procedures to ensure consistency with CSWE Educational Policy and Standards. The Board was actively involved in this most recent set of standards. The Board consists of practitioners, educators, alumni, past and present field instructors and students who, in consultation with the Program faculty, suggest changes to enhance and improve the Program. B3.4.3 The program describes how the administration and faculty of the social work program participate in formulating and implementing policies related to the recruitment, hiring, retention, promotion, and tenure of program personnel. The Social Work Program irector is directly involved in personnel decisions with regard to recruitment, interviewing and hiring for the Program and participates in the Faculty Search Committee which ultimately submits a recommendation to the Academic ean. The Program irector is responsible for the job description and recommending outlets for posting the position. Social Work faculty are also appointed to the Faculty Search Committee and participate in interviewing and selection of new personnel. This process is consistent with personnel decisions in other departments within the institution 91

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where department and division members are asked to review candidates for employment and participate in the interviewing and selection process. The Social Work Program irector participates in the promotion and tenure review process of Program faculty as charged in the job description for the position (efiance College Faculty Handbook section 1.4.3.7 f, pp. 6 and 7). The irector evaluates Program faculty performance and submits recommendations for the review process, however according to the efiance College Handbook section, the Program irector s evaluation can be accepted or be omitted for inclusion in the file by Social Work faculty under review, nor is this input required to be included in the ivision Chair s recommendation. These procedures are outlined in the efiance College Faculty Handbook sections 2.5.2 subsections 2.5.2.1-2.5.2.4 (pp. 41 to 43). This issue has been grieved based on a lack of clarity between ivision Chair and Program irector s responsibilities for evaluating program faculty and inclusion of evaluation material in the faculty review file. An alternative wording has been forwarded to the Provost and President for approval. 3.4.4 The program identifies the social work program director. Institution with accredited BSW and SW programs appoint a separate director for each. Professor Jeffrey S. Weaner is the BA Program irector at efiance College. 3.4.4 (a) The program describes the BSW program director s leadership ability through teaching, scholarship, curriculum development, administrative experience, and other academic and professional activities in social work. The program documents that the director has a master s degree in social work from a CSWE-accredited program with a doctoral degree preferred or a baccalaureate degree in social work from a CSWE-accredited program and a doctoral degree, preferably in social work. Jeffrey S. Weaner s CV (in Appendix 1 of Volume 1) gives a short representation of a long career in social work education. He has been a part of every curriculum innovation and program change since the initial accreditation in 1977. As various points in his career, he has taught every social work course in the program s curriculum. He has served on numerous community boards, including Women and Family Services ( where he served as president and vice president), Lutheran Social Services, Northwest Ohio Community Action Commission(served as President), and the College Advisory Board to Family Justice Center of Northwest Ohio. His profession affiliations on the years have included the Ohio Association of Social Work Educations (Past President and Vice President), NASW(Chaired the State Community Services Committee from 1980-81, Licensing Committee from 1978-80), CSWE, and BP. He is a recognized leader at the college. Besides receiving the istinguished Faculty Award in recognition of his teaching, leadership and service to the college, Professor Weaner has served as Faculty 93

Chair, was the Chair of Behavioral and Applied Social Sciences for more than ten years, Co-Chaired the North Central Self-Study of 2001/02. He has represented his division on Academic Affairs for twenty years, chaired strategic planning, has been on the college s assessment committee for twenty years. He also was the Social Work Program irector from 1997 to 2000 and received his certificate for completing the Program irector training at BP in 1997. ost recently, Professor Weaner has turned more of his attention to scholarly pursuits and international service in Cambodia. He has presented nationally and internationally at BP, The Higher Learning Commission Annual Program eeting, the AACU, the Annual National Service-Learning Conference, and the Annual Conference of Economic, Cultural, Environmental, and Social Sustainability in Hanoi, Vietnam, during the last decade on assessment, civic engagement, learning communities, and global partnerships. 3.4.4(b) The program provides documentation that the director has a full-time appointment to the social work program. A copy of Jeffrey Weaner s appointment in included in Volume 1, Appendix 3 3.4.4(c) The program describes procedures for determining the program director s assigned time to provide educational and administrative leadership to the program. To carry out the administrative functions of the program, a minimum of 25% assigned time is required at the baccalaureate level. The program demonstrates this assigned time is sufficient. The efiance College Faculty Handbook s description of the Social Work Program irector s position (p.6) states in point p : p. The program director will receive release time of one course per semester in compensation for performing the above-mentioned tasks. This time has been sufficient to execute the office of Social Work Program irector. uring the transition to the new standards, the college granted the Program irector an additional three hours of release time per semester for the prior academic year. 3.4.5 The program identifies the field education director. Professor Yakos-Brown is the Field Coordinator, which is synonymous with Field Education irector and is on a nine-month contract with one-quarter release time to direct the field program. Currently, field placements are structured as block placements as Junior Field Experience occurs only in the fall semester and Senior Field Instruction is offered only in the spring semester. Field placement planning, coordination and placement takes place in the preceding semester. 94

3.4.5(a) The program documents the field director s ability to provide leadership in the field education program through practice experience, field instruction experience, and administrative and other relevant academic and professional experience. Alesia Yakos-Brown has been the efiance College Social Work Program s Field Coordinator since 2002. After four years of baccalaureate and twelve years of post-masters experience, she has brought a wealth of practice experience with her to the position. Additionally, she prior to becoming a faculty member served as a field instructor and a member of the program s advisory board. Since assuming her role, she has provided leadership by organizing and conducting trainings for field instructors, innovating, updating and maintaining the field manual, bringing field policies and practices to the attention of the program director, and finally, assuring that the program follows best practices our field program through her own professional development and networking. Professor Yakos-Brown is a recognized campus leader by being named chair of Strategic Planning from 2008 through 2010. She is also an integral member of the Intercultural Community Task Force which takes leadership in addressing and raising awareness of diversity issues on campus and also in the community. 3.4.5(b) The program documents that the field director has a master s degree in social work from a CSWE-accredited program and at least two years of post-baccalaureate or post-master s social work degree practice. Professor Yakos-Brown received a SW degree from the Ohio State University. She is a Licensed Independent Social Worker and certified as a National Bereavement Facilitator. Professor Yakos-Brown brings over twelve years of post-master s experience, primarily in home health care, to the program. 3.4.5(c) The program describes the procedures for determining the field director s assigned time to provide educational and administrative leadership for field education. To carry out the administrative functions of the field at least 25% assigned time is required for baccalaureate programs. The program demonstrates this time is sufficient. Professor Yakos-Brown is on a nine-month contract with one-quarter release time to coordinate field placements. This release time does not include her supervision of students which is one course Currently, field placements are structured as block placements as Junior Field Experience occurs only in the fall semester and Senior Field Instruction is offered only in the spring semester. Field placement planning, coordination and placement takes place in the preceding semester. If need warrants, there has been occasion to offer field placement in the summer session. The Field Coordinator would be compensated according to institutional policy based on enrollment for the course during the summer session. A need has not been demonstrated for the position to be extended for the full-calendar year. However, student enrollment and position responsibilities will be monitored for future considerations. 95

3.5 Resources B3.5.1 The program describes the procedures for budget development and administration it uses to achieve its mission and goals. The program submits the budget form to demonstrate sufficient and stable financial supports that permit program planning and faculty development. The Social Work Program has the necessary resources for achieving the program s goals and goals. The program budget is funded entirely by institutional monies and the Program irector position is underwritten by the Schauffler Endowment in Social Work and Christian Education which is a part of the larger institutional endowment. The program has its own budget with the Program irector having complete autonomy for budget proposals and expenditures. (See form below). The Program irector has sign-off on all purchases under $500.00, purchases exceeding that figure, as per college policy, are signed by the Chief Academic Officer. The budget allows for instructional supplies, instructional and professional travel, professional memberships, student wages, postage and telephone usage. Printing is an institutional budget item at efiance. The college has always and continues to support the program s efforts to maintain accredited status with additional funds for materials, part-time faculty or CSWE Reaffirmation Trainings. The Social Work Program budget provides for professional travel and memberships. Each faculty receives monies from the program budget to attend one national conference per year in addition to the divisional allotment. Faculties also receive some monies to offset costs of professional memberships and certifications. The annual budget building process begins at the program level. The budget is developed by the Social Work Program irector in conjunction with the program faculty. The budget is then submitted to the CAO s office through the division chairperson, who has no authority to alter the proposal. There is opportunity for the Social Work Program irector to directly defend and advocate for budget allocation. Capital expenditure requests are separate from the operational budget and must compete for monies campus-wide. The current social work budget has been at the approximately the same level for the last three years as have the other budgets at the college in response to the recent economic downturn. 96

Program Expense Budget Council on Social Work Education Commission on Accreditation 2008 EPASThis form is used to evaluate a program s compliance with Accreditation Standard (AS) 3.5.1. AS 3.5.1The program describes the procedures for budget development and administration it uses to achieve its mission and goals. The program submits the budget form to demonstrate sufficient and stable financial supports that permit program planning and faculty development. Provide all of the information requested below. If accredited baccalaureate and master s programs are being reviewed at the same time, use one form for each program. Type of Program: XX Baccalaureate aster s Program Previous Year Current Year Next Year Expenses 2009/10 2010/11 2011/12 ollar Amount % Hard oney ollar Amount % Hard oney ollar Amount % Hard oney Faculty & Administrators 163,143 100% 177,003 100% 178,245 100% Support Staff 9056 100% 9139 100% 9230 100% Temporary or Adjunct Faculty & Field Staff 4020 100% 4020 100% 4020 100% Fringe 34,440 100% 37,228 100% 37,495 100% Supplies & Services 1,912 100% 2,950 100% 1,895 100% Travel 3,903 100% 2,849 100% 4,350 100% Student Financial Aid Technological Resources *** *** *** *** *** *** Student Wages 131 100% 193 100% 675 100% Reaffirm. Expenses - 100% 1,733 100% 2,500 100% emberships 2,575 100% 2,685 100% 2,760 100% TOTAL 219,179 ------- 237,800 ------- 241,169 ------- 97

B3.5.2 The program describes how it uses resources to continuously improve the program and address challenges in the program s context. Our monetary resources must first be directed to meeting the fixed costs of operating an accredited program with includes accreditation, memberships, travel, basic supplies, mileage, and student wages. The program prioritizes its resources to both maintain the quality of the program and address its challenges. eeting increasing field instruction travel costs for faculty as well as searching for ways to offset costs for students and the need for increased engagement with diversity are an important priority for our program improvement. Because of the geographic location, there is a need to either import experiences in the form of speakers and trainings or export student to settings where they can experience a greater range of diverse populations than are locally available. One such example of the types of experiences we are attempting to replicate is the edworks project in Cleveland, Ohio last November. Our juniors and seniors who were a part of the project provided substantial portion of the discharge planning. The Executive irector, Karil Bialostosky, stated in a letter to President Gordon that efiance College social work majors provided a substantial portion of the discharge planning for the entire weekend. Other examples of how we are using resources to improve the educational and professional experience for students, while keeping true to our approach to education, are identified in section 3.1.1 s speakers and urban trips. For the immediate future, we are examining ways to offset travel to distant placements for both students and the faculty field supervisor as well as ways to incorporate technologies such as Skype for use in both maintaining and increasing the contact with students in the field. As also indicated in 3.1, we continue to reach out to external organizations or constituencies to partner with in order to create meaningful learning experiences for our students. Faculty development money, as a resource, has allowed the faculty to attend national conferences annually and maintain their professional memberships in order to continuously improve their understanding of the new EPAS and be current with emerging best practices in baccalaureate social work education. 3.5.3 The program demonstrates sufficient support staff, other personnel, and technological resources to support itself. The faculty secretary in Schauffler Hall, Cindy Knight, is assigned to the Social Work Program twenty (20) hours per week in order to meet the specific needs of the program. The Social Work Program 98

also hires a student assistant each semester through the College s work-study program. The 2010-11 budget allocation for student wages is $675 or approximately 90 hours for the academic year. In addition, the program full-time faculty are provided with personal computers, printers, a networked e- mail system, on campus and off-site internet access and WiFi, and telephone voice mail. A web based interface also allows faculty to access their advisee s academic records and grades as well as class lists. Grade reports and assessment reports can be viewed and submitted on-line. This has reduced the need for administrative assistants while increasing student communication with faculty. The campus ailroom provides for the printing, and duplication needs of all faculty. Copy orders can be emailed directly to the ailroom and are usually filled within twenty-four hours. There is also a copying machine in the Schauffler Hall lounge for faculty and student use. 3.5.4 The program submits the library form to demonstrate comprehensive holdings and/or electronic access and other informational and educational resources necessary for achieving its mission and goals. Librarians Report Library Building and Hours The efiance College campus is physically compact. The current Pilgrim Library building opened in 1993. The library is centrally located on the east end of the quad between the academic buildings and the residential living complex. Over the past four years, the College has intentionally focused on making the library a locus of student engagement and learning through the creation of an integrated learning commons to support student learning and faculty teaching. The average entry gate count during Fall Semester 2010 was 2,298 and during Fall Semester 2011 the count was 2,679. The library is open 82 hours per week during the academic year (mid-august to mid-ay). Normal hours of operation during the academic year are: onday through Thursday: 8 am to 11 pm Friday: 8 am to 6 pm Saturday: 10 am to 2 pm Sunday: 3 pm to 11 pm Library hours of operation are reduced to 54 per week during the summer (mid-ay to mid-august). Summer hours of operation are: onday through Friday: 8 am to 6 pm Saturday: 10 am to 2 pm Sunday: Closed 99

Social work students have not requested additional hours. However, Student Senate did ask for additional hours in Spring 2009 leading up to finals. The library responded by extending hours during the last four weeks of both Fall and Spring semesters and during finals beginning in Fall 2010. The extended hours of operation during the last part of the semester are: onday through Thursday: 8 am to 1 am Friday: 8 am to 6 pm Saturday: 10 am to 2 pm Sunday: 3 pm to 1 am Library Staffing Pilgrim Library is staffed by three professional librarians holding the terminal aster of Library Science degree. The professional librarians include: the Library irector, an Instruction Librarian, and a Technical Services/Cataloging Librarian. In addition, the library employs two administrative professionals both holding Bachelor s degrees. The administrative professionals include a Circulation Coordinator and a Reference/Acquisitions Assistant. No library employee is officially designated as a liaison to the social work program. No library employee has a specific social work designation. All library employees are trained to provide research and reference assistance to all students and faculty regardless of academic program or discipline. Technology Available Students and faculty may use the Library s web site (http://library.defiance.edu/) to access the library catalog, journal finder, and electronic resources both on and off-campus. A 22 seat PC computer lab and a 20 seat ac lab are located in the library and available whenever the building is open and a library instruction session is not scheduled. Each computer lab has a networked laser printer/copier/scanner. A networked color printer is also available for use by students and faculty. A technology enabled classroom that can be scheduled by faculty as a regular classroom is located on the lower level of the building. A document scanner with automatic document feeder is also available for student use in the library s learning commons area. Library Collections, Circulation Policies, and Interlibrary Loan The library is a member of OhioLINK, the statewide resource sharing consortium for 16 public/research universities, 23 community/technical colleges, 49 private colleges and the State Library of Ohio. The library provides access to a total on-site physical collection of 112,209 items, as well as the approximate 48,000,000 items available through the OhioLINK library community. Innovative Interfaces Inc. s illennium, an integrated library management system, is used to manage the physical collection and to provide a web catalog (http://cat.opal-libraries.org/search~s6/x) to locate items owned by the library. Students and faculty are also able to directly request books, without charge, owned by other OhioLINK members by using the OhioLINK Central Catalog (http://olc1.ohiolink.edu/search/). Books may be borrowed from Pilgrim Library and other OhioLINK members for an initial three week loan period. Items have the potential to be renewed up to four times for a total of 15 weeks as long as a hold is not placed by another individual. Faculty may place items owned by efiance College or a 100

personal copy of an item on course reserve for use in the library at their discretion. The library can also digitize book chapters or individual articles not available in a full-text database and make them available through an electronic course reserve system. The library is able to provide access to books not in Ohio or journal articles not owned by the library or available in a full-text databases through traditional interlibrary loan. Pilgrim Library participates in the OCLC Resource Sharing network and can normally provide the desired book or journal article for free. Students are only charged for traditional interlibrary loan items if the item cannot be obtained for free and then only after agreeing to the cost charged by the lending institution. Only 21 books and 54 articles were requested from students and faculty and filled through traditional interlibrary loan during the 2010-2011 academic year. This indicates that the majority of the students and faculty at efiance College are able to obtain needed items through the local collection, from OhioLINK, or from one of the library s full-text electronic resources. Pilgrim Library currently holds 424 print monographs classified as social work or social service. Items from this subset of the collection have had 608 initial checkouts and 224 renewals from 1998 to present. Annual local usage data and usage data of the social work materials borrowed from OhioLINK members are not available. The library provides access to the full-text of recently published social work e-books through OhioLINK s Electronic Book Center. Currently, 48 social work titles published since 2006 from Springer and 72 titles published by Oxford University Press are available for students to read online, download, or print from both on and off-campus. As a member of OhioLINK, the library is able to provide access to 2,049 print and full-text social work related scholarly journal and professional magazines. Journal holdings are broken down into the following categories: Social Sciences - General (360) Social Welfare & Social Work Child & Youth evelopment (148) Criminology, Penology & Juvenile elinquency (228) isabilities (82) Family Violence (6) Gerontology (60) Social Welfare & Social Work - General (353) Substance Abuse (65) Sociology & Social History Communities - General (1) Communities - Rural Groups (9) Communities - Social Classes (7) Communities - Urban Groups (76) Family & arriage (137) Social Change (358) Social Conditions (159) 101

The library provides online access to the Social Work Abstracts and SocINEX databases along with a number of other indexing and abstracting resources to help in the discovery of social work literature. All electronic resources are available to current students and faculty both on and off-campus. Electronic resource licensing allows alumni and community visitors to access electronic resources using computers in the library, but not from off-campus. The table below depicts the number of sessions and searches per year for Social Work Abstracts and SocINEX from 2009 to the present. Social Work Abstracts SocINEX Year Sessions Searches Sessions Searches 2011 (Jan-June) 113 629 432 1249 2010 159 949 687 1996 2009 190 824 684 2377 The library staff use the LibGuide web platform to provide both subject guides and course guides to assist students and faculty in locating resources. The Social Work LibGuide provides additional examples of the research resources available for students and faculty and can be accessed by visiting http://libguides.defiance.edu/socialwork. Library Budget and Acquisitions The library s operating budget for the current academic year is $147,405 not including employee salaries and benefits. The library s budget was flat during the past academic year and will continue to be flat for the upcoming academic year. Approximately 68% of the library budget is allocated to materials acquisitions and fees related to the library s participation in OhioLINK and OCLC. ue to the small size of the College, the materials acquisitions budget is not allocated by academic discipline. Instead, faculty members are encouraged to recommend items to purchase. Faculty recommendations are normally approved in accordance with the library s collection management policy. New social work items added to the collection are posted monthly on the library s web site (http://library.defiance.edu/newitems/index.html). In addition, an email is sent to the faculty member notifying them that the item has been received, processed, and is available for use. Reference and Research Assistance Assistance can be provided in person, on the phone, through synchronous chat using an embedded widget on our web site, text message, or email. Students and faculty may receive assistance during the academic year on: Sunday from 5 pm to 9 pm; onday through Thursday from 8 am to 9 pm; and Friday from 8 am to 4:30 pm. Reference and research assistance is available outside of these time frames by Ohio librarians staffing the statewide KnowItNow Academic chat service. 102

Information Literacy and Library Instruction The Instruction Librarian meets with all efiance College students in First Year Seminar and a three course Arts & Humanities sequence (AH110, AH120, and AH22) to teach information literacy concept. By the end of the sequence, the student should be able to: know their information need; access information using a variety of sources; evaluate the information found; use the information effectively; and understand the legal and ethical implications related to information access and use. In addition, the Instruction Librarian meets with upper level courses in the disciplines upon the request of the faculty. The teaching goal for upper level courses is to help students learn advanced search techniques in discipline specific resources. The Instruction Librarian met with the following social work classes during the 2010-2011 academic year. SW121 Intro to Social Work (Collardey) - 13 students SW301 Research ethods (Weaner) - 17 students SW301 Research ethods (Weaner) - 13 students SW 235 Social Problems (Yakos-Brown) - 22 students A survey is given at the end of each library instruction session to help improve information literacy instruction quality. An example of the data collected from a Spring 2011 library instruction session in SW 235 is provided in the table below. 103

Semester Course Instructor How much did you learn during this session? What part of the instruction sessions did you find most helpful? What can we be doing better? How can we improve these sessions in the future? Spring 2011 SO/SW235 Yakos-Brown Good review Review Fix pdf files and them crashing the Internet Spring 2011 SO/SW235 Yakos-Brown A little bit Learning about new database Amanda does a good job with teaching classes :0) Spring 2011 SO/SW235 Yakos-Brown Waste of time Leaving Stop repeating this session over and over again Spring 2011 SO/SW235 Yakos-Brown A little bit Amanda/ teacher helper I don't know Spring 2011 SO/SW235 Yakos-Brown A lot Finding databases You did a great job! Spring 2011 SO/SW235 Yakos-Brown I was trained in other classes on Journal Finder How to use Scopus database. Allowing students to explain what they know It was great! Nice idea to allow us to write the goals of the database Spring 2011 SO/SW235 Yakos-Brown A lot oing everything first-hand This is the second time I do this and it's still as helpful as the first time. Spring 2011 SO/SW235 Yakos-Brown A lot Information about databases N/A Spring 2011 SO/SW235 Yakos-Brown A lot How to use the journal finder Easier steps for beginners in the Pilgrim Library Spring 2011 SO/SW235 Yakos-Brown A little bit SocIndex N/A Spring 2011 SO/SW235 Yakos-Brown A little bit Using Scopus since it's new I feel like doing this for every class is annoying! Spring 2011 SO/SW235 Yakos-Brown A little bit Finding an article from a citation aybe have a topic before we do this Spring 2011 SO/SW235 Yakos-Brown A little bit Creating the "handout" Cover more over our individual topics Spring 2011 SO/SW235 Yakos-Brown A lot The new database No answer Spring 2011 SO/SW235 Yakos-Brown A lot I always go to OhioLINK and I think this way was much better Get rid of the macs, other than that AWESOE Spring 2011 SO/SW235 Yakos-Brown Good review Reviewing the tricks and tips of databases Not being in the mac lab if possible Spring 2011 SO/SW235 Yakos-Brown A lot Knowing that I can search within specific subjects Not use macs because they're evil Spring 2011 SO/SW235 Yakos-Brown Waste of time Wasn't really into it Spring 2011 SO/SW235 Yakos-Brown A lot Being able to find the journal articles Nothing, I just am not into this stuff until I actually need to use it For me, more instruction because I have never used Pilgrim Library 104

B3.5.5 The program describes and demonstrates sufficient office and classroom space and/or computer-mediated access to achieve its mission and goals. The ivision of Applied and Behavioral Sciences is located in Schauffler Hall on the north end of campus. All Social Work Program full-faculty have private office space in this building and a personal computer with printer. The majority of social work classes meet in Schauffler Hall that has three classrooms and a seminar room. Classroom space is assigned in other buildings on campus as needed to accommodate course load and class size. Each classroom are equipped with chalkboard or whiteboard, computer, projector and screen. Each classroom has the capacity to show videocassettes, V s, and other digitally retrieved material. The seminar room is used for classes with enrollment of less than 16 students and serves as a meeting space for Program and ivision meetings, Social Work Advisory Board meetings, and Social Work Student Organization meetings. Schauffler Hall also has a large meeting room, the ix Conference Room, with attached kitchen that has been utilized to host seminars, workshops and luncheons for the Program. Other campus facilities are available at no charge to the Program for events requiring a larger meeting space. Additionally, the efiance College Retreat Center at Yokefellow can host meetings of up to sixty persons and weekend retreats with overnight accommodations for twenty-four. This center is nine miles from campus and offers an alternative to on-campus events. B3.5.6 The program has access to assistive technology, including materials in alternative formats (e.g., Braille, large print, books on tape, assistive learning systems). The Academic Resource Center assists all students who have or might have academic difficulties. ARC provides tutoring services, writing assistance, research assistance, books-on-tape, computer technology assistance, study sessions, a student resource library, and the coordination of developmental courses. The Academic Resource Center also works to ensure that students receive reasonable accommodations for documented disabilities. Accommodations are provided on an individual basis. Some examples of reasonable accommodations included extended time for tests, administration of oral tests, note taking assistance, and use of assistive devices such as calculators or computers. Availability of these resources to students is on all syllabi. 105

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AS4.0 Assessment B4.0.1 The program presents its plan to assess the attainment of its competencies. The plan specifies procedures, multiple measures, and benchmarks to assess the attainment of each of the program s competencies. The efiance College Social Work s program assessment plan for the current CSWE competencies includes multiple measures of student s performance. Each competency is operationalized into a series of practice behaviors. These practice behaviors employ methods of measurement from course-embedded assignments, a nationally normed instrument, field evaluations at both the junior and senior year and senior case presentations. Appendix IV details each competency, practice behavior, and method of assessment and score indicating the threshold score for demonstrating competency and the Benchmark for the competency. The initial Benchmarks for our program have been set at 80%. This figure represents the average percentage of students successfully meeting each of the measures for a practice behavior. This benchmark has been determined by the faculty based on our previous assessment history and success in the program. Our protocol of assessment is as follows: Each Instructor in the program is responsible for collecting assessment data for the classes that have assessment assignments. The Field Coordinator is responsible for collecting the field instruments and the ACAT administration. The Program irector is responsible for the Alumni Survey and aggregating the data. ata is recorded for each individual student and then aggregated for programmatic review. After the initial year of data collection, data will be analyzed in cohort cycles as well. Faculty will meet and review the data prior to the beginning of the next academic year to discuss and evaluate the data as well as to propose changes. easures that fall below the benchmark of 80% will automatically be tagged for review. The rationale for the timing is that efiance College faculty is on nine-month contracts and the second semester data, which would include the senior capstone and field instrument, would not be available before the summer. Field Evaluations: The field provides the most direct measure of student s mastery of the practice behaviors and therefore competency. The field instruments are aligned with the practice behaviors, which can be observed and evaluated in a field setting. The junior placement is limited in the number of practice behaviors that are assessed. The senior instrument is more complete (See Vol. 3, Social Work Program 107

Field anual for both instruments). Individual items are identified with the corresponding practice behavior in Appendix IV. The Field Instructor, in conference with the student and Field Coordinator, is responsible for the assignment of score. Each student is evaluated once in SW 397 and once in SW 486. The Junior Field Instrument uses a 2 as level of acceptable performance. Senior Field scores must be a 4 or higher ACAT: The long form of the ACAT is administered in the SW 488 Senior Seminar annually. The program uses student scores on the iversity, Populations at Risk, Social and Economic Justice, and Values and Ethics subscales as one of multiple methods of assessing 2.1.2.2, 2.1.4.1, and 2.1.5.1. The mean for the ACAT is normed at 500 with a standard deviation of 100. A score of 400 is required to indicate competency Course-Embedded Assignments: There are multiple course-embedded assignments detailed in Appendix IV that are done annually within the social work curriculum. The scores of these specific assignments are evaluated and recorded by the faculty and saved for aggregation with the other measures at the end of each semester. Senior Case Presentation: Each graduating senior must complete the senior case presentation that is judged for the program faculty and members of the Social Work Advisory Board. The final scores are the averages of the judges scores on the rubrics. The faculty responsible for senior seminar organizes and collects the data. Alumni Survey: The program will conduct an alumni survey that will be electronically administered on a two-year cycle. This survey is aligned with the practice behaviors. The rationale for every two years is the number of graduates is small and meaningful data producing patterns will require combining classes. The Program irector is responsible for the administration of this instrument. The instrument is in Appendix VI. State Licensure Exam: As one of the goals of the program is to prepare students for licensure, the program will continue to track first time passage rates in Ohio. The Program irector has responsibility for the tracking and monitoring of the state issued information. If there arise any concerns, the matter will be brought to the faculty. This plan will be reviewed every two years to determine if it is providing meaningful assessment for the program. The new alumni survey uses the language of the new standards, not the standards that organized the curriculum at the alumnae time at efiance College. However, as time passes, former students will be familiar with the language. Nonetheless, the results were informative. 108

B4.0.2 The program provides evidence of ongoing data collection and analysis and discusses how it uses assessment data to affirm and/or make changes in the explicit and implicit curriculum to enhance student performance. While our new plan and data for the new EPA s is only one year old, we look forward to the data and its analysis for the ongoing improvement of our program. This program has had a rigorous assessment model in place for a long period of time that has both affirmed our efforts with students and lead to improvements in both the implicit and explicit curriculum. The assessment of competencies for academic year 2010-11 consisted of the field evaluation instruments for the Junior Field Experience in the fall semester and the Spring Senior Field Instruction, the ACAT given to all seniors in spring, all the embedded class assignments, and the senior case presentations for the graduating class of 2011. Additionally, a new alumni survey was sent out using the language of the new practice behaviors and the Counselor, Social Worker & arriage and Family Therapist Board provided us with the first-time passage rates for the previous five years. Our Assessment History Beginning with the 2003 CSWE reaffirmation, the efiance College Social Work Program has employed an assessment plan to evaluate the program outcomes as achieved by its students. The plan at that time employed multiple measures to assess student performance. The program s plan and early results were presented in Reno, NV at the 21 st Annual eeting of the Association of Baccalaureate Social Work Program irectors (BP in of 2003, One Program s odel of Outcome Assessment with Lori Powell and Alesia Yakos-Brown, and Jeffrey Weaner. The key to that approach is consistent with the current EPAS. The program took each of the eleven CSWE standards and operationalized them into thirty-eight Social Work Operative Objectives, which then were measured. Since that time, our program has employed multiple measures to assess our program. The measures used were: 1) Field Evaluation Forms Students were evaluated twice during each level of the field experience; the evaluations were conducted at mid-term and at the end of the semester. Students were evaluated by their agency field instructors on their ability to meet the Program s operative objectives in the field placement setting. Students also evaluated their learning experience and their supervisors. 2) Senior Seminar Students are required to take this capstone course in conjunction with SW 486 Field Instruction. The course requires written assignments in six areas: social policy, cultural diversity, research, macro or community practice, theory, and an agency analysis. The course also requires a 109

comprehensive case presentation before a panel of evaluators consisting of faculty, field instructors and advisory board members. 3) Baccalaureate Education Assessment Package (BEAP) Our social work program utilized the values and alumni survey from the BEAP 4) State Licensing Exam Passage rates for the State Licensing Exam were used as an indicator of program success. 5) Area Concentration Achievement Test (ACAT) This exam is utilized nationally by undergraduate baccalaureate social work programs to evaluate student mastery of curriculum content in the eight areas formerly required by the Council on Social Work Education. The benefits of the ACAT allowed for comparison of student cohorts in individual programs as well as comparison to baccalaureate students nationwide. Additional benefits included student sub-scores for each of the eight curriculum content areas. The following changes were made over the years because of the annual analysis. 1) Course syllabi were revised to be more comprehensive including program objectives and key assignments. 2) Assignments were evaluated and improved to be more purposeful and more focused toward objectives. 3) Admission standards to the program and admittance to field were increased from 2.0 to a 2.5 in the pre-professional coursework and a 2.25 overall 4) Several places in the curriculum were identified and modifications were made to address these needs: a) Additional content on the evaluation of practice in Practice I, II and III as well as in the senior seminar. b) Additional content on the history of social welfare policy was added to Introduction to Social Work and Social Policy. c) Ethics content needed additional resources and so readings were added in the three practice courses d) Social and Economic justice received increased emphasis in Practice III and Social Policy 5) Identification of the need to enhance aspects of field education: a) Improve orientation to field placement for students b) Improve orientation and training of field instructors c) Insure students are receiving weekly supervision meetings with their field instructors. d) Introduction and refinement of the Junior and Senior Field Evaluation instruments. e) Regular training of field instructors in use of the revised field instruments. Overall, our assessment prior results have affirmed the strengths of the program s ability to prepare baccalaureate level professional social workers. Students demonstrate growth in both the BEAP values and the junior and senior field measures. Over the past nine years, our overall performance score on the ACAT is in the 68.89%ile with subscales scores ranging from 59.44 to 71.89, our Ohio licensure firsttime passage rate is 93% compared to the state average of 79%. Ninety-three percent of our graduates, in 110

the past 5 years who did not go on to graduate school were employed in the field. Thirty-seven percent of our students went on for an SW or in a related field. Our 2010-11 Experience The assessment measures have been revised in response to the new CSWE Program Competencies and Practice Behaviors. These new assessment measures were implemented in the Fall of 2010/11. The entire transition to competency based curriculum and the assessment of those competencies was explained to the current social work students and those who applied for admission in the spring. Vehicles of communication were classes and student organization meetings. The Social Work Advisory Board has been involved in the transition for the previous two years when the standards were announced. A special Field Instructors training on the changes in the program s approach and how to use the new field instruments was conducted in ecember 2010. Junior Field Instructors had received individualized orientation prior to the commencement of the fall placements. The Alum Survey, Appendix 6, was worded using the practice behaviors and sent out to the social work classes of 2006 through 2010 using Survey onkey. Twenty-seven of the fifty-nine graduates responded (46%). The lack of response appeared to be due to changes in emails and both the Alumni Office and Office of Career Planning and Placement having not tracked changes as we received nearly 40% of the surveys back because of addresses. We are taking corrective measures by changing the to the new protocol of a two year look back and having the social work support staff regularly update our graduates email lists. However, the alumni surveys that were returned provided excellent feedback for our programs renewal. In August, during faculty week, the social work faculty will meet to discuss the results of the data and its implications for change in the coming year. uring the first fall advisory board meeting, the results will be presented and consulted as to how the program and board might address issues that have emerged. B4.0.3 The program identifies any changes in the explicit and implicit curriculum based on the analysis of the assessment data. While we recognized that the data thus far collected is insufficient to identify real trends, some issues have surfaced that will receive immediate attention with the arrival of our new faculty member in August. The data collected from the embedded and field instruments as well as the alumni survey indicates that both the linkage between research and practice and social policy advocacy need to be improved [B2.1.6.1, B2.1.6.2 and 2.1.8.1] This will be taken up in the August meeting of the social work faculty. The new faculty, r. Wiersma, who arrives on campus in late August, will teach the direct and group practice 111

courses as well as the policy course and as an they are areas of concern, we would anticipate some revisions in both SW 355, 356 and SW 476. Research ethods, 301, also will have revisions in assignments and readings to strengthen the practice connection. Another explicit curriculum area that surfaced in the data was the diversity component as assessed in SW 379. That course unit will also be reviewed and strengthened. The next cycle of data should indicate the efforts to improve our efforts. iversity is always a concern with our program and a new program initiative will be to expand the Social Work Advisory Board membership beyond our local boundaries by identifying people of diverse backgrounds with expertise, ideas, or resources that will improve our effort to develop cultural competency in our students. As the data from the direct assessment of students and the Alumni survey has pointed to the need to examine the following two elements of the implicit curriculum: career planning and professional selfawareness. To strengthen existing efforts, the program is organizing a Professional Career Brown Bag Lunch Series presented monthly where a selected group of area social work professionals will address the students about preparation for entry-level practice to add to our existing efforts. Secondly, when the survey results were reflected upon by the Program irector and Field Coordinator, it was realized that many of our efforts in developing professional awareness occur in the 100 and 200 level classes. any of our students are transfer students and are not exposed to those same experiences. Initiatives will be discussed in the late August meetings to ensure that experiences are sufficient for upper division transfers to develop through reflection and increase their professional self-awareness. While these initiatives may seem modest, issues of validity and reliability of the assessment measures, the change in an important faculty position, and only having one year of data under our belt, we are committed to increased program improvement and using measurement to serve as the basis of innovation. B4.04 The program describes how it makes its constituencies aware of its assessment outcomes. The program discusses its assessment results with the Social Work Advisory Board in the fall semester of the following year. A report is forwarded to the Assessment Committee and CAO. The new results will be posted on the Social Work website. Students, under the new plan, will be informed during the fall semester at a student organization meeting. The admissions office requests some of the assessment data for public relations and student recruitment purposes. 112

B4.0.5 The program appends the summary data for each measure used to assess the attainment of each competency for at least one year prior to the submission of the self-study. The data for this self-study is drawn from the 15 senior graduating class of 2011 and the 11 junior social work majors. All assessment data in the report that is taken from classes numbered in the 300 s are juniors and the senior data is from the 400 class listings. The alumni survey was taken from the classes of 2006 through 2010 with 27 of 59 (46%) students responding. These results are cross sectional and the program is looking forward to a two-year at students progression toward mastery of the practice behaviors. The data presented below is organized by competency with the accompanying practice behaviors. Each competency has a bolded percentage score that is the mean of the all the practice behavior percentages of number of students who met the accepted threshold of mastery. Each practice behavior percentage is indicated. The detailed student data is in Appendix V. The complete results of the Alumni Survey are in Appendix VI. 113

EPA2.1.1 Identify as a professional social worker and conduct oneself accordingly 99.25% 2.1.1.1 advocate for client access to the services of social work; 100% 2.1.1.2 practice personal reflection and self- correction to assure continual professional development; 100% 2.1.1.3 attend to professional roles and boundaries; 100% 2.1.1.4 demonstrate professional demeanor in behavior, appearance and communication; 100% 2.1.1.5 engage in career-long learning; and; 100% 2.1.1.6 use supervision and consultation 95.5% EPA2.1.2 Apply social work ethical principles to guide professional practice. 99.17% 2.1.2.1 recognize and manage personal values in a way that allows professional values to guide practice; 100% 2.1.2.2 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 Assn. of Schools of Social Work Ethics in Social Work Statement of Principles; 100% 2.1.2.3 tolerate ambiguity in resolving ethical conflicts; and, 100% 2.1.2.4 apply strategies of ethical reasoning to arrive at principled decisions 94.67% EPA2.1.3 Apply critical thinking to inform & communicate professional judgments. 94.61% 2.1.3.1 distinguish, appraise, and integrate multiple sources of knowledge, 86.5% including research- based knowledge and practice wisdom; 2.1.3.2 analyze models of assessment, prevention, intervention, and evaluation; and, 100% 2.1.3.3 demonstrate effective oral and written communication in working with individuals, 97.33% families, groups, organizations and communities. EPA2.1.4 Engage diversity and difference in practice. 98.33% 2.1.4.1 recognize the extent to which a culture s structures and values may oppress, marginalize, 95% alienate, or create or enhance privilege and power; 2.1.4.2 gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; 100% 114

2.1.4.3 recognize and communicate their understanding of the importance of difference in 87.67% shaping life experiences; 2.1.4.4 view themselves as learners and engage those with whom they work as informants. 100% EPA2.1.5 Advance human rights and social and economic justice. 97.17% 2.1.5.1 understand (sic: can identify and articulate ) the forms and mechanisms 91.5% of oppression and discrimination; 2.1.5.2 advocate for human rights and social and economic justice; and 100% 2.1.5.3 engage in practices that advance social and economic justice. 100% EPA2.1.6 Engage in research-informed practice and practice-informed research. 79.67% 2.1.6.1 use practice experience to inform scientific inquiry; and 81.67% 2.1.6.2 use research evidence to inform practice. 77.67% EPA2.1.7 Apply knowledge of human behavior and the social environment. 96.3% 2.1.7.1 utilize conceptual frameworks to guide the processes of assessment, intervention, 100% and evaluation; and 2.1.7.2 critique and apply knowledge to understand person and environment. 92.6% EPA2.1.8 Engage in policy practice to advance social and economic well-being and to deliver 86.5% effective social work services. 2.1.8.1 analyze, formulate, and advocate for policies that advance social well-being; and 73% 2.1.8.2 collaborate with colleagues and clients for effective policy action. 100% EPA2.1.9 Respond to contexts that shape practice. 98.25% 2.1.9.1 continuously discover, appraise, and attend to changing locales, populations, 96.5% scientific and technological developments, and emerging societal trends to provide 115

relevant services; and 2.1.9.2 provide leadership in promoting sustainable changes in service delivery 100% and practice to improve the quality of social services. EPA2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. 2.1.10(a) Engagement 99.11% 2.1.10.1 substantively and affectively prepare for individuals, families, groups, 97.33% organizations, and communities; 2.1.10.2 use empathy and other interpersonal skills; and 100% 2.1.10.3 develop a mutually agreed-on focus of work and desired outcomes. 100% 2.1.10(b) Assessment 86.5% 2.1.10.4 collect, organize, and interpret client data; 81.5% 2.1.10.5 assess client strengths and limitations; 89% 2.1.10.6 develop mutually agreed-on intervention goals and objectives; and 89% 2.1.10(c) Intervention 89.56% 2.1.10.7 select appropriate intervention strategies. 83.5% 2.1.10.8 initiate actions to achieve organizational goals; 100% 2.1.10.9 implement prevention interventions that enhance client capacities; 79.5% 2.1.10.10 help clients resolve problems; 89% 2.1.10.11 negotiate, mediate, and advocate for clients; and 89% 2.1.10.12 facilitate transitions and endings. 96.33% 2.1.10(d) Evaluation 95.25% 2.1.10.13 critically analyze, monitor, and evaluate interventions. 95.25% 116

Appendix I etailed curriculum chart of competencies, practice behaviors, knowledge, values and skills with assignments 1.

2

Location of Curriculum Content Associated with Competency Practice Behaviors Competency EPA 2.1.1. 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. Practice Behavior 2.1.1.1 Advocate for client access to the services of social work Knowledge: Students learn the rights of clients, avenues of appeal, and resources to be mobilized Attitudes/Values: Students value advocacy as a natural part of the historical evolution of professional social work roles. Skill: Students gain skills in assessing power, problem situations, clients, and adversaries as well as advocacy strategies and tactics. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments (if applicable) SW121 (6) Ch, 6, 7, 8, 9 Quizzes & Exams I SW355 (6, 7) Ch. 14 Quizzes & Exams SW356 (3, 4, 5) Entire Course Quizzes & Exams Research Paper Group Proposal & project SW457 (5,8) Ch 6, 11 Classroom Exercise SW476 (1, 2, 3,, 6, 7, 8, 9) Karger & Stoesz, ch 1,2, 8 Quizzes & Exams SW121 (1) Ch 2 Quizzes & Exams I SW355 (6, 7) Ch. 14 Quizzes & Exams / SW355(6, 7) SW356 (3,4,5,6,7) SW 397 (1) Entire Course Entire Practicum Quizzes & Exams Research Paper Group Proposal & project 140 hr. Jr. Field Placement/ I (Introduced) (eveloped) (astered) / 3

Competency Practice Behavior Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments I (Introduced) (eveloped) EPA 2.1.1. 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. 2.1.1.2 Practice personal reflection and self-correction to assure continual professional development Knowledge: Students learn about the necessity for personal reflection and selfcorrection as they support competency in generalist practice and lifelong professional development. Attitudes/Values: Students honor their self-awareness for how it informs their lifelong professional development. Students make an informed commitment to NASW s value of competency. Skills: Students gain skills of self-reflection, self-evaluation, and self-correction that support competency in generalist practice at all levels. SW278(9) Entire Course Videotape Project In-class role plays SW355 (5, 6, 8) illon (all Reflection exercises chapters) SW356 (5) Entire Course Quizzes & Exams Research Paper Group proposal & project Teaching Family Assessment SW379 (5) Week 1and 2 iscussion/reflection papers SW278 (9) Entire Course Videotape Project In-class role plays SW355 (5, 8) illon (all Reflection exercises chapters) SW356 (5) Entire Course Quizzes & Exams Research Paper Group proposal & project Teaching Family Assessment SW278 (9) Entire Course Videotape Project In-class role plays SW355 (5, 6, 8) illon (all Reflection exercises chap) SW379 (5, 9) Weeks 1,2 and iscussion/2 16 reflection papers on help and empathy/final theory paper SW486 Entire Semester Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement (astered) I I I 4

Competency EPA 2.1.1. 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. Practice Behavior 2.1.1.3. Attend to professional roles and boundaries Knowledge: Students learn the wide range of professional roles in generalist practice and NASW s ethical principles that address competence (1.04), conflicts of interest (1.06), and the dilemmas of dual relationships. Attitudes/Values: Students become committed to NASW s professional values and ethical standards of practice. Skills: Students analyze ethical dilemmas commonly observed in practice and employ a model of ethical-decision making. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW121 (6) Ch 5, 9 Quizzes & exams I SW278 (1) Entire Course Quizzes & exams I In-class role plays SW355 (1, 7) Kirst-Ashman, Self-Evaluation & Ch. 1, 11, olgoff et al, Ch 1-13, illon Ch 1-8 Correction Reflection exercise SW356 (5,6) Entire Course Quizzes & Exams Research Paper Group proposal & project Teaching Family Assessment SW457 (1,2,7) Unit 1/Ch 1 Classroom Exercise SW121 (6) Ch 5 Quizzes & exams I SW278 (1) Entire Course Quizzes & exams I SW355 (5) Kirst-Ashman, Ch. 11, olgoff et al, Ch 1-13, illon Ch 1-8 In-class role plays In-class case studies SW356 (6) Entire Course Quizzes & Exams Research Paper Group proposal & project Teaching Family Assessment SW457 (1,2,7) Ch 1 Classroom Exercise SW355 (5, 8) Kirst-Ashman, In-class case study Ch. 11, olgoff et al, Ch 1-13 SW356 (6) Entire Course Quizzes & Exams Research Paper Group proposal & project Teaching Family Assessment SW457 (2,7) Unit 9/Ch 12 Classroom Exercise/Analysis of I (Introduced) (eveloped) (astered) 5

SW486 Entire Practicum Ethical ilemmas Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement 6

Competency Practice Behavior Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments I (Introduced) (eveloped) SW457EPA 2.1.1. 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. 2.1.1.4 emonstrate professional demeanor in behavior, appearance and communication Knowledge: Students learn professional conduct appropriate to the profession within the classroom and practice settings. SW121 (2) Ch 2, 5 Presentation of Self in the Classroom SW278 (1-10) Entire Course Quizzes & exams SW355 (1,5) Kirst-Ashman, Ch 1, 11; illon Ch 1-8 In-class role plays Presentation of Self in the Classroom SW356 (1,8,9) Entire Course Facilitating Group Session Teaching Family Assessment SW379(seminar discussion course) Entire course Seminar discussion and presentations SW457 (2,4,5,6) Unit 5/Ch 2,3 Classroom Exercises SW476 (6) Weeks 12-13 Formal in-class and community presentations SW486 Initial Weeks of Sr. Placement/Completion of Learning Activities on Field Evaluation Tool SW488 (1) Week 1 Coggins& Hatchett Ch 1-5 evore& Schlesinger Ch 1-6 450 hr. Sr. Field Placement Classroom iscussion (astered) I I 7

Attitudes/Values: Students value professional conduct as demonstrated through one s behavior, appearance, and communication within the classroom and practice settings. Skills: Students demonstrate an integration of the code of ethics and appropriate professional conduct in interactions within the classroom and practice settings. SW121 (2) Ch 2, 5 Presentation of Self in the Classroom SW278 (1-10) Entire Course Quizzes & exams SW355 (1,5) Kirst-Ashman, Ch 1, 11; illon Ch 1-8 In-class role plays Presentation of Self in the Classroom SW356 (1,8,9) Entire Course Facilitating Group Session Teaching Family Assessment SW379(seminar discussion course) Entire course Seminar discussion and presentations SW457 (2,4,5,6) Unit 5/Ch 2,3 Classroom Exercises SW476 (6) Weeks 12-13 Formal in-class and community presentations SW486 Entire Practicum 450 hr. Sr. Field Placement SW488 (1) Week 1 Classroom Coggins& Hatchett iscussion Ch 1-5 evore& Schlesinger Ch 1-6 SW355 (1, 5) Kirst-Ashman, Ch 1, 11; illon Ch 1-8 Weeks 11-12; group presentations SW356 (1,8,9) Entire Course Facilitating a Group Session Teaching Family Assessment Presentation of Self in the Classroom SW397 (1,2) Entire Semester 140 hr. Jr. Field Placement SW457 (2,4,5,6) Entire Course Philanthropy Project/Night w/o Home Event I I 8

SW476 (6) Weeks 12-13 Formal in-class and community presentations SW486 Entire Practicum 450 hr. Sr. Field Placement 9

Competency EPA 2.1.1. 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. Practice Behavior 2.1.1.5 Engage in career-long learning Knowledge: Students learn that lifelong growth and development is integral to the professional identity of a social worker Attitudes/Values: Students exhibit an ongoing attitude of responsibility for developing professional knowledge toward enhancement of services to clients, agencies, and communities. Skills: Students participate in professional development activities, Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW397 (1,2) Weeks 7 & 8 Classroom iscussion on Licensure/Service Learning Assignment SW486 Initial Field Site Visitation SW488 (1) Week 10 Coggins& Hatchett Ch 1-5 evore& Schlesinger Ch 1-6 Creation of Learning Activities on Field Evaluation Tool Classroom iscussion on Licensure; SW397 (1,2) Weeks 7 & 8 Classroom iscussion on Licensure/Service Learning Assignment SW486 Entire Practicum/ Creation of Learning Activities on Field Evaluation Tool SW488 (1) Week 10 Coggins& Hatchett Ch 1-5 evore& Schlesinger Ch 1-6 SW397 (1,2) Entire Practicum 450 hr. Sr. Field Placement/ Completion of Learning Activities on Field Evaluation Tool Classroom iscussion on Licensure 140 hr. Jr. Field Placement I (Introduced) (eveloped) (astered) I/ I/ 10

organizations, or/and service learning toward enhancement of services to clients, agencies, and communities. SW486 Entire Practicum 450 hr. Sr. Field Placement 11

Competency EPA 2.1.1. 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. Practice Behavior 2.1.1.6 Use supervision and consultation Knowledge: Students learn the purposes and processes of supervision in the profession of social work. Attitudes/Values: Students value establishing and maintaining professional relationships with field instructors, colleagues, and agencies. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW355 (1) Ch 1, 11 Quizzes & Exams I/ SW356 (1,5,8,9) T&R, Ch 1 Quizzes & Exams In-class case studies SW397 (1) Week 2 Classroom iscussion SW457 (2,4) Unit 5/Ch 2,3 Classroom Exercises SW488 (1) Week 1 Coggins& Hatchett Ch 1-5 evore& Schlesinger Ch 1-6 Classroom iscussion SW356 (1,5,8,9) T&R, Ch 1 Quizzes & Exams In-class case studies SW397 (1) Entire Semester Seminar Classmate Relations SW457 (2,4) Unit 5/Ch 2,3 Classroom SW486 SW488 (1) Initial Field Site Visitation/Entire Practicum Entire Semester Coggins& Hatchett Ch 1-5 evore& Schlesinger Ch 1-6 Exercises Completion of Learning Activities of Field Evaluation Tool Seminar Classmate Relations Skills: Students SW397 (1) Entire 140 hr. Jr. Field I (Introduced) (eveloped) (astered) 12

demonstrate appropriate professional relationships with field instructors and colleagues within practice settings, including the appropriate use of supervision and consultation. SW486 Practicum Entire Practicum Placement 450 hr. Sr. Field Placement Competency EPA 2.1.2. 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. Practice Behavior 2.1.2.1 recognize and manage personal values in a way that allows professional values to guide practice Knowledge: Students articulate their personal values and how they stand apart from professional values. Attitudes/Values: Students demonstrate a commitment to ongoing evaluation of personal values and how these might affect their ability to intervene effectively. Skills: Students assess competing obligations of the client, employee, profession, and third Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW121 (8) Ch 5 In-class discussions SW355 (6,8) Kirst-Ashman, Quizzes & exams, Ch 11 Self-Evaluation & Correction reflection exercises, Presentation of self SW121 (8) Ch 5 In-class case study I SW355 (6,8) Kirst-Ashman, Ch 11 Quizzes & exams, Self-Evaluation & Correction reflection exercises, Presentation of self SW355 (6,8) Kirst-Ashman, Ch 11 Quizzes & exams, Self-Evaluation & Correction reflection exercises, I (Introduced) (eveloped) (astered) I 13

parties against the requirements of their own conscience. SW397 (2) SW486 Entire Practicum Entire Practicum Presentation of self 140 hr. Jr. Field Placement Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement 14

Competency EPA 2.1.2. 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. Practice Behavior 2.1.2.2 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 Knowledge: Students learn and examine NASW s Code of Ethics and the Ohio Code of Conduct as specified by Ohio s CSWFT licensing board. Attitudes/Values: Students demonstrate a commitment to NASW s professional values and ethical standards of practice. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW121 (2) Ch 5 In-class discussions SW355 (5) Kirst-Ashman, Ch 11, olgoff et all, Ch 1-8 studies Quizzes & Exams. In-class case SW356 (6) Entire Course Quizzes & Exams. In-class case studies SW457 (7) Unit 9/Ch 12 Classroom Exercise/Analysis of Ethical ilemmas SW488 (1) Week 3 Coggins& Hatchett Ch 1-5 evore& Schlesinger Ch 1-6 Classroom iscussions SW121 (2) Ch 5 In-class case study I SW355 (5) Kirst-Ashman, Ch 11, olgoff et all, Ch 1-8 Quizzes & Exams. In-class case studies SW356 (6) Entire Course Quizzes & Exams. In-class case studies SW397 (2) SW486 Entire Practicum Entire Practicum/ Creation of Learning Activities on Field Evaluation Tool 140 hr. Jr. Field Practicum 450 hr. Sr. Field Placement/ Completion of Learning Activities on Field Evaluation Tool I (Introduced) (eveloped) (astered) I/ 15

Skills: Students analyze a range of practice situations and demonstrate ethical-decision making in generalist practice. SW355 (5) Kirst-Ashman, Ch 11, olgoff et all, Ch 1-8 Quizzes & Exams. In-class case studies SW356 (6) Entire Course Quizzes & Exams. In-class case studies SW397 (2) Entire Practicum 140 hr. Jr. Field Placement SW457 (7) Unit 9/Ch 12 Classroom Exercise/Analysis of Ethical ilemmas SW486 SW488 (1) Entire Practicum Coggins& Hatchett Ch 1-5 evore& Schlesinger Ch 1-6 450 hr. Sr. Field Placement Classroom discussions of professionalism; Case Presentation 16

Competency EPA 2.1.2. 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. Practice Behavior 2.1.2.3 tolerate ambiguity in resolving ethical conflicts Knowledge: Students learn how to identify ethical conflicts in practice as well as learn about strategies for resolving ethical conflicts. Attitudes/Values: Students gain a tolerance for addressing practice situations where there is no single correct answer to an ethical dilemma and/or where all solutions to an ethical conflict are less than ideal. Skills: Students demonstrate tolerance with ambiguity in ethicaldecision making in generalist practice. Courses (Course Objective referenced in parentheses) SW355 (5, 6, 8) Course Units or Week Covered Kirst-Ashman, Ch 11, olgoff et all, Ch 1-8 Learning Activities & Assignments Quizzes & Exams. In-class case studies SW356 (6) Entire Course Quizzes & Exams. In-class case studies SW457 (7) Unit 9/Ch 12 Classroom Exercise/Analysis of Ethical ilemmas SW355 (5, 6, 8) Kirst-Ashman, Ch 11, olgoff et all, Ch 1-8 Quizzes & Exams. In-class case studies SW457 (7) Unit 9/Ch 12 Classroom Exercise/Analysis of Ethical ilemmas SW355 (5, 6, 8) SW397 (2) SW486 Kirst-Ashman, Ch 11, olgoff et all, Ch 1-8 Entire Practicum Entire Practicum Quizzes & Exams. In-class case studies 140 hr. Jr. Field Placement 450 hr. Sr. Field Placement I (Introduced) (eveloped) (astered) I/ I/ I/ 17

Competency EPA 2.1.2. 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. Practice Behavior 2.1.2.4 apply strategies of ethical reasoning to arrive at principled decisions Knowledge: Students learn and examine NASW s Code of Ethics and a decision-making model for conceptualizing and addressing ethical dilemmas. Attitudes/Values: Students demonstrate a commitment to NASW s professional values and ethical standards of practice. Skills: Students analyze ethical dilemmas commonly observed in generalist practice and apply a Courses (Course Objective referenced in parentheses) SW355 (5, 6, 8) Course Units or Week Covered Kirst-Ashman, Ch 11, olgoff et all, Ch 1-8 Learning Activities & Assignments Quizzes & Exams. In-class case studies SW356 (6) Entire Course Quizzes & Exams. In-class case studies SW457 (7) Unit 9/Ch 12 Classroom Exercise/Analysis of Ethical ilemmas SW355 (5, 6, 8) Kirst-Ashman, Ch 11, olgoff et all, Ch 1-8 Quizzes & Exams. In-class case studies SW356 (6) Entire Course Quizzes & Exams. In-class case studies SW397 (2) Week 6 Classroom Exercises SW457 (7) Unit 9/Ch 12 Classroom Exercise/Analysis of Ethical ilemmas SW486 SW355 (5, 6, 8) EPA2.1.2 Entire Practicum/Creation of Learning Activities on Field Evaluation Tool Kirst-Ashman, Ch 11, olgoff et all, Ch 1-8 450 hr. Sr. Field Placement /Completion of Learning Activities on Field Evaluation Tool Quizzes & Exams. In-class case studies SW356 (6) Entire Course Quizzes & Exams. In-class case studies I (Introduced) (eveloped) (astered) I/ I/ 18

decision-making model for conceptualizing and addressing ethical dilemmas. SW397 (2) Entire Practicum Completion of Weekly Conference Sheet/140 hr. Jr. Field Placement SW457 (7) Unit 9/Ch 12 Classroom Exercise/Analysis of Ethical ilemmas SW486 Entire Practicum Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement 19

Competency Practice Behavior Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments I (Introduced) (eveloped) EPA2.1.3 Apply critical thinking to inform & 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. 2.1.3.1 distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom Knowledge: Students learn how to distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge and practice wisdom. Their curiosity and creativity are harnessed as applied to their development as a social work professional. Attitudes/Values: Students value the principles of logic, scientific inquiry, and reasoned discovery that fuels and advances social work practice wisdom and knowledge. SW121 (7) Ch 3, 9 Research Paper I Assignment SW278 (8) Entire Course Research Paper I Assignment SW301 (3) Week 4 and 5 Literature Review SW355 (1, 3) Kirst-Ashman, Ch Research Paper 1-2, 5-16. Assignment SW356 (10) Entire Course Research Paper Assignment SW476 (3, 5, 7, 8) Week 13 Policy Analysis Paper SW488 (2) Week 1 Introduction/Entire Semester Coggins& Hatchett Ch 3-6 evore& Schlesinger Ch 7-9 Research Paper/Sr. Case Presentation SW121 (7) Ch 3, 9 Research Paper I Assignment SW278 (8) Entire Course Research Paper Assignment SW301 (1) Week 2 Study sheets I/ SW355 (1, 3) Kirst-Ashman, Ch Research Paper 1-2, 5-16. Assignment SW356 (10) Entire Course Research Paper Assignment SW476 (3, 5, 7, 8) Week 13 Policy Analysis Paper (astered) 20

Skills: Students demonstrate the ability to distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge and practice wisdom. They also apply their curiosity and creativity to their development as a social work professional. SW488 (2) Entire Semester Coggins& Hatchett Ch 3-6 evore& Schlesinger Ch 7-9 Research Paper/Sr. Case Presentation SW121 (7) Ch 3, 9 Research Paper I Assignment SW278 (8) Entire Course Research Paper Assignment SW301 (2, 3) Week 4 and 5 Research esign SW355 (1, 3) Kirst-Ashman, Ch Research Paper 1-2, 5-16. Assignment SW356 (10) Entire Course Research Paper Assignment SW476 (3, 5, 7, 8) Week 13 Policy Analysis Paper SW486 Entire Practicum 450 hr. Sr. Field Placement SW488 (2) Entire Semester Coggins& Hatchett Ch 3-6 evore& Schlesinger Ch 7-9 Research Paper/ Sr. Case Presentation 21

Competency EPA2.1.3 Apply critical thinking to inform & 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. Practice Behavior 2.1.3.2 analyze models of assessment, prevention, intervention, and evaluation Knowledge: Students learn how to analyze models of assessment, prevention, intervention and evaluation in generalist social work practice. Attitudes/Values: Students value the importance and role of critical thinking as it informs and in the communication of professional judgments. Courses (Course Objective referenced in parentheses) SW355 (3, 4) Course Units or Week Covered Kirst-Ashman, Ch 1-2, 5-16. Learning Activities & Assignments Quizzes & Exams, Genogram, Research Project, Comprehensive Assessment SW356 (1,5,10) Entire Course Quizzes & Exams In-class case studies SW457 (1,5,7) Unit 1/Ch 1 Unit 3/Ch 5-7 SW476 (3, 5, 8, 9) SW355 (3, 4) Karger & Stoesz, Ch 1-2 Karger, idgley, Kindle, & Brown, all chapters Kirst-Ashman, Ch 1-2, 5-16. Classroom Exercise/odels of CO, PREPARE, IAGINE Policy Analysis Controversial Issues Quizzes & Exams, Genogram, Research Project, Comprehensive Assessment SW356 (1,5,10) Entire Course Quizzes & Exams In-class case studies SW457 (1,5,7) Unit 1/Ch 1 Unit 3/Ch 5-7 SW476 (3, 5, 8, 9) Karger & Stoesz, Ch 1-2 Karger, idgley, Classroom Exercise/odels of CO, PREPARE, IAGINE Policy Analysis Controversial Issues I (Introduced) (eveloped) (astered) I/ 22

Skills: Students demonstrate the skill of analysis of assessment, prevention, intervention, and evaluation models in generalist social work practice. SW488 (2) SW355 (3, 4) Kindle, & Brown, all chapters Entire Semester Coggins& Hatchett Ch 3-6 evore& Schlesinger Ch 7-9 Kirst-Ashman, Ch 1-2, 5-16. Seminar Classroom iscussions Quizzes & Exams, Genogram, Research Project, Comprehensive Assessment SW356 (1,5,10) Entire Course Quizzes & Exams In-class case studies SW397 (3) Entire Practicum SW457 (5,7) Unit 1/Ch 1 Unit 3/Ch 5-7 SW476 (3, 5, 8, 9) SW486 SW488 (2) Karger & Stoesz, Ch 1-2 Karger, idgley, Kindle, & Brown, all chapters Entire Practicum Entire Semester Coggins& Hatchett Ch 3-6 evore& Schlesinger Ch 7-9 140 hr. Jr. Field Placement Classroom Exercise/odels of CO, PREPARE, IAGINE; Analysis of IAGINE within Night W/O Home Event Policy Analysis Controversial Issues 450 hr. Sr. Field Placement Sr. Case Presentation 23

Competency EPA2.1.3 Apply critical thinking to inform & 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. Practice Behavior 2.1.3.3 demonstrate effective oral and written communication in working with individuals, families, groups, organizations and communities. Knowledge: Students learn standards of oral and written communication in social work practice. Attitudes/Values: Students develop a commitment to effective oral and written communication in social work practice. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW121 (7) Ch 3, 9, 10 Research Paper Assignment SW278 (1-10) Entire Course Quizzes & Exams Research Paper Assignment Videotape Project In-class role plays SW355 (1, 2, 3, 4, Kirst-Ashman, Research Paper 9) Ch 1-2, 5-16 Assignment SW356 (1,5,8,9) Entire Course Research Paper Assignment Facilitating Group Session Teaching Family Assessment SW457 (2,4-7,9) Unit 5/Ch 2,3 Classroom Exercises/What Would You o? Scenarios SW476 (6) Week 13 Policy Analysis Paper SW121 (7) Ch 3, 9, 10 Research Paper Assignment SW278 (1-10) Entire Course Quizzes & Exams Research Paper Assignment Videotape Project In-class role plays I (Introduced) (eveloped) (astered) I I/ I/ 24

Skills: Students demonstrate effective oral and written communication skills in working with individuals, families, groups, organizations, and communities. SW355 (1,2,3,4, 9) Kirst-Ashman, Ch 1-2, 5-16 Research Paper Assignment SW356 (1,5,8,9) Entire Course Research Paper Assignment Facilitating Group Session Teaching Family Assessment SW457 (2,4-7-9) Unit 5/Ch 2,3 Classroom Exercises/What Would You o? Scenarios SW476 (6) Week 13 Policy Analysis Paper SW278 (1-10) Entire Course Quizzes & Exams Research Paper Assignment Videotape Project In-class role plays SW355 (1,2,3,4, 9) Kirst-Ashman, Research Paper Ch 1-2, 5-16 Assignment SW356 (1,5,8,9) Entire Course Research Paper Assignment Facilitating Group Session Teaching Family Assessment SW397 (3) Entire Completion of Practicum Weekly Conference Sheet/140 hr. Jr. Field Placement SW457 (2,4-7-9) Entire Course Community Assessment, Philanthropy Project and Night w/o Home Event SW476 (6) Week 13 Policy Analysis SW486 Entire Practicum Paper Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement I/ 25

Competency EPA 2.1.4 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 and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, Practice Behavior 2.1.4.1 recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Knowledge: Students learn the various dimensions and intersectionality of diversity, including how societal structures may enhance or impede privilege and power. Attitudes/Values: Students value choice and opportunity for all people with special regard to the vulnerable, disadvantaged, oppressed, and exploited toward the realization of social justice. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SO/SW120 Entire course Culture, Class, & I (3,4,5,6,8,9) Race Paper SW121 (7) Ch 5, 6, 7 Quizzes & Exams I SW235 (1,3) Chapters 1-15 Classroom I/ Exercises; Videos; Exams; Internet Activities; Experiential Extension; SW265 (3,4) Unit 1, 3, 5, 6, Classroom 8, 12, 13, 14, 15, 16 Exercises, Videos SW278 (8,10) Entire Course Research Paper SW356 (5) Entire Course Quizzes & Exams In-class case studies SW397 (4) Week 3 Seminar Classroom iscussion SO/SW120 Entire course Culture, Class, & I (3,4,5,6,8,9) Race Paper SW121 (7) Ch 5, 6, 7 In-class case study I SW278 (8,10) Entire Course Research Paper SW356 (5) Entire Course Quizzes & Exams In-class case studies SW397 (4) Entire Semester Completion of Weekly Conference Sheet/Seminar iscussions from Field SW488 (3) Weeks 5 & 6 Coggins& Hatchett Ch 4 & 5 iversity Paper& Sr. Case Presentation I (Introduced) (eveloped) (astered) 26

poverty, marginalization, and alienation as well as privilege, power and acclaim. Skills: Students will demonstrate an understanding of cultural differences and how such differences oppress or privilege client systems within practice settings. evore& Schlesinger Ch 1-13 SO/SW120 Entire course Culture, Class, & I (3,4,5,6,8,9) Race Paper SW235 Chapters 1-15 Social Problem I Paper SW265 (3,4) Unit 3 Classroom I/ Exercises; Exams; Wheelchair Reflection; Self Reflection Paper; Culture Paper SW278 (8,10) Entire Course Research Paper SW397 (4) Entire Practicum Completion of Weekly Conference Sheet/140 hr. Jr. Field Placement SW 486 SW488 (3) Entire Practicum Entire Semester Coggins& Hatchett Ch 4-5 evore& Schlesinger Ch 1-13 Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement iversity Paper & Sr. Case Presentation 27

Competency EPA 2.1.4 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 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. Practice Behavior 2.1.4.2 gain sufficient selfawareness to eliminate the influence of personal biases and values in working with diverse groups Knowledge: Students deepen awareness of their own cultural identity including values and beliefs that may impact professional practice Attitudes/Values: Students value the importance of personal reflection and self correction toward cultural competency Skills: Students demonstrate sufficient selfawareness to eliminate the influence of personal biases in working with diverse client systems Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SO/SW120 (7) Weeks 6-7 Culture, Class, & I Race Paper SW121 (7) Ch 5, 6, 7 Quizzes & Exams I SW265 (5) Units 1, 2, 3, 5, Classroom 6, 8, 13, 14, 15, 16 Exercises, Self Reflection Paper SW278 (8,9,10) Entire Course Videotape Project SW355 (8) Kirst-Ashman, Ch 11-12, hooper & oore, Ch 1-7 In-class role plays Quizzes & Exams, In-class case studies, Group presentations SO/SW120 (7) Weeks 6-7 Culture, Class, & I Race Paper SW278 (8,9,10) Entire Course Videotape Project In-class role plays SW379 (8) Week 7 Paper/presentation SW397(4) Entire Practicum Completion of Weekly SW488 (3) Weeks 5 & 6 Coggins& Hatchett Ch 4-5 evore& Schlesinger Ch 1-13 SW265 (5) Unit 1 & 2 Entire Semester SW397 (4) SW486 Entire Practicum Entire Practicum Conference Sheets iversity Paper/ Seminar Classroom iscussions Self Reflection Paper; Culture Paper Completion of Weekly Conference Sheet/140 hr. Jr. Field Placement Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement I (Introduced) (eveloped) (astered) 28

Competency EPA 2.1.4 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 and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, Practice Behavior 2.1.4.3 recognize and communicate their understanding of the importance of difference in shaping life experiences Knowledge: Students learn how diversity characterizes and shapes the human experience Attitudes/Values: Students develop an appreciation for how diversity shapes the human experience Courses (Course Objective referenced in parentheses) SO/SW120 (3,6,7,8,9) Course Units or Week Covered Entire Course Learning Activities & Assignments Culture, Class, & Race Paper Comprehensive Final Exam SW235 (3) Chapters 1-15 Classroom Exercises; Videos; Exams; Internet Activities; Experiential Extension; SW265 (1) Units 1, 3, 5, 6, 12, 13, 14, 15, 16 Classroom Exercises; Exams; Wheelchair Reflection; Culture Paper SW278 (8,9,10) Entire Course Quizzes & Exams Research Paper Videotape Project In-class role plays SW379 (8) Week 7 Chap 4/5 in Robbins/Chatterjee and Canda and discussions SO/SW120 (3,6,7,8,9) Entire Course Culture, Class, & Race Paper SW235 (3) Chapters 1-15 Classroom Exercises; Videos; Exams; ebates; Internet Activities; Experiential Extension; SW265(1) Units 1, 3, 5, 6, 12, 13, 14, 15, 16; Entire Semester Wheelchair Exercise; Culture Paper I (Introduced) (eveloped) (astered) I I 29

poverty, marginalization, and alienation as well as privilege, power and acclaim. Skills: Students identify and articulate the importance of human diversity in practice settings SW278 (8,9,10) Entire Course Quizzes & Exams Research Paper Videotape Project In-class role plays SW379 (8) Week 7 iversity Paper SW486 Entire Practicum SW488 (3) Entire Semester Coggins& Hatchett Ch 4-5 evore& Schlesinger Ch 1-13 450 hr. Sr.. Field Placement /Completion of Weekly Conference Sheets iversity Paper/Sr. Case Presentation Add 397 (4) Under skills. Entire Practicum Completion of Weekly Conference Sheet/140 hr. Jr. Field Placement 30

Competency EPA 2.1.4 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 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. Practice Behavior 2.1.4.4 view themselves as learners and engage those with whom they work as informants. Knowledge: Students learn how to view themselves as active learners toward cultural competency. Attitudes/Values: Students appreciate client cultural differences. Skills: Students treat diverse clients with dignity and respect and actively engage with clients and colleagues toward cultural competency. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW121 (7) Ch 5, 6, 7 In-class discussion I SW265 (6) Unit 6, Unit 15 Classroom Exercises; Videos; Speakers; Wheelchair Reflection; Self Reflection Paper; Culture Paper SW265 (6) Unit 6, Unit 15 Classroom Exercises; Videos; Speakers; Wheelchair Reflection; Self Reflection Paper; Culture Paper SW397 (4) Entire Completion of Practicum Weekly Conference Sheet/140 hr. Jr. SW486 SW397 (4) SW486 Entire Practicum Entire Practicum Entire Practicum Field Placement Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement 140 hr. Jr. Field Placement 450 hr. Sr. Field Placement I (Introduced) (eveloped) (astered) 31

Competency EPA 2.1.5 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 interconnectedness of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social workers incorporate social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Practice Behavior 2.1.5.1 understand (sic: can identify and articulate ) the forms and mechanisms of oppression and discrimination Knowledge: Students learn the forms and mechanisms of oppression and discrimination Attitudes/Values: Students value the professional role of dismantling the forms and mechanisms of oppression and discrimination. Skills: emonstrate the ability to identify and articulate the forms and mechanisms of oppression and discrimination Courses (Course Objective referenced in parentheses) SW235 (3) SW265 (2) Course Units or Week Covered Unit 3; Entire Semester Learning Activities & Assignments Classroom Exercises; Videos; Exams; ebates; Internet Activities; Classroom Exercises; Videos; Exams; Speakers SW121 (7) Ch 5, 6, 7, 9 Quizzes & Exams I SW355 (8) Kirst-Ashman, Quizzes & Exams, Ch 11-12, hooper & oore, Ch 1-7 Group presentations SW356 (5) Entire Course Quizzes & Exams In-class case studies SW457 (5,8) Unit 8/Ch 11 Classroom Exercises SW476 (1, 3, 4, 6, 7, 8, 9) Karger & Stoesz, all chapters Quizzes & Exams SW235 (3) Chapters 1-15 Experiential Extension; Social Problem Paper SW265 (2) SW355 (8) Unit 3; Entire Semester Kirst-Ashman, Ch 11-12, hooper & oore, Ch 1-7 Culture Paper Quizzes & Exams, Group presentations SW356 (5) Entire Course Quizzes & Exams Case Studies I (Introduced) (eveloped) (astered) I/ I/ 32

SW 397 (5) Entire Practicum Completion of Weekly Conference Sheet/140 hr. Jr. Field Placement Classroom SW457 (5,8) Unit 8/Ch 11 Exercises/Homeless- Night w/o Home Event; Vulnerable within Philanthropy Project; Film: Rebirth of udley Street SW 486 Entire Practicum Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement SW476 (1, 3, 4, 6, 7, 8, 9) Karger & Stoesz, all chapters; Karger, idgley, Kindle, & Brown, all chapters Policy Analysis Paper & Presentation 33

Competency EPA 2.1.5 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 interconnectedness of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social workers incorporate social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Practice Behavior 2.1.5.2 advocate for human rights and social and economic justice Knowledge: Students learn types and strategies of advocacy, rights of clients, avenues of appeal, finding resources for pursuing change, and use of power Attitudes/Values: Students gain appreciation for how advocacy is important for addressing human rights and social and economic justice in generalist practice. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW355 (7) Kirst-Ashman, Ch 11-12, 14; hooper & oore, Ch 1-7 Quizzes & Exams SW356 (5) Entire Course Quizzes & Exams Research Paper Group proposal & project Teaching Family Assessment SW457 (8) Unit 8/Ch 11 Classroom SW476 (3, 6, 7, 8, 9) SW355 (7) Karger & Stoesz, Ch 1, 2, 8 Kirst-Ashman, Ch 11-12, 14; hooper & Exercise Policy Analysis Project Quizzes & Exams, Group presentations oore, Ch 1-7 SW356 (5) Entire Course Quizzes & Exams Research Paper Group proposal & project Teaching Family Assessment SW457 (8) Unit 8/ Ch 11 Classroom Exercises SW476 (3, 6, 7, 8, 9) Karger & Stoesz, all chapters; Karger, idgley, Kindle, & Brown, all chapters Policy Analysis Controversial Issues News edia Project I (Introduced) (eveloped) (astered) I/ I/ 34

Skills: Students gain skills of using government documents, using political process, public speaking, and tolerating conflict to advocate at multiple levels for advancing human rights and social and economic justice. SW355 (7) SW476 3, 6, 7, 8, 9) Kirst-Ashman, Ch 11-12, 14; hooper & oore, Ch 1-7 Karger & Stoesz, Ch 1, 2, 8 Quizzes & Exams Policy Analysis Project Controversial Issues I/ 35

Competency EPA 2.1.5 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 interconnectedness of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social workers incorporate social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Practice Behavior 2.1.5.3 engage in practices that advance social and economic justice. Knowledge: Students learn about practice strategies that advance social and economic justice for client systems at all levels of generalist practice. Attitudes/Values: Students value the array of strategies implemented for advancing social and economic justice for client systems at all levels of generalist practice. Skills: Students demonstrate the ability to identify, select, and implement practice strategies that advance social and economic justice for client systems at all levels of generalist practice. Courses (Course Objective referenced in parentheses) SW355 (6) Course Units or Week Covered Kirst-Ashman, Ch 11-12, 14; hooper & oore, Ch 1-7 Learning Activities & Assignments Quizzes & Exams, Group presentations SW356 (5) Entire Course Quizzes & Exams Case Studies SW457 (8) Unit 8/Ch 11 Classroom Exercises SW476 (3, 6, 7, 8, Karger & Policy Analysis 9) Stoesz, Ch 1, 2, Project SW355 (6) 8 Kirst-Ashman, Ch 11-12, 14; hooper & oore, Ch 1-7 Quizzes & Exams, Group presentations SW356 (5) Entire Course Quizzes & Exams Case Studies SW457 (8) Unit 8/Ch 11 Classroom Exercises SW476 (3, 6, 7, 8, Karger & Policy Analysis 9) Stoesz, Ch 1, 2, Project SW355 (6) 8 Kirst-Ashman, Ch 11-12, 14; hooper & oore, Ch 1-7 Quizzes & Exams, Group presentations SW356 (5) Entire Course Quizzes & Exams Case Studies SW476 (3, 6, 7, 8, Policy Analysis 9) Project Karger & Stoesz, Ch 1, 2, 8 I (Introduced) (eveloped) (astered) I/ I/ I/ 36

Competency EPA 2.1.6 Engage in researchinformed practice and practiceinformed research. Social workers use practice experience to inform research, employ evidencebased 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. Practice Behavior 2.1.6.1 use practice experience to inform scientific inquiry Knowledge: : Students learn to develop research questions originating from practice settings and practice experience which lead to quantitative and qualitative research Attitudes/Values: Students value the adherence to the NASW Code of Ethics regarding ethical treatment of research participants. Skills: Students conduct ethically responsible research to evaluate their own practice. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW301(2, 3, 5) Weeks 2-4 esign I/ SW488 (4) Week 1 Week 15 Coggins& Hatchett Ch 4-6 Research Paper Sr. Case Presentation SW301 (5) Week 4 Ch 3 in onette Sullivan/eJong; Ethics reaction paper SW488 (4) SW355 (9) SW356 (10) SW488 (4) Entire Semester Coggins& Hatchett Ch 4-6 Entire Semester Research Project Research Paper Coggins& Hatchett Ch 4-6 Research Paper Sr. Case Presentation Research Project Research Project Research Paper Sr. Case Presentation I (Introduced) (eveloped) (astered) I/ 37

Competency Practice Behavior Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments I (Introduced) (eveloped) EPA 2.1.6 Engage in researchinformed practice and practiceinformed research. Social workers use practice experience to inform research, employ evidencebased 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. 2.1.6.2 use research evidence to inform practice. Knowledge: Students can identify and critically comprehend social research as it relates to Social Work practice Attitudes/Values: Students value how research evidence informs practice. SW 230 (1-7) Entire Course Exams/SPSS exercises I/ SW301 (7, 8) onette Literature reviews and I/ Each Chapter Research in Practice Readings SW355 (9) Kirst-Ashman, Research project Ch 1-2, 5-16 SW356 (10) Entire Course Research Paper SW457 (5) Unit 4/Ch 10 Classroom iscussions & Exams SW301(8) onette, Research in Practice Each chapter chap. readings SW355 (9) Kirst-Ashman, Research project I/ Ch 1-2, 5-16 SW356 (10) Entire Course Research Paper SW397 (7) Week 4 Entire Practicum SW486 SW488 (4) Entire Practicum Entire Semester Coggins& Hatchett Ch 4-6 Seminar Classroom iscussions/completion of Weekly Conference Sheets Completion of Weekly Conference Sheet/450 hr. Sr. Field Placement Research Paper & Sr. Case Presentation (astered) Skills: Students utilize research evidence to inform SW486 Entire Practicum Completion of Weekly Conference Sheet/Completion of 38

their practice interventions. SW488 (4) Entire Semester Coggins& Hatchett Ch 4-6 Learning Activities on Field Evaluation Tool/450 hr. Sr. Field Placement Research Paper & Sr. Case Presentation 39

Competency Practice Behavior Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments I (Introduced) (eveloped) EPA 2.1.7 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 2.1.7.1 utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Knowledge: Students are knowledgeable about theories and conceptual frameworks that guide the processes of practice. Attitudes/Values: Students can articulate the importance of using the knowledge of human behavior and the environment to guide professional practice SW355 (1) Kirst-Ashman, Ch 1-2, 5-16 Quizzes & Exams, Genogram, Research Project, Comprehensive Assessment SW356 (2,4,7) Entire Course Quizzes & Exams Group Proposal Teaching Family Assessment SW379 (1-4, 6-8) Robbins, Chatterjee Ch 1-9, 11, 13 SW457 (1,3) Unit 1/Ch 1 Unit 2/Ch 8,9 SW476 (2, 3) SW355 (1) Karger & Stoesz, Ch 1, 2 Kirst-Ashman, Ch 1-2, 5-16 Readings, Papers, iscussions Classroom Exercise: Generalist Practice Classroom iscussion: Theoretical Perspectives re: CO Policy Analysis Project Quizzes & Exams. Research Project, Comprehensive Assessment SW356 (2,4,7) Entire Course Quizzes & Exams Group Proposal Teaching Family Assessment SW379 (4) Entire Course iscussions and Final Paper What makes people tick SW397 (6) Week 3 Entire Semester Seminar Classroom iscussions/completion of Weekly Conference Sheets (astered) I/ I/ 40

Skills: Students demonstrate the ability to integrate conceptual frameworks into the processes of Social Work practice. SW457 (1,3) Unit 1/Ch 1 Classroom Exercise: Generalist Practice SW476 (2, 3) Karger & Policy Analysis Project Stoesz, Ch 1, 2, SW488 (5) Weeks 8 & 10 Theory Paper Entire Sr. Case Presentation Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 SW486 Entire Practicum Completion of Weekly Conference Sheet/Completion of Learning Activities on Field Evaluation Tool/450 hr. Sr. Field Placement SW488 (5) Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Sr. Case Presentation 41

Competency EPA 2.1.7 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 Practice Behavior 2.1.7.2 critique and apply knowledge to understand person and environment. Knowledge: Students understand the knowledge and theories central to professional Social Work. Attitudes/Values: Students value how the knowledge and theories of the biological, psychological, spiritual, social and cultural domains guide professional practice. Skills: Students demonstrate the ability to apply the knowledge and theories for the biological, psychological, spiritual, social and cultural domains in guiding their practice. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SO/SW120 (3) Entire Course Final Exam I SW235 (2) Chapters 1-15 Classroom Exercises; Videos; Exams; Social Problems Paper SW239 (1-14) Entire Course Classroom Exercises; Videos; Exams; SW379 (1-4,6-8) Entire Course iscussions and small papers SW379 (1-3, 5-8) Entire Course Play, iversity and Final Paper What akes People Tick Entire Completion of SW397 (6) Practicum Weekly Conference Sheet /140 hr. Jr. Field Placement SW486 Entire Completion of Practicum Weekly Conference Sheet /450 hr. Sr. Field SW488 (6) Weeks 8 & 10 Entire Semester Coggins& Hatchett Ch 3 &6 evore& Schlesinger Ch 2-6 SW486 Entire Practicum Placement Theory Paper Sr. Case Presentation Completion of Weekly Conference Sheet/ 450 hr. Sr. Field Placement I (Introduced) (eveloped) (astered) 42

SW488 (6) Entire Semester Coggins& Hatchett Ch 3 & 6 evore& Schlesinger Ch 2-6 Theory Paper & Sr. Case Presentation 43

Competency EPA 2.1.8 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. Practice Behavior 2.1.8.1 analyze, formulate, and advocate for policies that advance social well-being Knowledge: Students examine models of policy research, analysis, formulation, and advocacy within a historical and structural context of U.S. social policy evolution. Attitudes/Values: Students recognize and appreciate the inherent and inextricable relationships between social work practice, social policies, and service delivery. Skills: Students analyze, formulate, and advocate for policies that advance social well-being. Courses (Course Objective referenced in parentheses) SW476 (1-9) Course Units or Week Covered Karger & Stoesz, Ch 1, 2, 8 Learning Activities & Assignments Quizzes & Exams Policy Analysis Project Controversial Issues News edia Project SW121 (4) Ch 10, 11, 12, 13, 14 Quizzes & Exams SW235 (2,4) Chapters 1-15 Classroom Exercises; Videos; ebates; Exams; Social Problems Paper SW457 (5,8) Unit 3/Ch 5-7 Classroom Exercise: Utilization of CO odels to Changing Policy SW476 (1-9) Karger & Quizzes & Exams Stoesz, all Policy Analysis chapters Project Controversial Issues News edia SW476 (1-9) Karger & Stoesz, Ch 1,2, 8 Project Policy Analysis Project Controversial Issues News edia Project I (Introduced) (eveloped) (astered) I 44

Competency EPA 2.1.8 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. Practice Behavior 2.1.8.2 collaborate with colleagues and clients for effective policy action. Knowledge: Students learn diverse perspectives of policy advocates, strategies of building agendas, using power, and strategies for effective policy action. Attitudes/Values: Students value the importance of collaboration with multiple stakeholders in policy advocacy. Skills: Students demonstrate collaboration with colleagues and clients for effective policy action. Courses (Course Objective referenced in parentheses) SW476 (1-9) SW476 (1-9) SW476 (1-9) Course Units or Week Covered Karger & Stoesz, all chapters; Karger, idgley, Kindle, & Brown, all chapters Karger & Stoesz, all chapters; Karger, idgley, Kindle, & Brown, all chapters Karger & Stoesz, all chapters; Karger, idgley, Kindle, & Brown, all chapters Learning Activities & Assignments Policy Analysis Project Controversial Issues News edia Project Policy Analysis Project News edia Project Policy Analysis Project I (Introduced) (eveloped) (astered) / 45

Competency EPA 2.1.9 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. Practice Behavior 2.1.9.1 continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services Knowledge: Students learn the skills, strategies, and processes of ongoing needs assessment that inform proactive and responsive pract Attitudes/Values: Students value how ongoing needs assessments are necessary for proactive and responsive practice ice. Skills: Students demonstrate the skills, strategies, and processes of ongoing needs assessment that inform proactive and responsive practice. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW301(2,7) Ch. 6-9 and 12 Tests I SW457(3,6,9) SW457(3,6,9) SW457(3,6,9) Unit 2/Ch8,9 Unit 7/Ch 14 Unit 2/Ch8,9 Unit 7/Ch 14 Unit 2/Ch8,9 Unit 7/Ch 14 SW488 (2,7) Weeks 7 & 8 Entire Semester Coggins& Hatchett Ch 3-6 evore& Schlesinger Ch 7-9 Classroom iscussions Community Assessment to establish need addressed w/i Philanthropy Project Community Assessment to establish need addressed w/i Philanthropy Project Community Paper I (Introduced) (eveloped) (astered) 46

Competency EPA 2.1.9 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. Practice Behavior 2.1.9.2 provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. Knowledge: Students learn from community partners about evolving changes and needs in service delivery net Attitudes/Values: Students value the professional leadership role in promoting sustainable changes in service delivery and practice. works. Skills: Students demonstrate leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW121 (1, 5) Ch 2, 4, 11 Interview a Social Worker SW457 (3,5,6,9) Entire Course ata Collection for Community Assessment; Collaboration with Community on projects/events SW457 (3,5,6,9) Entire Course ata Collection for Community Assessment; Collaboration with Community on projects/events SW476 (1, 3, 4, 5, Karger & Quizzes & Exams 6, 7, 8, 9) Stoesz, all chapters SW457 (3,5,6,9) Entire Course Pay it Forward Philanthropy Project to address community need. Night w/o Home Event SW476 (1, 3, 4, 5, 6, 7, 8, 9) Karger & Stoesz, all chapters Policy Analysis Project & Presentation I (Introduced) (eveloped) (astered) I 47

Competency EPA 2.1.10 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 Practice Behavior 2.1.10.1 substantively and affectively prepare for individuals, families, groups, organizations, and communities Knowledge: Students learn about the necessity for substantively and affectively preparing for client service at all levels. Students also learn about the various techniques for engaging with client systems Attitudes/Values: Students appreciate how preparing for client service in substantive and affective ways is critical for effective generalist practice. Skills: Students demonstrate skills of comprehensive preparation for work and engagement with client systems Courses (Course Objective referenced in parentheses) SW278 (1,4,5,8,10) SW355 (2,3) SW356 (1,3,4,5,7,8,9) Course Units or Week Covered Entire Course Kirst-Ashman, Ch 5, illon, Ch 3 Weeks 1-4, 12 SW457 (2,5,9) Unit 2/Ch 8 Unit 3/ Ch 5-7 Unit 7/ Ch 14 SW278 (1,4,5,8,10) SW355 (2,3) SW356 (1,3,4,5,7,8,9) Entire Course Kirst-Ashman, Ch 5, illon, Ch 3 Weeks 1-4, 12 Learning Activities & Assignments Quizzes & Exams In-class role plays Videotape Project Quizzes & Exams, In-class case studies Quizzes & Exams Case Studies Group Proposal Preparation for Philanthropy Project and Night w/o Home Event Quizzes & Exams In-class role plays Videotape Project Quizzes & Exams, In-class case studies Quizzes & Exams Case Studies Group Proposal SW397 (7) Weekly discussion SW457 (2,5,9) Unit 2/Ch 8 Unit 3/ Ch 5-7 Unit 7/ Ch 14 Preparation for Philanthropy Project and Night SW278 (1,4,5,8,10) SW355 (2,3) Entire Course Kirst-Ashman, Ch 5, illon, Ch 3 w/o Home Event Quizzes & Exams In-class role plays Videotape Project Quizzes & Exams, In-class case studies & role plays I (Introduced) (eveloped) (astered) I I I/ 48

program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice SW356 (1,3,4,5,7,8,9) Weeks 1-4, 12 SW457 (2,5,9) Unit 2/Ch 8 Unit 3/ Ch 5-7 Unit 7/ Ch 14 SW486 Entire Practicum Quizzes & Exams Case Studies Group Proposal Preparation for Philanthropy Project and Night w/o Home Event Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement SW488 (7) Week 8 Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Seminar Classroom iscussion 49

Competency Practice Behavior Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments I (Introduced) (eveloped) EPA 2.1.10 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 2.1.10.2 use empathy and other interpersonal skills Knowledge: Students learn what empathy is as a critical and foundational skill in generalist practice. Students learn about key interpersonal skills necessary for practice at all levels Attitudes/Values: Students understand and value the necessity of strong interpersonal skills for effective generalist practice at all stages SW278 (2,4,5,6,7,8,10) SW355 (2) SW356 (1,3,4,5,7,8,9) Entire Course Kirst-Ashman, Ch 2, illon Ch 2 Entire Course Quizzes & exams Videotape Project In-class role plays Quizzes & Exams, In-class case studies & role plays Quizzes & Exams Case Studies Group Proposal Facilitating Group Session SW457 (4,5) Unit 5/Ch 2 Classroom Exercise SW278 Entire Course Quizzes & exams I (2,4,5,6,7,8,10) Videotape Project SW355 (2) SW356 (1,3,4,5,7,8,9) SW379 (7) SW457 (4,5) Kirst-Ashman, Ch 2, illon Ch 2 Entire Course Week 4 Unit 5/Ch 2 In-class role plays Quizzes & Exams, In-class case studies & role plays Quizzes & Exams Case Studies Group Proposal Facilitating Group Session Seminar Classroom iscussion/worksheets Classroom Exercise (astered) I 50

technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice Skills: Students develop and strengthen key interpersonal skills. SW488 (7) Week 8 Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 SW278 Entire Course (2,4,5,6,7,8,10) SW355 (2) SW356 (1,3,4,5,7,8,9) Kirst-Ashman, Ch 2, illon Ch 2 Entire Course Seminar Classroom iscussion Quizzes & exams Videotpae Project In-class role plays Quizzes & Exams, In-class case studies & role plays Quizzes & Exams Case Studies Group Proposal Facilitating Group Sessions SW457 (4,5) Unit 5/Ch 2 Classroom Exercise Philanthropy Project Night w/o Home Event SW 486 Entire Practicum Completion of Weekly Conference Sheet/ Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement Seminar Classroom I/ SW488 (7) Week 8 Entire Sem.Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 iscussion/senior Case Presentation 51

Competency EPA 2.1.10 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, Practice Behavior 2.1.10.3 develop a mutually agreedon focus of work and desired outcomes Knowledge: Students learn about initially identifying and developing a mutually agreedupon focus of work and desired outcomes with client systems in the early work phases of generalist practice Attitudes/Values: Students value client empowerment as they join with client systems in the early work phases of generalist practice Skills: Students demonstrate the skills of developing a mutually agreed-on focus of work and desired outcomes with client systems in the early work phases of generalist practice. Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW278 (1-10) Entire Course Quizzes & exams Videotape Project In-class role plays SW355 (2,3) SW356 (1,3,4,5,7,8,9) Kirst-Ashman, Ch 5, illon, Ch 3 Weeks 1-5, 12 Quizzes & Exams, In-class case studies Quizzes & Exams Case Studies Group Proposal Facilitating Group Session SW457 (5) Unit 3/Ch 5-7 Night w/o Home Event SW278 (1-10) Entire Course Quizzes & exams Videotape Project In-class role plays SW355 (2,3) SW356 (1,3,4,5,7,8,9) Kirst-Ashman, Ch 5, illon, Ch 3 Entire Course Quizzes & Exams, In-class case studies Quizzes & Exams Case Studies Group Proposal Facilitating Group Session SW457 (5) Unit 3/Ch 5-7 Night w/o Home Event SW278 (1-10) Entire Course Quizzes & exams Videotape Project In-class role plays SW355 (2,3) SW356 (1,3,4,5,7,8,9) Kirst-Ashman, Ch 5, illon, Ch 3 Weeks 1-5, 12 Quizzes & Exams, In-class case studies Quizzes & Exams Case Studies Group Proposal Facilitating Group Session I (Introduced) (eveloped) (astered) I I I 52

analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 SW486 Entire Practicum Philanthropy Project Night w/o Home Event Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement 53

Competency EPA 2.1.10 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 Practice Behavior 2.1.10(b) Assessment 2.1.10.4 collect, organize, and Knowledge: Students interpret client data learn about the different sources of client data; different methods and techniques for gathering client data; different approaches of interpreting client data; and different models for comprehensive assessment of client systems at all levels Attitudes/Values: Students value ongoing assessment as an integral part of generalist practice at all levels Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW278 (1-10) Entire Course Quizzes & exams Videotape Project In-class role plays SW355 (2,3) SW356 (1,3,4,5,7,8,9) Kirst-Ashman, Ch 5, illon, Ch 3 Weeks 5, 12 Quizzes & Exams, In-class case studies, Genogram, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal SW397 (7) Week 4 Seminar iscussion surrounding Planned Change Process with Assessments (Field Agency Examples) SW457 (9) Unit 2/Ch 8 Unit 7/ Ch 14 Community Assessment towards Philanthropy Project SW278 (1-10) Entire Course Quizzes & exams Videotape Project In-class role plays SW355 (2,3) Kirst-Ashman, Ch 5, illon, Ch 3 Quizzes & Exams, In-class case studies, Genogram, Comprehensive Assessment I (Introduced) (eveloped) (astered) I I 54

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 Skills: Students develop skills specific to gathering client data from multiple sources and organizing and interpreting client data in a comprehensive assessment. SW356 (1,3,4,5,7,8,9) Weeks 5, 12 Quizzes & Exams Case Studies Group Proposal SW397 (7) Week 4 Seminar iscussion surrounding Planned Change Process with Assessments SW457 (9) Unit 2/Ch 8 Community Assessment towards Philanthropy Project SW278 (1-10) Entire Course Quizzes & exams Videotape Project In-class role plays SW355 (2,3) SW356 (1,3,4,5,7,8,9) Kirst-Ashman, Ch 5, illon, Ch 3 Weeks 5, 12 SW457 (9) Unit 2/Ch 8 Unit 7/ Ch 14 SW486 SW488 (7) Entire Practicum Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Quizzes & Exams, In-class case studies, Genogram, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Community Assessment towards Philanthropy Project Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement If applicable Point in Time Homeless Survey/Community Assessment/Sr. Case Presentation I 55

Competency EPA 2.1.10 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 Practice Behavior 2.1.10.5 assess client strengths and limitations Knowledge: Students learn about the strengths perspective and how it is woven throughout all phases of generalist practice and at all levels. Particularly for assessment, students learn how to incorporate strengths as well as identifying client systems needs and limitations Attitudes/Values: Students value a strengths-based practice framework that enhances client system empowerment for addressing client system needs as well as helping client systems overcome limitations Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW121 (9) Ch 3, 7, 8, 9 Quizzes & Exams I SW278 (6,8,10) Entire Course Quizzes & exams I Videotape Project In-class role plays SW355 (3,4) Kirst-Ashman, Ch 5, illon, Ch 3 Quizzes & Exams, In-class case studies, Genogram, Comprehensive SW356 (1,4,5,7,8,9) Entire Course SW457 (5,9) Unit 2/Ch 8 Unit 7/ Ch 14 Assessment Quizzes & Exams Case Studies Group Proposal Community Assessment towards Philanthropy Project SW121 (9) Ch 3, 7, 8, 9 In-class case study I SW278 (6,8,10) Entire Course Quizzes & exams Videotape Project In-class role plays I SW355 (3,4) SW356 (1,4,5,7,8,9) Kirst-Ashman, Ch 5, illon, Ch 3 Entire Course Quizzes & Exams, In-class case studies, Genogram, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal SW397 (7) Week 4 Seminar iscussions on Client I (Introduced) (eveloped) (astered) 56

program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice Skills: Students demonstrate the strengths perspective in all phases of generalist practice. Specific to client assessment, students learn how to elicit strengths from client systems as well as identifying client limitations as points for intervention SW457 (5,9) Unit 2/Ch 8 Unit 7/ Ch 14 Empowerment (Field Agency Examples) Community Assessment towards Philanthropy Project SW278 (6,8,10) Entire Course Quizzes & exams Videotape Project In-class role plays SW355 (3,4) SW356 (1,4,5,7,8,9) Kirst-Ashman, Ch 5, illon, Ch 3 Entire Course SW457 (5,9) Unit 2/Ch 8 Unit 7/ Ch 14 SW486 Entire Practicum Quizzes & Exams, In-class case studies, Genogram, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Community Assessment towards Philanthropy Project Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement I SW488 (7) Week 8 Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Seminar iscussion on Strengths Perspective/ Community Paper/Sr. Case Presentation 57

Competency EPA 2.1.10 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 Practice Behavior 2.1.10.6 develop mutually agreedon intervention goals and objectives Knowledge: Students learn about the strategies for developing mutually agreed-on intervention goals and objectives with client systems. Attitudes/Values: Students gain appreciation for developing mutually agreed-on intervention goals and objectives with client systems. Courses (Course Objective referenced in parentheses) SW355 (4,6) SW356 (1,3,4,5,7,8,9) Course Units or Week Covered Kirst-Ashman Ch 6, illon Ch 5 Weeks 2, 6, 7, 13, 14 Learning Activities & Assignments Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal SW457 (5) Unit 3/Ch 5-7 Night w/o Home Event SW476 Karger & Quizzes & Exams (3,4,5,6,8,9) Stoesz, all Policy Analysis chapters Project SW355 (4,6) SW356 (1,3,4,5,7,8,9) Kirst-Ashman Ch 6, illon Ch 5 Weeks 2, 6, 7, 13, 14 SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 SW476 (3, 4, 5, 6, 8, 9) Karger & Stoesz, all chapters Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Philanthropy Project Night w/o Home Event Quizzes & Exams Policy Analysis Project & Presentation I (Introduced) (eveloped) (astered) I/ I/ 58

and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice Skills: Students demonstrate the ability to develop mutually agreed-on intervention goals and objectives with client systems SW355 (4,6) SW356 (1,3,4,5,7,8,9) Kirst-Ashman Ch 6, illon Ch 5 Weeks 2, 6, 7, 13, 14 SW457 (5) Unit 2/ Ch 8 Unit 3/Ch5-7 SW476 (3, 4, 5, 6, 8, 9) SW486 Karger & Stoesz, all chapters Entire Practicum Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Philanthropy Project Night w/o Home Event Policy Analysis Project & Presentation Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement I/ SW488 (7) Week 8 Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Seminar iscussions surrounding Planned Change Process. Sr. Case Presentation 59

Competency EPA 2.1.10 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 Practice Behavior EPA2.1.10 2.1.10(c) Intervention 2.1.10.7 select appropriate Knowledge: intervention Students learn how strategies to identify and critically analyze appropriate intervention strategies as well as how to fully engage client systems in the selection process Attitudes/Values: Students value the ability to critically analyze as well as the ability to join with client systems in selecting appropriate intervention strategies Courses (Course Objective referenced in parentheses) Course Units or Week Covered SW355 (4,6) Kirst-Ashman Ch 6, illon Ch 5 SW356 (1,3,4,5,7,8,9,10) Weeks 2, 6, 7, 13, 14 SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 SW355 (4,6) Kirst-Ashman Ch 6, illon Ch 5 SW356 (1,3,4,5,7,8,9,10) Weeks 2, 6, 7, 13, 14 Learning Activities & Assignments Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Research Paper Night w/o Home Event Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Research Paper SW457 (5) Unit 3/Ch 5-7 Philanthropy Project Night w/o Home Event I (Introduced) (eveloped) (astered) I/ 60

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 Skills: Students demonstrate the ability to identify and critically analyze appropriate intervention strategies as well as the ability to fully engage client systems in the selection process. SW355 (4,6) Kirst-Ashman Ch 6, illon Ch 5 SW356 (1,3,4,5,7,8,9,10) Weeks 2, 6, 7, 13, 14 SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Research Paper Philanthropy Project Night w/o Home Event SW486 Entire Practicum Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement I, SW488 (7) Week 8 Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Seminar iscussions surrounding Planned Change Process. Sr. Case Presentation 61

Competency EPA 2.1.10 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 evidencebased 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 Practice Behavior 2.1.10.8 initiate actions to achieve organizational goals Knowledge: Students learn organizational theories and processes instrumental toward achieving organizational goals and effective social work practice Attitudes/Values: Students value working environments in compliance with the NASW Code of Ethics toward achieving organizational goals and effective social work practice Skills: Students demonstrate the ability to initiate appropriate actions toward organizational goals Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW457 (2,5) Unit 6/Ch 4 Classroom Exercises SW397 (7) Week 6 Seminar iscussions surrounding Ethical Practice from Field SW457 (2,5) Unit 3/Ch 5-7 Night w/o Home SW486 SW486 Entire Practicum Entire Practicum Event Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement I (Introduced) (eveloped) (astered) I, 62

Competency EPA 2.1.10 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 Practice Behavior 2.1.10.9 implement prevention interventions that enhance client capacities Knowledge: Students learn intervention strategies to accentuate and develop client system strengths and resources that serve as protective and resiliency factors against future client system risk. Attitudes/Values: Students value prevention interventions that enhance client system capacities Courses (Course Objective referenced in parentheses) SW355 (6,7) SW356 (1,3,4,5,7,8,9,10) Course Units or Week Covered Kirst-Ashman Ch 7, 9, 10, 12-15; illon Ch 6 Weeks 2, 6, 7, 13, 14 SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 Unit 7/ Ch 14 SW355 (6,7) SW356 (1,3,4,5,7,8,9,10) Kirst-Ashman Ch 7, 9, 10, 12-15; illon Ch 6 Weeks 2, 6, 7, 13, 14 SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 Unit 7/ Ch 14 Learning Activities & Assignments Quizzes & Exams, In-class case studies & role plays, Genogram, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Research Paper Classroom Exercise Philanthropy Project Night w/o Home Event Quizzes & Exams, In-class case studies & role plays, Genogram, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Research Paper Classroom Exercise Philanthropy Project Night w/o Home Event I (Introduced) (eveloped) (astered) I, I, 63

program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice Skills: Students demonstrate intervention strategies to accentuate and develop client system strengths and resources that serve as protective and resiliency factors against future client system risk SW355 (6,7) SW356 (1,3,4,5,7,8,9,10) SW486 Kirst-Ashman Ch 7, 9, 10, 12-15; illon Ch 6 Weeks 2, 6, 7, 13, 14 Entire Practicum SW488 (7) Week 8 Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Quizzes & Exams, In-class case studies & role plays, Genogram, Comprehensive Assessment Quizzes & Exams Case Studies Group Proposal Research Paper Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement iscussions surrounding Planned Change Process. Sr. Case Presentation I, 64

Competency EPA 2.1.10 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 Practice Behavior 2.1.10.10 help clients resolve problems Knowledge: Students learn multiple techniques and strategies for joining with client systems in the planned change process that helps client systems resolve problems Attitudes/Values: Students appreciate the usefulness and value of frameworks that help client systems resolve problems Courses (Course Objective referenced in parentheses) SW355 (1-9) SW356 (1,3,4,5,7,8,9,10) Course Units or Week Covered Kirst-Ashman, ch 1-2, 5-16; hooper & oore, Ch 1-7 Entire Course SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 Unit 7/ Ch 14 SW355 (1-9) SW356 (1,3,4,5,7,8,9,10) Kirst-Ashman, ch 1-2, 5-16; hooper & oore, Ch 1-7 Entire Course Learning Activities & Assignments Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment, group presentation Quizzes & Exams Case Studies Group Proposal Research Paper Philanthropy Project Night w/o Home Event Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment, group presentation Quizzes & Exams Case Studies Group Proposal Research Paper SW397 (7) Week 4 Seminar iscussions surrounding the Planned Change Process SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 SW476 (2) Karger & Stoesz, all chapters Philanthropy Project Night w/o Home Event Policy Analysis Project I (Introduced) (eveloped) (astered) I, I, 65

program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice Skills: Students adequately demonstrate techniques and strategies for joining with clients in the planned change process that helps client systems resolve problems SW355 (1-9) SW356 (1,3,4,5,7,8,9,10) SW476 (1, 6, 9) SW486 Kirst-Ashman, ch 1-2, 5-16; hooper & oore, Ch 1-7 Entire Course Karger & Stoesz, all chapters Entire Practicum SW488 (7) Week 8 Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment, group presentation Quizzes & Exams Case Studies Group Proposal Research Paper Policy Analysis Project & Presentation Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement Seminar iscussions surrounding Planned Change Process. Sr. Case Presentation I, 66

Competency EPA 2.1.10 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 Practice Behavior 2.1.10.11 negotiate, mediate, and advocate for clients Knowledge: Students learn how to explore the connections client systems have with their environments, how to manage resources on behalf of client systems, and how to link client systems with necessary resources. Attitudes/Values: Students value the roles of brokers, advocates, mediators, activists, and catalysts as integral responsibilities in serving client systems Courses (Course Objective referenced in parentheses) SW355 (7) SW356 (1,3,4,5,7,8,9,10) Course Units or Week Covered Kirst-Ashman, Ch 1-2, 5-16. hooper & oore Ch 1-7 Entire Course SW457(5,8) Unit 2/ Ch 8 Unit 3/Ch 5-7 Unit 7/ Ch 14 SW355 (7) SW356 (1,3,4,5,7,8,9,10) Kirst-Ashman, Ch 1-2, 5-16. hooper & oore Ch 1-7 Entire Course Learning Activities & Assignments Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment, group presentations Quizzes & Exams Case Studies Group Proposal Research Paper Philanthropy Project Night w/o Home Event Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment, group presentations Quizzes & Exams Case Studies Group Proposal Research Paper SW397 (7) Week 4 Seminar iscussion surrounding SW Roles SW457 (5,8) Unit 2/ Ch 8 Unit 3/Ch 5-7 Unit 7/ Ch 14 Philanthropy Project Night w/o Home Event I (Introduced) (eveloped) (astered) I, I, 67

program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice Skills: Students adequately demonstrate how to explore the connections client systems have with their environments, how to manage resources on behalf of client systems, and how to link client systems with necessary resources SW355 (7) SW356 (1,3,4,5,7,8,9,10) SW486 Kirst-Ashman, Ch 1-2, 5-16. hooper & oore Ch 1-7 Entire Course Entire Practicum SW488 (7) Week 8 Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Quizzes & Exams, In-class case studies & role plays, Comprehensive Assessment, group presentations Quizzes & Exams Case Studies Group Proposal Research Paper Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement Seminar iscussions surrounding Planned Change Process. / Sr. Case Presentation I, 68

Competency EPA 2.1.10 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 Practice Behavior 2.1.10.12 facilitate transitions and endings Knowledge: Students learn multiple methods and techniques for facilitating endings and transitions with client systems at all levels of generalist practice Attitudes/Values: Students gain the appreciation for the importance of the role of endings and transitions with client systems at all levels in generalist practice Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW278 (10) Week 14 Quizzes & Exams Videotape Project In-class role plays SW355 (4) SW356 (1,3,4,5,7,8,9,10) Kirst-Ashman, Ch 8, illon Ch 8 Weeks 9, 12, 13, 14 SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 Unit 7/ Ch 14 SW476 (6, 9) Karger & Stoesz, all chapters Quizzes & Exams, In-class case studies & role plays Quizzes & Exams Case Studies Group Proposal Research Paper Philanthropy Project Night w/o Home Event Quizzes & Exams Policy Analysis Project & Presentation SW278 (10) Week 14 Quizzes & Exams Videotape Project In-class role plays SW355 (4) SW356 (1,3,4,5,7,8,9,10) Kirst-Ashman, Ch 8, illon Ch 8 Weeks 9, 12, 13, 14 Quizzes & Exams, In-class case studies & role plays Quizzes & Exams Case Studies Group Proposal Research Paper SW397 (7) Week 4 Seminar iscussion surrounding Planned Change Process SW457 (5) Unit 2/ Ch 8 Unit 3/Ch 5-7 Unit 7/ Ch 14 Philanthropy Project Night w/o Home Event I (Introduced) (eveloped) (astered) I I 69

program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice Skills: Students adequately demonstrate methods and techniques for facilitating endings and transitions with client systems at all levels of generalist practice SW476 (6, 9) Karger & Stoesz, all chapters Policy Analysis Project & Presentation SW278 (10) Week 14 Quizzes & Exams Videotape Project In-class role plays SW355 (4) SW356 (1,3,4,5,7,8,9,10) Kirst-Ashman, Ch 8, illon Ch 8 Weeks 9, 12, 13, 14 Quizzes & Exams, In-class case studies & role plays Quizzes & Exams Case Studies Group Proposal Research Paper I SW476 (6, 9) SW486 Karger & Stoesz, all chapters Entire Practicum Policy Analysis Project & Presentation Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement SW488 (7) Week 8 Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Seminar iscussions surrounding Planned Change Process. / Sr. Case Presentation 70

Competency Practice Behavior EPA 2.1.10 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 2.1.10(d) Evaluation 2.1.10.13 critically analyze, monitor, and evaluate interventions Knowledge: Students learn multiple methods for analyzing, monitoring, and evaluating their practice interventions with client systems of all levels. Attitudes/Values: Students gain appreciation for the role of evaluation in generalist practice Courses (Course Objective referenced in parentheses) Course Units or Week Covered Learning Activities & Assignments SW301 (4, 6) Entire Course Tests, Projects, & design SW355 (9) Kirst-Ashman, Ch 8 Quizzes & Exams, In-class case studies & role plays SW356 Weeks 9, 12, 13, 14 Quizzes & Exams (1,3,4,5,7,8,9,10) Case Studies Group Proposal SW457 (5) Unit 4/ Ch 10 Unit 3/Ch 5-7 Unit 7/ Ch 14 SW301(6, 8) Ch 12 onette, Research Paper Classroom iscussion & Exercises iscussion Sullivan&eJong SW355 (9) Kirst-Ashman, Ch 8 Quizzes & Exams, In-class case studies & role plays SW356 (1,3,4,5,7,8,9,10) Weeks 9, 12, 13, 14 Quizzes & Exams Case Studies Group Proposal Research Paper SW397 (7) Week 4 iscussions surrounding Planned Change Process SW457 (5) Unit 4/ Ch 10 Unit 3/ Ch 5-7 Unit 2/ Ch 8 Unit 7/ Ch 14 Classroom iscussion & Exercises Philanthropy Project Night w/o Home Event I (Introduced) (eveloped) (astered) I I, 71

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 Skills: Students apply various methods of analyzing, monitoring, and evaluating practice interventions with client systems of all levels. SW355 (9) Kirst-Ashman, Ch 8 Quizzes & Exams, In-class case studies & role plays SW356 (1,3,4,5,7,8,9,10) Weeks 9, 12, 13, 14 SW457 (5) Unit 4/ Ch 10 Unit 3/Ch 5-7 Unit 2/Ch 8 Unit 7/ Ch 14 Quizzes & Exams Case Studies Group Proposal Research Paper Evaluation of Philanthropy Project & Night without a Home Event SW486 Entire Practicum Completion of Weekly Conference Sheet/ Completion of Learning Activities on Sr. Field Evaluation/450 hr. Sr. Field Placement SW488 (7) Week 8 Entire Semester Coggins& Hatchett Ch 4 & 6 evore& Schlesinger Ch 7-9 Seminar iscussions surrounding Planned Change Process. / Sr. Case Presentation 72

Appendix II. efiance College Social Work Program Faculty Curriculum Vitas 1

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VITA Jeffrey S. Weaner 615 owns St. efiance, Ohio 43512 Telephone: Home 419.439.3188 Office 419.783.2559 jweaner@defiance.edu EUCATION:.S.W. West Virginia University, School of Social Work, organtown, WV, ay 1976. 4.00 accum. GPA Organization and Planning concentration B.S. efiance College, efiance, OH, ay, 1973. Sociology ajor Additional Coursework: ept. of Sociology The Ohio State University, Columbus, Ohio. Areas: Social Psychology and Research. 1984-86 CURRENT ACAEIC APPOINTENT: PROFESSOR OF SOCIAL WORK AN SOCIOLOGY efiance College, efiance, Ohio August 1977 to present. Promoted to Full Professor 1992. Social Work Program irector 1997 2000, 2009- Responsible for the direction of CSWE-accredited undergraduate social work program. Program is one the longest continuously accredited program in the state of Ohio. PREVIOUS ACAEIC APPOINTENTS: Instructor epartment of Sociology/ Social Work Findlay College, Findlay, Ohio, Aug.1976- June 1977 Responsible for the Creation and coordination of the Social Work major and curriculum design. Advising, field supervision and planning activities. Lecturer Social Work Continuing Education West Virginia University, organtown, West Virginia, 1975-1976 3

POST-BACCALAUREATE EXPERIENCE: Caseworker III ivision of Social Services Ohio epartment of Welfare, Paulding, Ohio, 1972. POST-ASTERS EXPERIENCE: Cambodian Women s Crisis Center, Phnom Penh Cambodia July 2008 End of Violence Against Women Project : Evaluation Report Commissioned by UNIFE Correctional Center of Northwest Ohio, Archbold, Ohio January to ay, 1997 Assessing mental health needs of inmates. October to arch 1992-1993 Conducted recidivism study of inmates. aumee Valley Guidance Center, efiance, Ohio July, 1990- November 1992. esigned and implemented evaluation procedures for the Out-patient and Case anagement Programs. Additional responsibilities included writing proposals for funding and agency planning. Ohio State University NIH Rural Homelessness Project arch to July 1990. Coordinated local research investigating the causes of rural homelessness and assessing the mental health of rural homeless people. The efiance College.W.I. Program, efiance, Ohio October 1977 to ay 1984. Worked with prosecution diversion program for individuals with WI arrests. Paradise Oaks Nursing Home, Grover Hill, Ohio February1981- February 1982. Supervised social service component of nursing home. PROFESSIONAL EBERSHIPS: Council on Social Work Education - 2009-present Association of Baccalaureate Social Work Program irectors 1996 to present Ohio Association of Undergraduate Social Work Educators 1978 to present COITTEE ASSIGNENTS EBERSHIPS eans Advisory Council Assessment Committee Schauffler Advisory Board 4

COUNITY SERVICE efiance College Family Justice Center Committee 2007 to 2010 Organized and Conducted Wine Tasting Events for the Volunteer Connection Fundraising Auction in 2006,07,08,09 tastings for President Wood and Interim President Warren. y position was wine expert. Cambodian Women s Crisis Center, Phnom Penh Cambodia, Summer 2007 and 08 Edited Quarterly Reports to multiple International onors FELLOWSHIPS AN AWARS: Associate Fellow, caster School for Advancing Humanity. Assisting the caster Fellows with students projects, the learning community and logistics in Phnom Penh Cambodia. 2009-2010 and 2010-2011. id not travel to Cambodia in 2011. Fellow, caster School for Advancing Humanity. Co-lead project and oversight of work of one Associate Fellow and multiple students at the Cambodian Women s Crisis Center in Phnom Penh. Continue and expanded the follow-up study on the psycho-social and economic well-being of re-integrated woman from the shelter. Also conducted training for supervisory staff on staff evaluation techniques. 2007-2008. Fellow, caster School for Advancing Humanity. Overall project co-leader and oversaw work student projects at the Cambodian Women s Crisis Center doing follow-up interviews with women re-integrated into the community. Conducted two-day staff training in monitoring and reporting techniques. 2006-2007 RECENT PRESENTATIONS: "Assessing College Learning Outcomes in Co-Curricular Activities", with rs. Joann Burkhardt. Annual Program eeting of the Higher Learning Commission NCA. Chicago Ill., April 11-13, 2010. "Assessment and Global Partnerships: The Common Ground between Accountability and Engagement", with rs. Joann Burkhardt and Catherine O Connell. Annual Program eeting of the Higher Learning Commission NCA. Chicago Ill., April 11-15, 2008. Authentic Assessment of Civic Engagement with rs. Joann Burkhardt and Catherine O Connell. Annual Program eeting of the Higher Learning Commission NCA. Chicago Ill., April 20-24, 2007. Authentic Assessment of Social Responsibility with rs. Joann Burkhardt, Catherine O Connell, and onald Burke. Network for Academic Renewal Conference, AACU. iami, Fla., arch 1-3 2007. 5

Interdisciplinary Learning Communities and the Scholarship of Engagement with r. Joann Burkhardt. Outreach Scholarship 2006 Conference. Columbus, Oh., October 8-10, 2006 Implementing Learning Communities to Enhance Service-Learning in Higher Education with r. Joann Burkhardt. 17 th Annual National Service Learning Conference. Philadelphia Pa., arch 22-25, 2006. Civic Engagement: Social Sustainability Through the Convergence of Academics and Social Justice with r. Jo Ann Burkhardt, representing the caster School for Advancing Humanity as Fellow, 2 nd Annual Conference of Economic, Cultural, Environmental and Social Sustainability. Hanoi. Vietnam, January 9-12, 2006. RECENT PUBLICATIONS: The Ecological and emographic Factors Influencing Re-Integration Victims of omestic Violence in Phnom Penh The caster School for Advancing Humanity Journal(Vol. 4), pp. 94-99. caster School for Advancing Humanity, efiance College, 701 North Clinton St. efiance Ohio. Spring 2009. "The Cambodian Women's Crisis Center: Safety, Shelter, Training...and Then?" The caster School for Advancing Humanity Journal(Vol. 3), pp. 71-79. caster School for Advancing Humanity, efiance College, 701 North Clinton St. efiance Ohio. Spring 2008. Weaner, Jeffrey, J. Burkhardt, and Aaron Weaner. "Cambodia" pp. 79-98 in The Encyclopedia of Children's Issues Worldwide, Asia and Oceania. Irving Epstein, General Editor. Jyotsna Pattnaik, Volume Editor. Westport CT: Greenwood Press. 2007 Partnership with the Cambodian Women s Crisis Center The caster Journal (Vol. 2), pp. 81-86. caster School for Advancing Humanity, efiance College, 701 North Clinton St. efiance Ohio. Spring 2007. 6

Curriculum Vitae Alesia Yakos-Brown,.S.W./L.I.S.W Ohio LISW # 5953 (expires 11/18/2012) Education ay 1986 - efiance College Bachelor of Science - Social Work & Psychology June 1990 - Ohio State University - aster of Social Work Concentration: Clinical Practice of Child & Family Services August 2002- Present Academic Appointments Assistant Professor of Social Work, Field Coordinator & Advising efiance College, OH. SO/SW 235 SO/SW 265 SW 397 SW 457 SW 486 SW 488 August 2001 August 2002 Adjunct Professor of Social Work efiance, College, OH. SO/SW 235 SO/SW 265 SW 457 SW 486 SW 488 Social Problems Cultural iversity Junior Field Experience Social Work acro Practice: Communities & Organizations Senior Field Instruction Senior Seminar Social Problems Cultural iversity Social Work acro Practice: Communities & Organizations Senior Field Instruction Senior Seminar 1990-1991 Adjunct Professor of Sociology Wright State University, Lake Campus, Celina, OH Professional Experience June 1990 August 2002 Social Service Supervisor, Community Health Professionals, Van Wert, OH. June 1997 June 2002 Coordinator, TRAILS Children s Bereavement Camp, Community Health Professionals and St. Rita s Hospice, Lima, OH. February 1992 2002 Coordinator, Hospice emorial Service, Community Health Professionals, Van Wert, OH. April 1995 April 2002 Local iscussion onitor, Living with Grief Annual Teleconference, Hospice Foundation of America, Van Wert, OH. 1992 2002 Hospice Volunteer Trainer, Community Health Professionals, Van Wert, OH. 1992 1994 Contracted Instructor, Court andated A-OK Program for ivorcing Parents, Northwest Ohio. June 1990 November 1991 Senior Clinician, STARR Commonwealth Schools for Boys, 7

Van Wert, OH. ay 1986 June 1990 Social Service Worker, Van Wert County Juvenile Court Youth Bureau, Van Wert, OH. 1988 1989 Contracted Instructor, STEP Parenting Program, Van Wert, OH. 1988 1991 Hospice Social Worker, Van Wert & Paulding Area VNA, Van Wert, OH. Professional Organizational emberships 2004 Present Northwest Ohio Housing Coalition 2003 Present National Association of Social Workers (# 886397864) 2003 Present Ohio NASW 2007 2009 Representing Region 1 (Toledo) Nominations, Identification & Leadership Committee 2002 - Present Association of Baccalaureate Social Work Program irectors (#109) 2002 Present Behavioral Health Professionals of Northwest Ohio 2002-2004 Ohio Association of Undergraduate Social Work Educators 1997 2005 National Bereavement Facilitator, American Academy of Bereavement (# 999005593) 1992 Present Licensed Independent Social Worker (# 5953) Community Board emberships 2002 Present efiance College Women s Club 1998 2001 Women & Family Services, efiance, Ohio 1997 - Present efiance College Social Work Advisory Board, efiance, Ohio efiance Area Community Involvement February arch 2011 Hosted From arkness to Light: Stewards of Children training. Preventing, Recognizing and Reacting to Child Abuse. Provided by: The Center for Child and Family Advocacy, Inc., Napoleon Sponsored by: C Social Work Program Certificates received by 30 education, psychology, social work students, and community members February 2011 Assisted with the 11th Annual Empty Bowls. efiance College Social Work Organization $4000 in proceeds to PATH homeless shelter and soup kitchen Knights of Columbus, efiance January - February 2011 Planned and Hosted the Interfaith Lunch Series As a ember of the ICCTF Inter-Cultural Community Task Force Presentations on: Church of Jesus Christ of Latter ay Saints Andrew Pratt, Student Seventh ay Adventist Collette Knight, Staff efiance Area Community Involvement Continued 8

Buddhism Sreyroth Weaner, Student Attended by C faculty, staff, students, and community members. November 2010 Learn and Serve Pay it Forward Campus Connects (I-OH-KY) Student-Led Philanthropy Project Engaged SW357 Practice III / acro: Communities & Organizations 15 Seniors Students conducted a community assessment indicated food pantry needs in the 5 Co. Area RFP s (Request for Proposals) prepared and forwarded to 40 social service agencies in NWO From 11 proposals received students awarded 2 - $2250 grants to edia Coverage: Crescent-News, efiance and Toledo Blade, Toledo October 2010 Night Without A Home Community Awareness of Rural Homelessness Collaboration with efiance NOCAC PATH Center Engaged SW357 Practice III / acro: Communities & Organizations 15 Seniors Organized, Implemented and Evaluated Held upon C Campus Approximately 300 in attendance edia Coverage: Newspapers September 2010 Partnered with AAUW (American Association of University Women) & Zonta to provide Sister to Sister Summit for Girls Yokefellow Retreat Center 5 Social Work Students and One Social Work Alumnae participated 25 female teenagers from efiance County April 2010 Coordinated with Five County epartments of Job & Family services omestic Violence & Abuse: Effects on Children and Treatment Speaker: James R. arlow of Ohio Child Welfare Training Program NWORTC 154 community professionals, and social work faculty, field instructors, students in attendance edia coverage in Crescent News, efiance efiance College, Schomburg Auditorium February arch 2010 Hosted From arkness to Light: Stewards of Children training. Preventing, Recognizing and Reacting to Child Abuse. Provided by: The Center for Child and Family Advocacy, Inc., Napoleon Sponsored by: C Social Work Program Certificates received by 25 education, psychology, social work students, and community members February 2010 Assisted with the 10th Annual Empty Bowls. efiance College Social Work Organization $2700 in proceeds to PATH homeless shelter and soup kitchen Knights of Columbus, efiance 9

efiance Area Community Involvement Continued February 2010 Planned and Hosted the Interfaith Lunch Series As a ember of the ICCTF Inter-Cultural Community Task Force Presentations on: UCC Rev. Geoffrey Black, General inister and President United Church of Christ. (30 in attendance) Reform Judaism r. ark Gordon, C President. (22) Apostolic Christian Bob Frake, C alumnus and pastor (16) American Indian Eastern Woodlands John iles (19) Attended by C faculty, staff, students, and community members. January 2010 Assisted with the Northwest Ohio Housing Coalition Point in Time Homeless Survey of the 5- County Area of Northwest Ohio One C Social Work Senior Student also assisted. October 2009 Hosted HELP Homeowner Education regarding Loss Prevention Foreclosure Forum Collaborated with Legal Aid of Western Ohio and NOCAC Six local and state presenters Community attendance edia Coverage: Newspapers: efiance Crescent News and Napoleon Northwest Signal Radio: 98.1; WNH; WONW; 105.7; and 95.5 Students planned and implemented as a class project following the IAGINE odel SW 457 SW Practice III/acro: Communities & Organizations September 2009 Partnered with AAUW (American Association of University Women) & Zonta to provide Sister to Sister Summit for Girls Yokefellow Retreat Center 5 Social Work Students and One Social Work Alumnae participated 25 female teenagers from efiance County February arch 2009 Hosted From arkness to Light: Stewards of Children training. Preventing, Recognizing and Reacting to Child Abuse. Provided by: Women & Family Services Rape Crisis Center, efiance. Certificates received by 20 education, psychology, social work students, and community members February 2009 Assisted with the 9th Annual Empty Bowls. efiance College Social Work Organization $4080 in proceeds to PATH homeless shelter and soup kitchen Knights of Columbus, efiance 10

efiance Area Community Involvement Continued January arch 2009 Planned and Hosted the Interfaith Lunch Series As a ember of the ICCTF Inter-Cultural Community Task Force Presentations on Judaism - oris Warschawski Fogel of Ft. Wayne Jewish Federation (15 in attendance) Islam - ohammed Y. arabie of Bowling Green State University Greek Orthodoxy r. Spiro avroidis (18) Church of the Brethren ean Johnson (13) Attended by C faculty, staff, students, and community members. November 2008 Campus Connects Student Philanthropy Project Engaged SW357 Practice III / acro: Communities & Organizations 13 Seniors Students conducted a community assessment indicated transportation needs in the 5 Co. Area RFP s (Request for Proposals) prepared and forwarded to 40 social service agencies in NWO From 10 proposals received students awarded 2 - $2000 grants to NOCAC PATH Center and Ravens to address transportation needs edia Coverage: Crescent-News, efiance and Toledo Blade, Toledo November, 2008 Attended Real en o Cry Presenter: Eric Hipple former etroit Lions Quarterback Teenage epression and Suicide / Suicide eath of His Son Schomburg Auditorium, efiance College Offered extra credit to students in attendance October 2008 Night Without A Home Collaboration with efiance NOCAC PATH Center Engaged SW357 Practice III / acro: Communities & Organizations 17 Seniors Organized, Implemented and Evaluated Held upon C Campus Approximately 259 in attendance edia Coverage: Newspapers = Crescent News; TV: Lima WLIO Channel 35 February arch 2008 Hosted From arkness to Light: Stewards of Children training. Preventing, recognizing and reacting to child abuse. Provided by: Women & Family Services Rape Crisis Center, efiance. Certificates received by 14 education, psychology, social work students, and community members February 2008 Assisted with the 8th Annual Empty Bowls. efiance College Social Work Organization $4639 in proceeds to PATH homeless shelter and soup kitchen St. John United Church of Christ, efiance. 11

efiance Area Community Involvement Continued February 2008 Hosted Ohio NASW Region 1 eeting and Workshop Secondary Trauma: Helping the Helper Cope by Pam onaldson, LISW Approximately 40 community members and SW students present February 2008 Participated in COHHIO Coalition on Homelessness and Housing in Ohio Conference Call on Point in Time (homeless) Count Within efiance County NOCAC Office January arch 2008 Planned and Hosted the Interfaith Lunch Series As a ember of the ICCTF Inter-Cultural Community Task Force Presentations on Islam, Eclectic Paganism, Hinduism, Catholicism, and United Church of Christ. Attended by C faculty, staff, students, and community members. 6-25 attendees per session Elementary Class attended Catholicism Grants November 2010 Learn and Serve Pay it Forward Campus Connects (I-OH-KY) Student-Led Philanthropy Project Engaged SW357 Practice III / acro: Communities & Organizations 15 Seniors; edia Coverage Students conducted a community assessment indicated food pantry needs in the 5 Co. Area RFP s (Request for Proposals) prepared and forwarded to 40 social service agencies in NWO From 11 proposals received students awarded 2 - $2250 grants to November 2008 Campus Connects Student-Led Philanthropy Project Engaged SW357 Practice III / acro: Communities & Organizations 13 Seniors: edia Coverage Students conducted a community assessment indicated transportation needs in the 5 Co. Area RFP s (Request for Proposals) prepared and forwarded to 40 social service agencies in NWO From 10 proposals received students awarded 2 - $2000 grants to NOCAC PATH Center and Ravens to address transportation needs Presentations Robison, L. & Yakos-Brown, A. Social worker ethics training for those in the developmental disabilities, mental health &healthcare professions. Presented for the Northwest Ohio Waiver Administration Council. February, 2010; Northwest State Community College, Archbold, OH. Plant,., Tabit,. & Yakos-Brown, A. The power of possibility, process and partnership 12

Presented at caster Symposium Collegiate Global Summit - Humanity at the Crossroads: Challenges to Sustainable Community evelopment. Presented with efiance College students of the Campus Connects Student Philanthropy Project. April, 2009, efiance, OH. Forward, K., Gunsch, G., Knueve, K., Weaner, P., Weirauch, K. & Yakos-Brown, A. Combating domestic violence here at home. Presented during the efiance College Honors Symposium. April, 2008, efiance, OH. Powell, L. & Yakos-Brown, A. ETHICS: In the helping professions. Workshop for Area Office on Aging of Northwestern Ohio. October, 2006, Toledo, OH. Parker, C., Wojtas, J. & Yakos-Brown, A. Increasing access. Served as a panelist at the Collegiate Global Summit of the Bonner Summer Leadership Institute It s Up to You: Students Impacting the Globe. June, 2006, efiance, OH. Yakos-Brown, A. Access to housing. Served as a panelist during the caster School for Advancing Humanity Symposium On the Border of iscovery: The Fact of Global Citizenship. April, 2006, efiance, OH. Powell, L & Yakos-Brown, A. ETHICS: In the helping professions. Workshop for the Fulton/Henry Networking Association of Northwest Ohio. September, 2005; Northwest State Community College, Archbold, OH. Yakos-Brown, A. The culture of engagement: Integration of Night Without A Home with social work practice course. Workshop for Ohio Campus Compact. February, 2005; Bowling Green State University, Bowling Green, OH Powell, L, Sanford, R. & Yakos-Brown, A. Senior case presentations: Integration of academic content with practice in the field. Workshop for 22 nd Annual Association of Baccalaureate Social Work Program irectors Conference. November, 2004, etroit, I. Yakos-Brown, A. Application of the efiance College Generalist odel to the field practicum. Workshop for efiance College Social Work Agency Field Instructors. November, 2003, efiance, OH. Powell, L., Weaner, J. & Yakos-Brown, A. One program s model of outcome assessment. Workshop for 21 st Annual Conference of the of Baccalaureate Social Work Program irectors Conference. October, 2003, Reno, NV. 13

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CURRICULU VITAE Rebecca A. Wiersma Ph., LSW ichigan LSW # 6801088916 (expires 4-30-14) Education August 2010 Wayne State University octorate of Philosophy Ph Social Work ay 2003 errill Palmer Institute Graduate Certificate in Infant ental Health ay 2002 Wayne State University aster of Social Work ay 1999 ichigan State University Bachelor of Arts Social Work Academic Positions: Employment 2010 Present Adjunct Faculty, Wayne State University etroit, ichigan 48202 SW 7070 Social Work Practice with icro, ezzo, and acro Systems SW 7040 ethods of Social Work Practice SW 5755 Introduction to Child Welfare Non-Instructional Position: Coordinator and Lead entor for Learning Community (LC) 2009 2010 Graduate Student Teaching Assistant, Wayne State University SW 7040 ethods of Social Work Practice SW 7055 Foundation Group Theory and Practice SW 7070 Social Work Practice with icro, ezzo, and acro Systems Clinical Positions: 2007 Present Contractual Therapist, The Guidance Center Southgate, ichigan 48195 2003 2007 ental Health Professional, Southwestern ental Health Center National Health Service Corps Pipestone, N 56164 2002 2003 Adult Therapist, Community Care Services Belleville, I 48111 2001 2003 Contractual Adoption Facilitator, Spectrum Human Services 15

Southfield, I 48075 1999 2001 Adoption Facilitator, Spectrum Human Services Southfield, I 48075 Research Positions: 2008-2009 Graduate Student Research Assistant, Wayne State University etroit, ichigan 48202 Project: Evaluation of Advocacy Response to Sexual Assault Survivors 2007-2008 Graduate Student Research Assistant, Wayne State University etroit, ichigan 48202 Project: Graduating Social Work Students Perspectives on omestic Violence 2007 2008 Graduate Student Research Assistant, Wayne State University etroit, ichigan 48202 Project: Trauma and Perpetration Professional emberships 2003 Present ichigan Association for Infant ental Health 2001- Present National Association of Social Workers Presentations Weisz, A., & Wiersma, R. (November, 2009). Children s exposure and battered women s help-seeking: How much does the public understand? Paper presented at the Annual Program eetings of Council on Social Work Education, San Antonio, TX. Wiersma, R. (April, 2009). The effectiveness of infant mental health interventions on reducing disturbances of attachment in foster care infants. Poster session presented at the Biannual eetings of the ichigan Association for Infant ental Health conference, Ann Arbor, I. Wiersma, R. (October, 2008). Infant ental Health and Foster Care. Presented to the graduate students enrolled in SW 8360: Application of Psychodynamic Theories to Interpersonal Practice I Wiersma, R. (February, 2008). S-IV-TR and Cultural Issues. Presented to the graduate students enrolled in SW Advanced Special Topics: (S-IV-TR) 16

Kathy Williams Homier L.S.W., L.P.C.C. P.O. Box 427 304 Grove Street Continental, Ohio 45831 Phone: 419-596-4201 E-mail: humpback@tds.net Objectives To provide mental health treatment to individuals and families who desire to make changes in life. To provide education to community members and students. Education 1977-1981 Bachelor degree in Social Work, Bluffton College 1993-1997 aster of Arts in Counseling, Heidelberg College 1998 Advanced Coursework in Counseling, Heidelberg College Academic Experience 2006-Present efiance College, Part time Faculty Professional Experience 1983-1985 Quadco Rehabilitation Center: Social Skills Trainer 1985-2001 aumee Valley Guidance Center: Intake Specialist, Vice President of Client Services and arket evelopment 1997-Present r. Angela Best and Associates, Therapist 2011-Present efiance Clinic, Behavioral Health, Therapist 17

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. Christine Palmer SW, LSW 503 North Clinton St efiance, Ohio 43512 H: (419) 782-3403 W: (419) 782-6621 Education June 2000 aster of Social Work Ohio State University Concentration: Clinical Practice ay 1982 ecember 1997 Bachelor of Science The efiance College; efiance, Ohio ajor: Social Work Associate egree in Social Service Technology University of Toledo Academic Appointments 2001 Present efiance College, efiance, Ohio Part-time instructor teaching SO/SW 120 Life In Society (Intro to Sociology) Also teach Cultural iversity and Social Work and Healthcare Professional Experience 1986 present Field Instructor Social Work Program efiance College 1/99-5/99 Clinical placement with Lutheran Social Services of North West Ohio- provide therapy to individuals (16 hours per week) 2010 Present Vocational Rehabilitation Coordinator for efiance County Board of evelopmental isabilities working with transition Youth 1990 - to 2010 irector of Senior Retirement Program for the efiance County Board of evelopmental isabilities. This program is a retirement option for seniors with mental retardation who worked at an area sheltered workshop. Also serve as eligibility coordinator for efiance County Board for those requesting R/ services, infant through adult. 1993-1997 Social Worker for Henry County Residential Services (in a consultant capacity) 19

-provided social services to consumers -facilitated monthly support groups for individuals residing in various residential settings 1988-1991 Social Worker for efiance County Hospice Program - The Caring Way (in a consultant capacity) -met with Hospice patients and their families -completed psycho/social assessment for each patient Residential Coordinator for efiance County Board of ental Retardation and evelopmental isabilities -coordinated Residential Services (Semi Independent Living) for adults with mental retardation -assisted the Superintendent in the development of Supported Living Program - the current residential model in efiance County 1982-1989 Social Worker with Filling emorial Home of ercy, Inc., Napoleon, Ohio (residential facility for developmentally disabled adults with severe, profound and moderate mental retardation -provided comprehensive social services for residents and families 1987-1980 Social Worker employed by Lutheran Social Services of Northwest Ohio -initiated food pantry -coordinated program for handicapped, social isolated elderly adults -licensed foster homes and worked with perspective adoptive couples Community emberships 2008 present Board member - Ohio Association of Adult Services (OAAS) Northwest Ohio representative 2003 2008 efiance Public Library Trustee Chairperson of Outreach Committee 1993-2003 efiance County Senior Services (formerly efiance County Senior Center) Advisory Board member 1991-2010 efiance College Social Work Advisory Board ember Certifications Former entor with efiance City Schools Adult Services and Case anagement Certification through the Ohio epartment of ental Retardation and evelopmental isabilities 20

Lori J. Robison EUCATION aster of Social Work (June 1988) Jane Addams College of Social Work, University of Illinois at Chicago Concentration: Social Treatment. Specialization: School Social Work. Bachelor of Arts (ay 1983) alone College Canton, Ohio ouble major in Social Work and Psychology. CERTIFICATIONS Academy of Certified Social Workers (ACSW) Ohio Licensed Independent Social Worker-Supervisor (LISW-S) ichigan aster s Social Worker (LSW) Illinois Type 73 Certificate -- School Social Work ACAEIC APPOINTENTS Northwest State Community College, Archbold, OH 07/09 - Present ean of Allied Health & Public Services Responsibilities include oversight of academic programs, full & part time faculty, curriculum & program development, assessment and external accreditations. uties include course scheduling, registration, student advising and discipline. efiance College, efiance, OH 8/01-6/09 Social Work Program irector Responsibilities include teaching, curriculum & program development, maintaining CSWE accreditation, student advising & orientation, program admissions, staff supervision and various committee assignments. Cornerstone University, Grand Rapids, I 9/96-7/01 Program irector/assistant Professor of Social Work Full-time, tenure track position. Responsibilities included teaching, curriculum development, CSWE candidacy for accreditation, student advising and staff supervision. Cornerstone College (formerly Grand Rapids Baptist College) Adjunct Instructor Courses instructed: Social Work Senior Seminar, 2/94 12/95 Human Behavior in the Social Environment Judson College, Elgin, Illinois 7/86-7/88 Lecturer/Residence irector Served as adjunct instructor in psychology, sociology and human relations curriculum. Served as residence director with overall responsibility for the program and management functions of a men's residence hall. 21

COURSES INSTRUCTE Introduction to Social Work Life in Society Human Behavior in the Social Environment Social Work Practice I: Generalist Practice Social Work Practice II: Groups and Families Substance Abuse Introduction To Practicum Field Practicum Senior Seminar Interviewing & Interpersonal Relations Juvenile elinquency arriage & Family Cultural iversity Applied Behavioral Science Social Welfare & Policy evelopment PROFESSIONAL Second Baptist Church, efiance, OH 5/06-9/10 EXPERIENCE Therapist POST-ASTERS Provided counseling services to individuals, couples, and families. inirth eier New Life Clinic, Grand Rapids, I 9/94-9/96 Therapist Provided counseling and related clinical services to individuals, couples, and families in an outpatient setting. First Baptist Counseling Services, Elgin, Illinois 3/90-7/93 Counselor/Coordinator of Counseling Services Provided individual, marital, family and group counseling to church and community members. As Coordinator, expanded counseling services with addition of staff and intern programs. Hoffman Estates High School, Hoffman Estates, Illinois 10/91-6/92 School Social Worker Filled temporary position established to develop services for high school drop-outs and at-risk students. Arlington Family Care Counseling Center, Arlington Hts, Illinois 6/89-7/90 Therapist Shared part-time, private counseling practice with clinical psychologist. Provided therapy and related clinical services to clients including marriage, family and individual counseling. acarthur Elementary School, Hoffman Estates, Illinois 9/88-6/89 School Social Worker Provided crisis intervention; individual, family, and group counseling to students in grades K-6. Responsible for diagnosing and assessing students with learning disabilities, behavior disorders and emotional impairments to learning. Conducted social developmental studies, administered adaptive behavior scale and led multidisciplinary conferences. 21

EBERSHIPS National Association of Social Workers (NASW) Behavioral Health Professionals of Northwest Ohio COUNITY SERVICE (Past 5 Years) Habitat for Humanity Family Selection Committee ember, Volunteer Coordinator, Volunteer Zonta Club/Women & Family Services Annual presenter at Sister-to-Sister programs for adolescent girls. efiance County edical Reserve Corp ember/volunteer 2002 Present 2005-Present 2004-Present Northwest Ohio Housing Coalition 2004-2009 ember AWARS caster Fellow/Cambodia 2008-2009 caster Associate Fellow/Cambodia 2007-2008 PROFESSIONAL PRESENTATIONS (Past 5 years) Social Work Ethics Training: evelopmental isabilities, ental Health, & Healthcare Professions. Presentation to area professionals in partnership with Northwest Ohio Waiver Administration Council, February 26, 2010. (One session- 3 CEU hours Social worker, Counselor, & arriage & Family Therapist). Relationships: Families, Peers, and Bullying. Presentation to Sister to Sister Program of Zonta Club &Women & Family Services. First Presbyterian Church, efiance, OH. September 13,2008. Relationship Challenges. Presentation to Sister to Sister Program of Women and Family Services and Zonta Organization. efiance Regional edical Center. September 25, 2007 Family ynamics and Positive Ways to eal. Presentation to Sister to Sister Program of Women and Family Services and Zonta Club. efiance Regional edical Center. September 23, 2006 Ethics in the Helping Profession. Presentation to Area Office on Aging, Toledo Ohio October 6, 2006 two sessions, 3 Social Worker CEU s each, 63 participants. Genograms. Poster presentation at catalystohio Technology Community. The Ohio Board of Regents. ublin, OH. ay 4, 2006 22

Stress: Positive Ways of Coping. Sister to Sister Program of Zonta Club & Women & Family Services, St. John Lutheran Church, October 22, 2005. PROFESSIONAL PUBLICATIONS Robison, L. (2009). Appreciating ifferences and anaging Conflict: Applying the BTI at the Cambodian Women s Crisis Center. Submitted for publication in The caster Journal, efiance College, efiance, OH. Robison, L. (Spring 2009). The Importance of Leadership and Group Facilitation in Learning Communities. The caster Journal,4, 89-93. 23

CURRICULU VITAE Elizabeth KimJin Collardey, Ph.., L.C.S.W. (formerly Elizabeth KimJin Traver) Colorado LCSW #993054 (expires 6/30/09) CAQH Provider I #11801304 National Provider Identifier # 1891827572 Education 2000 Ph.. Graduate School of Social Work, University of enver, enver, CO 1995.S.W. Graduate School of Social Work, University of enver, enver, CO (Concentration in Community ental Health) 1989 B.A. with University of Colorado at Colorado Springs,, Colorado highest distinction (ajor: Sociology) in sociology Academic Appointments Bachelor of Social Work program at efiance College (Fall 2009-ec. 2010) SW120 Life in Society SW121 Introduction to Social Work SW355 Social Work Practice I (individuals) SW356 Social Work Practice II (groups and families) SW476 Social Welfare and Policy evelopment.s.w. Program at University of enver (Fall 2007 Present) SOWK 4500 ental Health Assessment & Interventions with Children SOWK 4118 History of Social Welfare and Social Work SOWK 4775 Social Work with Groups B.A. Sociology program at Clarke College (Fall 2005-Spring 2007) SOC101 Introduction to Sociology SOC282 Introduction to Social Welfare and Social Work SOC280 Selected topics: Challenges and Opportunities of Adoption SOC280 Selected topics: Child Labor, A Global View Honors Program at Clarke College (Fall 2006) SOC280 Child Labor, A Global View Bi-College Social Work program at Clarke College (Fall 2005-Spring 2007) SW230 Introduction to Social Welfare and Social Work SW347 Social Work Practice II (groups and families) SW348 Social Work Practice III (communities and organizations) SW395 Selected topics: Challenges and Opportunities of Adoption SW395 Selected topics: Child Labor, A Global View B.S.W. program at University of Southern aine (Fall 2001-Spring 2005) SWO201 Introduction to Social Work SWO101J/250J Introduction to Social Welfare Policy SWO411/412 Field Practicum Seminar SWO 370 Human Behavior in the Social Environment (HBSE) SWO333 Social Work Research I SWO402 Community Social Work Practice 24

.S.W. Program at University of Southern aine (Fall 2001-Spring 2005) SWO501 ulticultural Social Work: Examining iversity and Oppression SWO505 Social Work Research I SWO591 Bridge Course for Advanced Standing.S.W. Students B.S.W. Program at West Texas A& University (Summer 2000-Summer 2001) SOWK 210 Human Behavior/Personal Adjustment SOWK 381 Social Policy and Planning SOWK 362/SOCI 362 Statistics for the Social Sciences SOWK 383 Social Work ethods (Practice) SOWK 384/484 Field Instruction/Practicum Seminar SOWK 380 Human Behavior in the Social Environment (HBSE) SOWK 410 Group Processes SOCI 212 Social Problems.S.S.W. Program at University Texas-Arlington and West Texas A& University (Summer 2001) SOCI 5598 Social Work and Technology B.A. Sociology Program at University of Colorado, Colorado Springs (adjunct Fall 1990) SOC 329 Perspectives of Race and Ethnic Relations Apr 09 Present Sept 08 Present Feb 08 Present Aug 07 Present Aug 07 Present Feb 07 Aug 07 Feb 07 Aug 07 Sept 04 ay 05 Aug 01 ay 05 Jan 98 Jun 00 Aug 97 ay 98 Apr 96 Sep 97 ay 95 Apr 96 Professional Experience Item Writer for AASWB Social Work Examination Clinical Field Supervisor, Evergreen Seniors Resource Center, Evergreen, CO Pro Bono Clinical Social Worker, Evergreen Senior s Resource Center through ental Health America of Colorado, Evergreen, CO Clinical irector & psychotherapist, Collardey Counseling & Consultation, Evergreen, CO Private mental health services to: adoptive families (domestic & international); adults struggling with PTS, Bipolar isorder, Anxiety & epression; and children diagnosed with AH. Credentialed contract behavioral health provider with Anthem Blue Cross/Blue Shield and United Behavioral Health. Clinical irector, Adoption Alliance, enver, CO Placement Supervisor, Foster Care Program, Adoption Alliance, enver, CO Field Practicum Supervisor (2 graduate social work students), YCA, Portland, E Clinical Social Worker (private practice serving international adoptees & families; and transgender adults), Portland, E & Boston, A Clinical Social Worker (assessment, brief counseling, & referrals), La Clinica Tepayac, Our Lady of Guadalupe Church, enver, CO Family Therapist, Columbia edical Center, Aurora, CO Social Caseworker, Adoptions, enver County epartment of Social Services, enver, CO. Social Caseworker, Youth Services, Jefferson County Human Services, Golden, CO. 25

embership in Professional Organizations National 2004 2007 National Academic Advising Association (NACAA) 1999 2006 Association for the Advancement of Social Work with Groups (AASWG) 1993 Present National Association for Social Work (NASW) Colorado 1998 2000 Colorado Fatherhood Coalition 1998 2000 Colorado Coalition of Social Scientists 1996 1998 Colorado State inority Youth Coalition 1993 2009 Colorado-NASW Professional Activities 2007 2009 Continuing Education Provider, NASW-CO Chapter 2005 2006 ember, National Task Force on Faculty Advising, NACAA 2005 2006 ember, National Steering Committee, Social Welfare Action Alliance (SWAA) Community Service Chair, Background check task force, Colorado Heritage Camps, enver, CO 2008 Present Board ember. Colorado Heritage Camps, enver, CO 2007 Present Chair, Tri-College Conference Planning Committee, NACAA Region VI rive-in Conference, Advising as Teaching and Learning, August 23, 2006, Grand River Conference Center, ubuque, IA. ember, Clarke College Academic Advising Committee, 2005-2006 Presentations Collardey, E. epression & Suicide Among our Elders. Workshop for ental Health America training for Senior Companions Program volunteers. arch 27, 2009, enver, CO. Collardey, E. Birth Fathers. Workshop for Colorado State epartment of Human Services annual CPA Symposium. October 20, 2008, enver, CO. Collardey, E. Using play to bond with your child. Workshop for Colorado Post-Adoption (COPARC) Conference: Spotlight on ental Health and evelopment. April 26, 2008, enver, CO. Collardey, E. Talking to kids about birth parents. Workshop for Families with Children from China (FCC) National Adoption onth. November, 2007, Westminster, CO. Collardey, E. It takes a child to raise a village: A look at global child labor. Great ecisions lecture for Foreign Policy Affairs. February 1, 2007, ubuque, IA. Traver, E. & Champardé, T. From engagement to commitment: Strategies of creating collaboration and strengthening community for sustaining faculty advising. Pre-conference workshop for NACAA Region 6. ay 18-20, 2006, Iowa City, IA. Champardé, T. & Traver, E. From engagement to commitment: Strategies of creating collaboration and strengthening community for sustaining faculty advising. Pre-conference workshop for NACAA 26

Region 5. April 20-22, 2006, Cleveland, OH. Champardé, T. & Traver, E. You know you need group advising when Post-conference hot topic workshop for NACAA Region 5. April 20-22, 2006, Cleveland, OH. Traver, E. (January 2005). Co-Planner & Co-Facilitator of Winter Seminar on Faculty Advising. National Academic Advising Association (NACA). January 26-29, 2005, St. Petersburg, FL. Publications Collardey, E. When worlds collide: The parallel paths of transgender and international adoptee groups. (in process). Traver, E. (2005). A chaotic dance of cultural competency in action research: An oral history project with immigrants and refugees. Social Work with Groups. 27, 2/3. Traver, E., & Johnson, P. (2004). Ethical dilemmas need not apply: Culturally competent needs assessment, practice evaluation, and program evaluation. Workshop for NASW-aine annual conference. April 15-16,2004, Rockport, E. Sept 08 Present Sept 07 Present Sept 06 ec 06 Sept 05 ec 06 Sept 03 Sept 05 Sept 01 ay 05 Jul 00 Jul 01 July 00 Jul 01 ay 99 Jun 00 Jun 98 Jun 00 Aug 97 Aug 98 Sep 96 Aug 98 ay 95 Jun 00 Sep 92 ay 93 Academic Experience Principal Investigator, Program Evaluation of Colorado Heritage Camps, enver, CO Adjunct Professor, Graduate School of Social Work, University of enver, CO Principal Investigator, Program Evaluation of 1000 Cranes for Peace, Boys & Girls Club of Greater ubuque, Iowa. Assistant Professor of Sociology & Social Work, Clarke College, ubuque, Iowa Co-Principal Investigator, uskie School of Public Service, Institute for Public Sector Innovation, Creating Adoptive Placements Through Relationships (ACTR) grant Assistant Professor, School of Social Work, University of Southern aine, Portland, aine Assistant Professor & Field Practicum Coordinator, Social Work Program, West Texas A& University, Canyon, Texas Trainer of court appointed mediators, Panhandle Conflict Resolution Center, Amarillo, Texas Researcher/Program Evaluator for enver s Juvenile Community Assessment Center, National Council on Crime and elinquency (NCC), Oakland, CA. Researcher/Program Evaluator, Intensive Aftercare Parole Project (IAP) Colorado ivision of Youth Corrections, enver, CO Research Assistant: Child Welfare Training Grant, Graduate School of Social Work, University of enver Program Evaluator, BRIGE Project, Graduate School of Social Work, University of enver Trainer, Colorado State epartment of Human Services, enver, CO. Research Assistant, Center for Community evelopment, University of Colorado at Colorado Springs, CO. 27

1991-1996 Consultant, Hillside Community Center- Asian Senior Citizen Outreach, Colorado Springs, CO. 1989-1995 Consultant, Colorado Springs Korean Economic evelopment Association, Colorado Springs, CO. 1991 Grant Writer, Hillside Community Center, Colorado Springs, CO. 1989-1992 Graduate Student Teaching Instructor, Sociology epartment, University of Colorado at Colorado Springs, CO. 1986-1988 VISTA, El Paso County, Colorado. (Joint project, Colorado State epartment of Alcohol and rug Abuse). Non-University Teaching Social Workers Sep 2007 Present Quarterly CEU Workshops for social workers; endorsed by NASW- Colorado: Topics include: Self-Care; Culturally Competent Program Evaluation; Evolving Challenge of Race Foster & Adoptive Parents/COPARC Aug 2008 Present Quarterly parent training: Strengthening Attachment through Play Foster Parents/Adoption Alliance Feb 2007 Aug 2007 onthly classes required for Foster Parent re-licensing Adoptive Parents/Adoption Alliance Feb 2007 Present Quarterly CORE Adoption training required by state for adoptive parents Boys & Girls Club of Greater ubuque Sept 2006 Feb 2007 1000 Cranes for Peace; weekly after-school educational program, Boys & Girls Club of Greater ubuque, ubuque, IA Casey Family Services Clinicians 2004 2005 Quarterly Goal Attainment Scaling for ACTR project International Adoptees and their Families 2007 Present Colorado Heritage Camps: Summer parent, children, youth & adolescent workshops: Topics include: Negotiating Race; Teen ating; Needs of Emerging Adults; Strengthening Attachment through Play; Adolescent epression & Suicide; Being Adopted 2003-2005 aine Families with Children from Asia (efca): Adoptive parent workshops on multiculturalism and parenting 2002-2004 Tufts Korean Student Association entoring Program of adopted Korean children: Adoptive parent workshops on dismantling racism 1993-2000 Colorado Heritage Camps: Annual summer parent and adolescent workshops Topics include: Adoptee Identity; Adoptee evelopment over the Life Span 28

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Cell: (216) 410-3724 Rebecca L. Sanford, SSA, LISW-S 1283 Churchill Rd; Lyndhurst, OH 44124 Email: rebecca.sanford@uky.edu or becsanford@gmail.com Education University of Kentucky, School of Social Work Currently enrolled in part-time Ph.. program Case Western Reserve University, andel School of Applied Social Sciences, GPA: 4.0/4.0 aster of Science in Social Administration (accredited SW) with a concentration in Children, Youth & Families, August 2005 efiance College, GPA: 3.9/4.0 Bachelor of Science in Social Work and Psychology, ay 2004 Continuing Education Cleveland Center for Cognitive Therapy, Clinical Practice of Cognitive Therapy Certificate Training Program, October 2005-July 2006 Employment History Clinical Faculty, University of Kentucky, July 2011-Present Coordinate Public Child Welfare Certification Program Teach Credit for Learning courses for child welfare professionals Instructor of Social Work, efiance College, January 2011-ay 2011 Filled a short-term teaching position Responsible for teaching the following courses: o Life in Society (introductory sociology course) o Behavioral Statistics o Interviewing and Interpersonal Communication o Social Work Practice II: Groups and Families Consultant, Rustler Ranch, August 2010-Present Currently assisting with the program development at the agency eveloping plans for implementing needed social services in the Ashtabula, OH area Clinical Supervisor and Therapist, Family Pride of Northeast Ohio, April 2009-ecember 2010 Completed mental health assessments and created mental health treatment plans in compliance with the Ohio epartment of ental Health and edicaid guidelines Provided counseling and treatment coordination to individual clients and their families with a wide ranging variety of presenting problems and concerns Updated and revised documentation to make it more useful and practical to staff as well as compliant with OH requirements on mental health documentation Supervised staff of 10 therapists and case managers in delivery of community based mental health services to clients and families eveloped a proposal to expand programming to include group counseling services for adolescents Expanded programming to serve additional service areas in surrounding counties 30

As a member of the management team, assisted in growing the program from an average caseload of 30 to the current caseload of over 100 clients Clinical Supervisor, Catholic Charities Services/Parmadale, October 2007-April 2010 Provided clinical supervision to staff in the System of Care/Care Coordination Partnership Program, including individual, group, and live supervision Trained staff in the implementation of High-Fidelity Wraparound Services and Community Psychiatric Supportive Treatment ental Health Services and monitored ongoing service delivery including fidelity to the Wraparound model Facilitated a Learning Community for staff from other agencies involved in the county-wide Tapestry System of Care program to promote fidelity to the Wraparound model Supervised numerous student interns in the agency s Clinical Intern Training Program eveloped curriculum for and presented Community Connections Training Series for all community based staff within the agency to ensure consistency across departments in documentation and in the process of working with youth and families Created a comprehensive manual to be utilized as a reference guide by all clinical staff within the agency Conducted mental health assessments on clients referred to the program who have not previously had an assessment completed in order to determine appropriate interventions and services eveloped model and curriculum for a multi-family therapy group for clients within the residential program in the agency eveloped curriculum for and facilitated a counseling group for girls involved in the System of Care program Community Based Therapist, Catholic Charities Services/Parmadale, arch 2005-October 2007 Completed mental health assessments and created mental health treatment plans in compliance with the Ohio epartment of ental Health and edicaid compliance guidelines Provided counseling and treatment coordination to individual clients and their families with a wide ranging variety of presenting problems and concerns, including parent-child relational problems, behavioral problems, depression, anxiety, traumatic experiences, Pervasive evelopmental isorders, anger management issues, and grief Assisted clients in accessing necessary community resources eveloped curriculum for and initiated two innovative practices an anger management group for juveniles on probation and a therapeutic group for adolescents transitioning from residential treatment to community foster care Provided ongoing training for other staff on documentation and treatment related issues Foster Care Social Worker, Catholic Charities Services/Parmadale, June 2004-June 2005 31

Completed initial psychosocial assessments and service plans for children placed in foster care with foster parents licensed through Catholic Charities Services/Parmadale Provided support and education to foster parents Provided ongoing training for foster parents on topics such as: behavior management, school readiness and advocacy, conflict resolution, and working with biological families Community ental Health Partner, Families and Schools Together Program, Sept. 2005-June 2008 Lead the planning and implementation of the FAST program (a nationally recognized, evidence-based program) at RidgeBrook Elementary in Parma, OH as the leader of a team of parents, teachers, and professionals Visitation onitor, Center for Child and Family Advocacy, ay 2002-June 2004 onitored visitations for parents court-ordered to have supervised visitation ocumented the events of each visitation as required Provided education to parents on appropriate parenting methods and techniques Student Assistant, efiance College Social Work epartment, Jan. 2002-ec. 2003 Assisted faculty in grading assignments Assisted with the organization and preparation of reaccreditation materials Arranged notices for students about upcoming events Prepared dual major sample course schedules for social science majors Completed other duties as assigned by department faculty Volunteer Experience National Association of Social Workers, Ohio Chapter Board of irectors, July 2007-June 2011 Served as President to the Board with responsibilities for volunteer management, overseeing financial solvency, and monitoring initiation and progress of planned activities and programs Served as Regional irector of Region III (Cleveland area) and carried out activities such as coordinating trainings and social events, promoting social justice issues, linking with social work schools in the region, and connecting with regional members to address needs and professional issues for social workers; also served as representative to Executive Committee of the Board of irectors while in this role Worked to establish an innovative entor Program for the NASW-Ohio Chapter to facilitate linkage between new and seasoned social workers edworks Free edical Event, Social Work epartment Volunteer, July 2009-Present Participated in three free medical events to provide medical care to uninsured and underinsured individuals Provided training to social workers performing discharge with patients receiving medical care at the events and organized resources and materials for social workers to utilize with patients American Association of Suicidology, Survivor Video Review Committee, ecember 2008-32

Present Assist in the development of this new committee, including the development of criteria to be used in reviewing videos related specifically to grief of survivors of a suicide loss Survivor of Suicide Support Group Facilitator, January 2008-ecember 2010 Facilitate support group for friends, family members, and other loved ones of those who have died by suicide Provide resources and information for group members Cuyahoga County Suicide Prevention Task Force, January 2007-present Currently serving as consultant for the Task Force Participated in bi-monthly meetings of the task force to address issues related to suicide prevention and postvention Initiated the Survivors of Suicide Loss Outreach Project as a grassroots community organizing effort to provide support and services to those who have lost a loved one to suicide; currently facilitating and leading a group of suicide survivors and professionals to develop and implement this program in the Northeast Ohio area eveloped a proposal for an online network with resources and tools to be utilized by facilitators of Survivor of Suicide groups in the state of Ohio National Association of Social Workers, Political Action for Candidate Election Committee, 2005-2007 Served as representative from the Cleveland region and assisted in the selection of political candidates to be endorsed and financially supported by the NASW Ohio Chapter Curriculum Committee ember, Adoption Network Camp CONNECT, April 2005-August 2005 Assisted in the development and planning of Camp CONNECT, a summer camp for teenagers in the permanent custody of Cuyahoga County Performed workshop on grief and loss with teens attending the camp Intern, Hospice of the Western Reserve, Jan. 2004-ay 2004 Performed initial and ongoing psychosocial assessments with terminally ill patients and their families Collaborated with the transdisciplinary team and community resources to fulfill needs as identified by the patient and patient s family Provided information and referrals Co-facilitated a children s bereavement group Shadowed pediatric palliative care team members Research and Evaluation Experience Research Assistant, University of Kentucky, August 2010-Present Currently working with Julie Cerel, Ph on selected research projects including two manuscripts Submitted grant proposal to the American Foundation for Suicide Prevention Poster presentation proposal accepted for 2011 American Association of Suicidology Conference Poster Title: A Comparison of Survivor and Group Leader Opinions about Survivor of Suicide Groups 33

Research Associate, Wisconsin Center for Education Research Families and Schools Together Program, July-August 2007 Conducted phone interviews regarding the sustainability of the FAST program, an evidenced-based prevention program model, around the United States Reviewed data and assisted with the synthesis of information gained from completed interviews Assisted in the revision and compilation of a program manual for the FAST program caster Scholar, January-ay 2003 eveloped research design for evaluating the status of service delivery for individuals with disabilities in Jamaica esigned and conducted interviews with agency staff and service recipients in rural and urban Jamaica Researched the current status of social work in Jamaica Presented findings at Fall 2003 efiance College Honors Symposium and April 2005 caster Symposium Teaching Experience/Professional Presentations *Evaluations are available for the presentations marked with an asterisk. April 2003 efiance College Honors Symposium Title: A Proposal for a Children s Bereavement Group November 2004 Baccalaureate Program irectors Annual Conference Title: Senior Case Presentations: Integration of Academic Content with Practice in their Field April 2005 Annual caster Symposium Title: The Status of Services to Those with isabilities in Jamaica *ay 2005 Catholic Charities Services Staff evelopment ay Title: Rap It Up Therapeutic Approaches to Using Rap usic with Adolescents *February 2006 Catholic Charities Services Clinical evelopment eeting Title: Transitioning Clients into the Community: It Takes a Team and a Plan *April 2006 Catholic Charities Services Clinical evelopment eeting Title: Cognitive Behavioral Therapy in Clinical Practice with Adolescents *ay 2006 Catholic Charities Services Staff evelopment ay Title: Rap It Up: Take Two! *June 2006 Catholic Charities Services Clinical evelopment eeting Title: Rap It Up: Take Two! *October 2006 Catholic Charities Services Staff evelopment ay Title: Rap Therapy *June 2007 National Association of Social Workers Ohio Chapter Region III Title: Using Rap usic in Therapeutic Work with Adolescents July 2007 Council of International Programs Annual Conference Title: Using Rap usic in Therapeutic Work with Adolescents September 2007 National Association of Social Workers Ohio Chapter SASS Title: What o I o Now? Entering the Professional Social Work Field *November 2007 National Association of Social Workers Ohio Chapter Annual Conference Title: The Therapeutic Use of Rap usic with Adolescents *ay 2008 Catholic Charities Services Staff evelopment ay Title: Self-Injury and Other High Risk Behaviors in Adolescents 34

August 2008 Joel s Place Group Facilitator Training Title: Suicide Grief in Children October 2008 Cornerstone of Hope Bereavement Center Title: Grief in the Wake of Suicide: Unique Issues in Treatment and Hope for a New Normal *October 2008 National Association of Social Workers Ohio Chapter Region I Title: The Therapeutic Use of Rap usic with Adolescents *September-ecember 2008 Catholic Charities Services Community Connections Training Series eveloped and implemented a comprehensive 7-module training curriculum for all staff in the community based services portion of Catholic Charities Services *arch 2009 Cuyahoga County Tapestry System of Care Title: Conflict Resolution in Wraparound Teams *ay 2009 Cuyahoga County Tapestry System of Care Title: Three ay Wraparound Facilitator Training *July 2009 Cuyahoga County Tapestry System of Care Title: Wraparound and ental Health Integration Training August 2009 Joel s Place Group Facilitator Training Title: Suicide Grief in Children *August 2009 Cuyahoga County Tapestry System of Care Title: Wraparound and ental Health Integration Training *October 2009 Catholic Charities Services Title: Implementing a Family Focused Assessment Process *November 2009 National Association of Social Workers Ohio Chapter Title: Self-Injury and Other High Risk Behaviors in Adolescents: Ethical and Clinical Implications for Social Work Practice ecember 2009 Cuyahoga County Tapestry System of Care Title: Wraparound and ental Health Integration Training February 2010 Cuyahoga County Tapestry System of Care Title: Conflict Resolution in Teams February 2010 Cuyahoga County Tapestry System of Care Title: Writing Effective Needs Statements September 2009 to ecember 2010 ember of Cleveland Police Crisis Intervention Training Team Title: Responding to Suicide Survivors at the eath Scene August 2010 to Present Cleveland Heights Police Academy Special Presenter Title: Responding to Suicide Survivors at the eath Scene Trainings Presented for Foster Parents: School Readiness Conflict Resolution Lifebooks Knights of the Roundtable Foster Parent/Teen Forum Publication 35

Sanford, R. (2006). The delivery of services to disabled individuals in Jamaica. caster School for Advancing Humanity Journal. (1). 95-102. Honors and Awards Recipient, efiance College Outstanding Senior in Psychology Award, ay 2004 Recipient, efiance College Social Work Schauffler Award, ay 2004 Recipient, Heart Hands and Hope Award from Catholic Charities Services/Parmadale, January 2005 Recipient, St. artin de Porres Award from Catholic Charities Services/Parmadale for dedication and outstanding work, September 2006 Recipient, Spirit of Service Award from Catholic Charities Services/Parmadale, June 2007 Recipient, Young Alumni Service Award from efiance College, October 2008 Recipient, Heart Hands and Hope Award from Catholic Charities Services/Parmadale, July 2009 Professional Affiliations/Licensure ember, National Association of Social Workers, 2003-Present ember, American Association of Suicidology, 2008-Present Ohio Licensed Independent Social Worker Supervisor (LISW-S) #I0700304 Areas of Special Interest Program evelopment Social Work Education and Research Policy and Administration Social Work Professional Issues irect Practice of ental Health Work with Children, Adolescents, Adults, and Families Suicide Prevention and Postvention Clinical Supervision and Staff evelopment 36

37

Appendix III. efiance College Social Work Program Program irector Letters of Appointment

Appendix IV efiance College Social Work Program Plan for Assessing Students astery of CSWE Competencies for Baccalaureate Social Work Practice 1

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA 2.1.1. 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. 2.1.1.1 Advocate for client access to the services of social work 2.1.1.2 Practice personal reflection and self-correction to assure continual professional development 2.1.1.3. Attend to professional roles and boundaries 2.1.1.4 emonstrate professional demeanor in behavior, appearance and communication SW397/Junior Field Evaluation Item 2.1.1.1 SW486/ Senior Field Evaluation Item 2.1.1.1 SW486/Senior Field Evaluation Item 2.1.1.2 SW486/Senior Field Evaluation Item 2.1.1.3 SW 457 Classroom Ethical ecision aking Evaluation SW397/Junior Field Evaluation Item: 2.1.1.4 SW486/Senior Field Evaluation Item 2.1.1.4 SW 457 Night Without A Home Project & Pay It Forward Philanthropy Individual Professional Conduct Evaluation 2 4 4 4 3 2 4 3 %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 2.1.1.5 Engage in career-long learning 2.1.1.6 Use supervision and consultation SW397/Junior Field Evaluation Item: 2.1.1.5 SW486/Senior Field Evaluation Item 2.1.1.5 SW397/Junior Field Evaluation Item: 2.1.1.6 SW486/Senior Field Evaluation Item 2.1.1.6 2 4 2 4 2

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA 2.1.2. 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. 2.1.2.1 recognize and manage personal values in a way that allows professional values to guide practice 2.1.2.2 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 2.1.2.3 tolerate ambiguity in resolving ethical conflicts SW397/Junior Field Evaluation Item 2.1.2.1 SW486/Senior Field Evaluation Item 2.1.2.1 SW397/Junior Field Evaluation Item 2.1.2.2 SW486/Senior Field Evaluation Item 2.1.2.2 ACAT Values Subscale SW 457 Classroom Ethical ecision aking Evaluation SW397/Junior Field Evaluation Item 2.1.2.3 SW486/Senior Field Evaluation Item 2.1.2.3 2 4 2 4 400 3 2 4 %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 2.1.2.4 apply strategies of ethical reasoning to arrive at principled decisions SW397/Junior Field Evaluation Item 2.1.2.4 SW486/Senior Field Evaluation Item 2.1.2.4 SW 457 Classroom Ethical ecision aking Evaluation 3 2 4 3

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA2.1.3 Apply critical thinking to inform & 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 2.1.3.1 distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge and practice wisdom 2.1.3.2 analyze models of assessment, prevention, intervention, and evaluation 2.1.3.3 demonstrate effective oral and written communication in working with individuals, families, groups, organizations and communities. SW486/Senior Field Evaluation Item 2.1.3.1 SW301 Literature Review SW397/Junior Field Evaluation Item 2.1.3.2 SW486/Senior Field Evaluation Item 2.1.3.2 SW 457 Night Without A Home Project And the IAGINE odel SW397/Junior Field Evaluation Item 2.1.3.3 SW486/Senior Field Evaluation Item 2.1.3.3 SW 457 Pay It Forward Philanthropy Project 4 75% 2 4 3 2 4 3 %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 4

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA 2.1.4 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, disattitudes/values, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, alienation, marginalization, and as well as privilege, power and acclaim. 2.1.4.1 recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power 2.1.4.2 gain sufficient selfawareness to eliminate the influence of personal biases and values in working with diverse groups 2.1.4.3 recognize and communicate their understanding of the importance of difference in shaping life experiences 2.1.4.4 view themselves as learners and engage those with whom they work as informants. SW397/Junior Field Evaluation Item 2.1.4.1 SW486/Senior Field Evaluation Item 2.1.4.1 ACAT iversity Subscale ACAT Populations at Risk Subscale SW 265 Wheelchair Exercise SW397/Junior Field Evaluation Item 2.1.4.2 SW486/Senior Field Evaluation Item 2.1.4.2 SW 265 Self Reflection Paper SW397/Junior Field Evaluation Item 2.1.4.3 SW486/Senior Field Evaluation Item 2.1.4.3 SW379 iversity Paper SW397/Junior Field Evaluation Item 2.1.4.4 SW486/Senior Field Evaluation Item 2.1.4.4 2 4 400 400 3 2 4 C+ 2 4 75% 2 4 %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 5

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA 2.1.5 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 interconnectedness of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social workers incorporate social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. 2.1.5.1 understand (sic: can identify and articulate ) the forms and mechanisms of oppression and discrimination 2.1.5.2 advocate for human rights and social and economic justice 2.1.5.3 engage in practices that advance social and economic justice. SW397/Junior Field Evaluation Item 2.1.5.1 SW486/Senior Field Evaluation Item 2.1.5.1 ACAT Social and Economic Justice Subscale SW 265 Culture Paper SW476/Social Policy Analysis & Advocacy Project Paper SW476/ Social Policy Analysis & Advocacy Project Presentation 2 4 400 3 C+ C+ %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 6

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% Rubric EPA 2.1.6 Engage in research-informed practice and practiceinformed research. Social workers use practice experience to inform research, employ evidencebased 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. 2.1.6.1 use practice experience to inform scientific inquiry 2.1.6.2 use research evidence to inform practice. SW301/ Literature Review/ SW355/Research Project Assignment SW356/Research Paper Assignment SW486/Senior Field Evaluation Item 2.1.6.2 SW488/Case Presentation SW488/Research ini Paper 75% C+ C+ 4 C+ C+ %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 7

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% EPA 2.1.7 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 2.1.7.1 utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation 2.1.7.2 critique and apply knowledge to understand person and environment. SW486/Senior Field Evaluation Item 2.1.7.1 SW488/Case Presentation SW379/ Final Paper SW379/ iversity Paper SW379/Play II paper SW486/Senior Field Evaluation Item 2.1.7.2 SW488/Case Presentation 4 C+ C+ C+ C+ 4 C+ %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 8

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% EPA 2.1.8 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. 2.1.8.1 analyze, formulate, and advocate for policies that advance social well-being 2.1.8.2 collaborate with colleagues and clients for effective policy action. SW476/Social Policy Analysis & Advocacy Project SW476/Social Policy Analysis & Advocacy Project C+ or 2.33 or 75% C+ or 2.33 or 75% %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 9

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% EPA 2.1.9 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. 2.1.9.1 continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services 2.1.9.2 provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. SW488/Community Assessment SW457 2010 Pay It Forward Philanthropy Rubric Community Project [i.e. Night Without a Home; HELP foreclosure forum; Hunger Banquet; Poverty Simulation] SW457 2010 Pay It Forward Philanthropy Rubric C+ 3 3 3 %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 10

Competency EPA 2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Practice Behavior easures 2.1.10(a) Engagement 2.1.10.1 SW486/Senior Field Evaluation substantively and Item 2.1.10.1 affectively prepare SW355/ Kirst-Ashman, Ch 5, for individuals, illon, Ch 3, In-class case study families, groups, exercise organizations, and SW 457 Night Without A Home communities Project Level of Proficiency C+ or 2.33 or 75% 4 3/5 on rubric 3 %Achieving Competency Benchmark for Achievement 80% Analysis & Changes 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 2.1.10.2 use empathy and other interpersonal skills 2.1.10.3 develop a mutually agreedon focus of work and desired outcomes 2.1.10(b) Assessment 2.1.10.4 collect, organize, and interpret client data 2.1.10.5 assess client strengths and limitations 2.1.10.6 develop mutually agreedon intervention goals and objectives 2.1.10(c) Intervention SW486/Senior Field Evaluation Item 2.1.10.2 SW 457 Night Without A Home Project SW486/Senior Field Evaluation Item 2.1.10.3 SW 457 Night Without A Home Project SW486/Senior Field Evaluation Item 2.1.10.4 SW355/Comprehensive Assessment SW356/Group Proposal Project SW 457 Community Assessment SW486/Senior Field Evaluation Item 2.1.10.5 SW355/Comprehensive Assessment SW 457 Community Assessment SW486/Senior Field Evaluation Item 2.1.10.6 SW355/Comprehensive Assessment SW 457 Night Without A Home Project 4 3 4 3 4 C+ C+ 3 4 C+ 3 4 C+ 3 11

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 2.1.10.7 select appropriate intervention strategies 2.1.10.8 initiate actions to achieve organizational goals 2.1.10.9 implement prevention interventions that enhance client capacities 2.1.10.10 help clients resolve problems SW486/Senior Field Evaluation Item 2.1.10.7 SW355/Comprehensive Assessment SW356/Group Proposal Project SW457 Night Without A Home Project SW486/Senior Field Evaluation Item 2.1.10.8 SW 457 Night Without A Home Project SW486/Senior Field Evaluation Item 2.1.10.9 SW356/Group Proposal Project SW486/Senior Field Evaluation Item 2.1.10.10 SW355/Comprehensive Assessment SW356/Group Proposal Project 4 C+ C+ 3 4 3 4 C+ 4 C+ C+ 2.1.10.11 negotiate, mediate, and advocate for clients 2.1.10.12 facilitate transitions and endings SW486/Senior Field Evaluation Item 2.1.10.11 SW355/Comprehensive Assessment SW486/Senior Field Evaluation Item 2.1.10.12 SW355/Comprehensive Final Exam SW356/Comprehensive Final Exam 4 C+ 4 C+ C+ 2.1.10(d) Evaluation 2.1.10.13 critically SW486/Senior Field Evaluation analyze, monitor, Item 2.1.10.13 and evaluate SW355/Comprehensive Final Exam interventions SW356/Comprehensive Final Exam SW 457 Night Without A Home Project 4 C+ C+ 3 12

Appendix V efiance College Social Work Program Assessment 2010/11 ata For Students astery of CSWE Competencies 1

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA 2.1.1. 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. 2.1.1.1 Advocate for client access to the services of social work 2.1.1.2 Practice personal reflection and self-correction to assure continual professional development 2.1.1.3. Attend to professional roles and boundaries 2.1.1.4 emonstrate professional demeanor in behavior, appearance and communication SW397/Junior Field Evaluation Item 2.1.1.1 SW486/ Senior Field Evaluation Item 2.1.1.1 SW486/Senior Field Evaluation Item 2.1.1.2 SW486/Senior Field Evaluation Item 2.1.1.3 SW 457 Classroom Ethical ecision aking Evaluation SW397/Junior Field Evaluation Item: 2.1.1.4 SW486/Senior Field Evaluation Item 2.1.1.4 SW 457 Night Without A Home Project & Pay It Forward Philanthropy Individual Professional Conduct Evaluation 2 4 %Achieving Competency 100 100 Benchmark for Achievement 80% Analysis & Changes 100% No change 4 100 100% No change 4 3 2 4 3 100 100 100 100 100 100% No change 100% No change 2.1.1.5 Engage in career-long learning SW397/Junior Field Evaluation Item: 2.1.1.5 SW486/Senior Field Evaluation Item 2.1.1.5 2 4 100 100 100% No change 2.1.1.6 Use supervision and consultation SW397/Junior Field Evaluation Item: 2.1.1.6 SW486/Senior Field Evaluation Item 2.1.1.6 2 4 91 100 95.5% No change 2

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA 2.1.2. 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. 2.1.2.1 recognize and manage personal values in a way that allows professional values to guide practice 2.1.2.2 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 2.1.2.3 tolerate ambiguity in resolving ethical conflicts SW397/Junior Field Evaluation Item 2.1.2.1 SW486/Senior Field Evaluation Item 2.1.2.1 SW397/Junior Field Evaluation Item 2.1.2.2 SW486/Senior Field Evaluation Item 2.1.2.2 ACAT Values Subscale SW 457 Classroom Ethical ecision aking Evaluation SW397/Junior Field Evaluation Item 2.1.2.3 SW486/Senior Field Evaluation Item 2.1.2.3 2 4 2 4 400 3 2 4 %Achieving Competency 100 100 100 100 100 100 100 100 Benchmark for Achievement 80% Analysis & Changes 100% No change 100% No change 100% No change 2.1.2.4 apply strategies of ethical reasoning to arrive at principled decisions SW397/Junior Field Evaluation Item 2.1.2.4 SW486/Senior Field Evaluation Item 2.1.2.4 SW 457 Classroom Ethical ecision aking Evaluation 2 4 3 92 92 100 94.67% No change 3

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA2.1.3 Apply critical thinking to inform & 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 2.1.3.1 distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge and practice wisdom 2.1.3.2 analyze models of assessment, prevention, intervention, and evaluation 2.1.3.3 demonstrate effective oral and written communication in working with individuals, families, groups, organizations and communities. SW486/Senior Field Evaluation Item 2.1.3.1 SW301 Literature Review SW397/Junior Field Evaluation Item 2.1.3.2 SW486/Senior Field Evaluation Item 2.1.3.2 SW 457 Night Without A Home Project And the IAGINE odel SW397/Junior Field Evaluation Item 2.1.3.3 SW486/Senior Field Evaluation Item 2.1.3.3 SW 457 Pay It Forward Philanthropy Project 4 75% 2 4 3 2 4 3 %Achieving Competency 100 73 100 100 100 92 100 100 Benchmark for Achievement 80% Analysis & Changes 86.5% Review Literature review assignment and improve the scaffolding for preparation of the assignment 100% No change 97.33% No change 4

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA 2.1.4 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, disattitudes/values, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, alienation, marginalization, and as well as privilege, power and acclaim. 2.1.4.1 recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power 2.1.4.2 gain sufficient selfawareness to eliminate the influence of personal biases and values in working with diverse groups 2.1.4.3 recognize and communicate their understanding of the importance of difference in shaping life experiences 2.1.4.4 view themselves as learners and engage those with whom they work as informants. SW397/Junior Field Evaluation Item 2.1.4.1 SW486/Senior Field Evaluation Item 2.1.4.1 ACAT iversity Subscale ACAT Populations at Risk Subscale SW 265 Wheelchair Exercise SW397/Junior Field Evaluation Item 2.1.4.2 SW486/Senior Field Evaluation Item 2.1.4.2 SW 265 Self Reflection Paper SW397/Junior Field Evaluation Item 2.1.4.3 SW486/Senior Field Evaluation Item 2.1.4.3 SW379 iversity Paper SW397/Junior Field Evaluation Item 2.1.4.4 SW486/Senior Field Evaluation Item 2.1.4.4 5 2 4 400 400 3 2 4 C+ 2 4 75% 2 4 %Achieving Competency 100 100 92 83 100 100 100 100 100 100 63 100 100 Benchmark for Achievement 80% Analysis & Changes 95% No change 100% No change 87.67% Rewrite the instructions for the iversity paper in SW 379 100% No change

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% or Rubric EPA 2.1.5 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 interconnectedness of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social workers incorporate social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. 2.1.5.1 understand (sic: can identify and articulate ) the forms and mechanisms of oppression and discrimination 2.1.5.2 advocate for human rights and social and economic justice 2.1.5.3 engage in practices that advance social and economic justice. SW397/Junior Field Evaluation Item 2.1.5.1 SW486/Senior Field Evaluation Item 2.1.5.1 ACAT Social and Economic Justice Subscale SW 265 Culture Paper SW476/Social Policy Analysis & Advocacy Project Paper SW476/ Social Policy Analysis & Advocacy Project Presentation 2 4 400 %Achieving Competency 100 100 83 Benchmark for Achievement 80% Analysis & Changes 91.5% No change 3 83 C+ 100 100% No change C+ 100 100% No change 6

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% Rubric EPA 2.1.6 Engage in research-informed practice and practiceinformed research. Social workers use practice experience to inform research, employ evidencebased 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. 2.1.6.1 use practice experience to inform scientific inquiry 2.1.6.2 use research evidence to inform practice. SW301/ Literature Review/ SW355/Research Project Assignment SW356/Research Paper Assignment SW486/Senior Field Evaluation Item 2.1.6.2 SW488/Case Presentation SW488/Research ini Paper 75% C+ C+ 4 C+ C+ %Achieving Competency 73 83 89 83 100 50 Benchmark for Achievement 80% Analysis & Changes 81.67% Review Literature review assignment and improve the scaffolding 77.67% Examine course content and scaffolding assignments and results for this years research paper in SW 488 7

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% EPA 2.1.7 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 2.1.7.1 utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation 2.1.7.2 critique and apply knowledge to understand person and environment. SW486/Senior Field Evaluation Item 2.1.7.1 SW488/Case Presentation SW379/ theory Paper SW379/ iversity Paper SW379/Play II paper SW486/Senior Field Evaluation Item 2.1.7.2 SW488/Case Presentation 4 C+ C+ C+ C+ 4 C+ %Achieving Competency 100 100 100 63 100 100 100 Benchmark for Achievement 80% Analysis & Changes 100% No change 92.6% Change directions for iversity paper in SW 379 8

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% EPA 2.1.8 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. 2.1.8.1 analyze, formulate, and advocate for policies that advance social well-being 2.1.8.2 collaborate with colleagues and clients for effective policy action. SW476/Social Policy Analysis & Advocacy Project SW476/Social Policy Analysis & Advocacy Project %Achieving Competency Benchmark for Achievement 80% Analysis & Changes C+ 73 73% Examine course content and scaffold assignments and results from this year because of new policy faculty C+ 100 100% No change 9

Competency Practice Behavior easures Level of Proficiency C+ or 2.33 or 75% EPA 2.1.9 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. 2.1.9.1 continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services 2.1.9.2 provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. SW488/Community Assessment SW457 2010 Pay It Forward Philanthropy Rubric Community Project [i.e. Night Without a Home; HELP foreclosure forum; Hunger Banquet; Poverty Simulation] SW457 2010 Pay It Forward Philanthropy Rubric C+ 3 3 3 %Achieving Competency 100 93 100 100 Benchmark for Achievement 80% Analysis & Changes 96.5% No change 100% No change 10

Competency EPA 2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Practice Behavior easures 2.1.10(a) Engagement 2.1.10.1 SW486/Senior Field Evaluation substantively and Item 2.1.10.1 affectively prepare SW355/ Kirst-Ashman, Ch 5, for individuals, illon, Ch 3, In-class case study families, groups, exercise organizations, and SW 457 Night Without A Home communities Project Level of Proficiency C+ or 2.33 or 75% 4 3/5 on rubric 3 %Achieving Competency 100 92 100 Benchmark for Achievement 80% 97.33% No change Analysis & Changes 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 2.1.10.2 use empathy and other interpersonal skills 2.1.10.3 develop a mutually agreedon focus of work and desired outcomes 2.1.10(b) Assessment 2.1.10.4 collect, organize, and interpret client data 2.1.10.5 assess client strengths and limitations 2.1.10.6 develop mutually agreedon intervention goals and objectives SW486/Senior Field Evaluation Item 2.1.10.2 SW 457 Night Without A Home Project SW486/Senior Field Evaluation Item 2.1.10.3 SW 457 Night Without A Home Project SW486/Senior Field Evaluation Item 2.1.10.4 SW355/Comprehensive Assessment SW356/Group Proposal Project SW 457 Community Assessment SW486/Senior Field Evaluation Item 2.1.10.5 SW355/Comprehensive Assessment SW 457 Community Assessment SW486/Senior Field Evaluation Item 2.1.10.6 SW355/Comprehensive Assessment SW 457 Night Without A Home Project 4 3 4 3 4 C+ C+ 3 4 C+ 3 4 C+ 3 100 100 100 100 92 67 67 100 100 67 100 100 67 100 100% No change 100% No change 81.5% Review assignments and results from this year. SW 356 was a group project and both practice courses will be taught by new faculty 89% No change 89% No change 11

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 2.1.10(c) Intervention 2.1.10.7 select SW486/Senior Field Evaluation appropriate Item 2.1.10.7 intervention SW355/Comprehensive Assessment strategies SW356/Group Proposal Project SW457 Night Without A Home 2.1.10.8 initiate actions to achieve organizational goals 2.1.10.9 implement prevention interventions that enhance client capacities 2.1.10.10 help clients resolve problems 2.1.10.11 negotiate, mediate, and advocate for clients 2.1.10.12 facilitate transitions and endings Project SW486/Senior Field Evaluation Item 2.1.10.8 SW 457 Night Without A Home Project SW486/Senior Field Evaluation Item 2.1.10.9 SW356/Group Proposal Project SW486/Senior Field Evaluation Item 2.1.10.10 SW355/Comprehensive Assessment SW356/Group Proposal Project SW486/Senior Field Evaluation Item 2.1.10.11 SW355/Comprehensive Assessment SW486/Senior Field Evaluation Item 2.1.10.12 SW355/Comprehensive Final Exam SW356/Comprehensive Final Exam 4 C+ C+ 3 4 3 4 C+ 4 C+ C+ 4 C+ 4 C+ C+ 100 67 67 100 100 100 92 67 100 100 67 100 67 100 100 89 83.5% Review assignments and results from this year. SW 356 was a group project and both 355 and 356 will be taught by new faculty 100% No change 79.5% Change the SW 356 assignment from a group project to an individual assignment and monitor results 89% Change the SW 356 assignment from a group project to an individual assignment and monitor results 89% Review assignments and results from this year. SW 355 will be taught by new faculty 96.33% No change 2.1.10(d) Evaluation 12

Appendix VI. efiance College Social Work Program Assessment 2010/11 ata Alumni Survey

efiance College Social Work Program 1. Please indicate your gender. Response Percent Response Count ale 7.4% 2 Female 92.6% 25 answered question 27 skipped question 0 2. Are you a citizen of the United States? Response Percent Response Count Yes 100.0% 27 No 0.0% 0 answered question 27 skipped question 0 1 of 19

3. In what language are you now fluent? (Check all that apply) Response Percent Response Count American Sign Language 0.0% 0 English 100.0% 26 French 0.0% 0 German 0.0% 0 Spanish 0.0% 0 Other 0.0% 0 answered question 26 skipped question 1 2 of 19

4. ark all that apply to you at the moment. Response Percent Response Count eaf 0.0% 0 Hard of hearing 4.2% 1 Visual/print impairment 4.2% 1 iagnosed specific learning disability 0.0% 0 otor/mobility impairment 0.0% 0 Speech impairment 0.0% 0 Physical impairment (hands, arms, legs) 0.0% 0 Chronic medical condition 8.3% 2 Other impairments/disabling conditions 4.2% 1 No impairments/disabling conditions 79.2% 19 answered question 24 skipped question 3 3 of 19

5. What year did you graduate from efiance College? Response Percent Response Count 2010 7.7% 2 2009 23.1% 6 2008 15.4% 4 2007 11.5% 3 2006 19.2% 5 2005 15.4% 4 2004 7.7% 2 answered question 26 skipped question 1 6. Please rate the quality of advising you received for: Very Poor Poor Adequate Good Very Good Superb Rating Average Response Count Course selection and curriculum planning 0.0% (0) 0.0% (0) 3.8% (1) 23.1% (6) 50.0% (13) 23.1% (6) 3.92 26 Professionalism 0.0% (0) 0.0% (0) 0.0% (0) 11.1% (3) 59.3% (16) 29.6% (8) 4.19 27 Career planning 0.0% (0) 0.0% (0) 18.5% (5) 29.6% (8) 33.3% (9) 18.5% (5) 3.52 27 answered question 27 skipped question 0 4 of 19

7. id you seek employment in social work immediately after graduation? Response Percent Response Count Yes 57.7% 15 No 42.3% 11 answered question 26 skipped question 1 8. Are you currently employed? (Please check all that apply): Response Percent Response Count Full time position in social work 73.1% 19 Part time position in social work 3.8% 1 Full time position not in the social work field 7.7% 2 Part time position not in the social work field 11.5% 3 Not currently employed 7.7% 2 answered question 26 skipped question 1 5 of 19

9. If you are not currently employed and are seeking employment, where are you seeking a position? (Please only check one): Response Percent Response Count Within the social work field 100.0% 4 Not within the social work field 0.0% 0 Either field 0.0% 0 answered question 4 skipped question 23 10. Please indicate if you have sought an advanced degree from the list below: Response Percent Response Count SW 60.0% 15 Other asters (not in social work) 8.0% 2 octorate in social work 0.0% 0 Other doctorate (not in social work) 0.0% 0 N/A 36.0% 9 answered question 25 skipped question 2 6 of 19

11. If you have been accepted into an SW degree program, were you accepted into an Advanced Standing Program? Response Percent Response Count Yes 57.7% 15 No 3.8% 1 N/A 38.5% 10 answered question 26 skipped question 1 12. What degree is required for your current social work position? (Please only check one): Response Percent Response Count None specified 9.5% 2 Associate of Arts (AA) 4.8% 1 Bachelors degree (other than social work) 14.3% 3 BSW/BA in Social Work 47.6% 10 asters degree (other than social work) 0.0% 0 SW 23.8% 5 answered question 21 skipped question 6 7 of 19

13. What is your primary function in your current social work position? (Please only check one): Response Percent Response Count Generalist Practice 4.8% 1 irect Practice (Individuals, Families, or Groups) 85.7% 18 irect practice (Communities & Organizations) 0.0% 0 Policy Analysis/evelopment 0.0% 0 Administration/anagement 4.8% 1 Other 4.8% 1 answered question 21 skipped question 6 14. o you currently work primarily in an urban or rural community? (Please only check one): Response Percent Response Count Urban (50,000 or more population, cities and villages exceeding 2,500 people) 50.0% 10 Rural (including farm and nonfarm) 50.0% 10 answered question 20 skipped question 7 8 of 19

15. Please indicate your current annual income from all social work employment?: Response Percent Response Count $20,000-$25,000 15.8% 3 $25,000-$30,000 36.8% 7 $30,000-$35,000 21.1% 4 $35,000-$40,000 21.1% 4 $40,000-$45,000 5.3% 1 $45,000_$50,000 0.0% 0 $50,000 and above 0.0% 0 answered question 19 skipped question 8 9 of 19

16. What is the current setting of your social work employment? (Please check only one): Response Percent Response Count Business/Industry 0.0% 0 College/University 0.0% 0 Court/Justice System/Probation/Parole (nonresidential) 4.8% 1 Health (Inpatient-Hospital) 4.8% 1 Health (Outpatient-Clinic, Community H Center) 14.3% 3 Private Nonprofit Social Agency 42.9% 9 Private For-profit Social Agency 0.0% 0 Public Assistance/Public Welfare 4.8% 1 Public Social Service Agency 19.0% 4 Residential Facility (Group Home, Shelter) 0.0% 0 Residential Facility (Prison, Jail) 0.0% 0 School (pre-school-12) 0.0% 0 Other 9.5% 2 answered question 21 skipped question 6 10 of 19

17. What age group represents the majority of your clients? (Please only check one): Response Percent Response Count Infants, toddlers and pre-school age children 5.0% 1 Elementary school age children 10.0% 2 Adolescents 15.0% 3 Young Adults 15.0% 3 iddle aged Adults 10.0% 2 Seniors 5.0% 1 ix of all ages 40.0% 8 answered question 20 skipped question 7 18. What is the income level represented by your typical client? (Please only check one): Response Percent Response Count Poverty level or below 71.4% 15 Above poverty level and below middle income level 4.8% 1 iddle income level or above 4.8% 1 No typical income 19.0% 4 answered question 21 skipped question 6 11 of 19

19. Where did you attend or are attending graduate school? Response Count 18 answered question 18 skipped question 9 20. efiance College Social Work program prepared me for graduate studies: Strongly isagree isagree oderately isagree oderately Agree Agree Strongly Agree Rating Average Response < 0.0% (0) 0.0% (0) 0.0% (0) 0.0% (0) 43.8% (7) 56.3% (9) 4.56 answered question skipped question 21. What areas of social work were you the most prepared for? Response Count 15 answered question 15 skipped question 12 12 of 19

22. What areas of social work do you wish efiance College would have spent more time on? Response Count 14 answered question 14 skipped question 13 13 of 19

23. efiance College Social Work program prepared me to: Strongly isagree isagree oderately isagree oderately Agree Agree Strongly Agree Rating Average Response advocate for client access to social work services 0.0% (0) 0.0% (0) 0.0% (0) 7.7% (2) 46.2% (12) 46.2% (12) 4.38 practice personal reflection and self- correction to assure continual professional development 0.0% (0) 3.8% (1) 7.7% (2) 7.7% (2) 57.7% (15) 23.1% (6) 3.88 demonstrate professional demeanor in behavior, appearance and communication 0.0% (0) 0.0% (0) 0.0% (0) 7.7% (2) 38.5% (10) 53.8% (14) 4.46 engage in career-long learning 0.0% (0) 0.0% (0) 0.0% (0) 15.4% (4) 38.5% (10) 46.2% (12) 4.31 use supervision and consultation 0.0% (0) 0.0% (0) 0.0% (0) 19.2% (5) 57.7% (15) 23.1% (6) 4.04 recognize and manage my personal values in a way that allows professional values to guide practice 0.0% (0) 3.8% (1) 0.0% (0) 15.4% (4) 42.3% (11) 38.5% (10) 4.12 make ethical decisions 0.0% (0) 0.0% (0) 0.0% (0) 7.7% (2) 30.8% (8) 61.5% (16) 4.54 tolerate ambiguity in resolving ethical conflicts 0.0% (0) 0.0% (0) 3.8% (1) 23.1% (6) 38.5% (10) 34.6% (9) 4.04 to apply strategies of ethical reasoning to arrive at decisions 0.0% (0) 0.0% (0) 3.8% (1) 11.5% (3) 34.6% (9) 50.0% (13) 4.31 distinguish, appraise, and integrate multiple sources of knowledge 0.0% (0) 0.0% (0) 0.0% (0) 8.3% (2) 54.2% (13) 37.5% (9) 4.29 analyze models of assessment, prevention, intervention, and evaluation 0.0% (0) 0.0% (0) 3.8% (1) 26.9% (7) 34.6% (9) 34.6% (9) 4.00 demonstrate effective oral and written communication 0.0% (0) 0.0% (0) 0.0% (0) 15.4% (4) 34.6% (9) 50.0% (13) 4.35 recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and 0.0% (0) 3.8% (1) 0.0% (0) 11.5% (3) 46.2% (12) 38.5% (10) 4.15 14 of 19

power gain sufficient self-awareness to eliminate the influence of personal biases and values 3.8% (1) 0.0% (0) 3.8% (1) 11.5% (3) 53.8% (14) 26.9% (7) 3.92 recognize and communicate their understanding of the importance of difference in shaping life experiences 0.0% (0) 0.0% (0) 3.8% (1) 7.7% (2) 53.8% (14) 34.6% (9) 4.19 view themselves as learners and engage those with whom they work as informants 0.0% (0) 0.0% (0) 0.0% (0) 19.2% (5) 53.8% (14) 26.9% (7) 4.08 understand, identify and articulate the forms and mechanisms of oppression and discrimination 0.0% (0) 0.0% (0) 3.8% (1) 15.4% (4) 46.2% (12) 34.6% (9) 4.12 advocate for human rights and social and economic justice 0.0% (0) 0.0% (0) 0.0% (0) 15.4% (4) 42.3% (11) 42.3% (11) 4.27 engage in practices that advance social and economic justice 0.0% (0) 0.0% (0) 0.0% (0) 26.9% (7) 34.6% (9) 38.5% (10) 4.12 use practice experience to inform scientific inquiry 0.0% (0) 0.0% (0) 3.8% (1) 26.9% (7) 42.3% (11) 26.9% (7) 3.92 use research evidence to inform practice 0.0% (0) 0.0% (0) 0.0% (0) 34.6% (9) 42.3% (11) 23.1% (6) 3.88 to utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation 0.0% (0) 0.0% (0) 0.0% (0) 19.2% (5) 65.4% (17) 15.4% (4) 3.96 critique and apply knowledge to understand person and environment 0.0% (0) 0.0% (0) 0.0% (0) 15.4% (4) 53.8% (14) 30.8% (8) 4.15 analyze, formulate, and advocate for policies that advance social well-being 3.8% (1) 0.0% (0) 3.8% (1) 42.3% (11) 38.5% (10) 11.5% (3) 3.46 collaborate with colleagues and clients for effective policy action 3.8% (1) 0.0% (0) 3.8% (1) 19.2% (5) 50.0% (13) 23.1% (6) 3.81 continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide 0.0% (0) 0.0% (0) 3.8% (1) 11.5% (3) 50.0% (13) 34.6% (9) 4.15 15 of 19

relevant services provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services 0.0% (0) 0.0% (0) 4.0% (1) 20.0% (5) 40.0% (10) 36.0% (9) 4.08 substantively and affectively prepare for individuals, families, groups, organizations, and communities 0.0% (0) 0.0% (0) 0.0% (0) 15.4% (4) 50.0% (13) 34.6% (9) 4.19 use empathy and other interpersonal skills 0.0% (0) 0.0% (0) 0.0% (0) 7.7% (2) 23.1% (6) 69.2% (18) 4.62 develop a mutually agreed-on focus of work and desired outcomes 0.0% (0) 0.0% (0) 3.8% (1) 3.8% (1) 38.5% (10) 53.8% (14) 4.42 collect, organize, and interpret client data 0.0% (0) 0.0% (0) 3.8% (1) 11.5% (3) 53.8% (14) 30.8% (8) 4.12 assess client strengths and limitations 0.0% (0) 0.0% (0) 0.0% (0) 11.5% (3) 30.8% (8) 57.7% (15) 4.46 develop mutually agreed-on intervention goals and objectives 0.0% (0) 0.0% (0) 3.8% (1) 15.4% (4) 38.5% (10) 42.3% (11) 4.19 select appropriate intervention strategies 0.0% (0) 0.0% (0) 3.8% (1) 15.4% (4) 46.2% (12) 34.6% (9) 4.12 initiate actions to achieve organizational goals 0.0% (0) 0.0% (0) 3.8% (1) 26.9% (7) 46.2% (12) 23.1% (6) 3.88 implement prevention interventions that enhance client capacities 0.0% (0) 0.0% (0) 3.8% (1) 11.5% (3) 57.7% (15) 26.9% (7) 4.08 help clients resolve problems 0.0% (0) 0.0% (0) 3.8% (1) 7.7% (2) 42.3% (11) 46.2% (12) 4.31 negotiate, mediate, and advocate for clients 0.0% (0) 0.0% (0) 0.0% (0) 11.5% (3) 38.5% (10) 50.0% (13) 4.38 facilitate transitions and endings 0.0% (0) 0.0% (0) 3.8% (1) 15.4% (4) 42.3% (11) 38.5% (10) 4.15 critically analyze, monitor, and evaluate interventions 0.0% (0) 0.0% (0) 0.0% (0) 11.5% (3) 57.7% (15) 30.8% (8) 4.19 answered question 16 of 19

skipped question Page 3, Q19. Where did you attend or are attending graduate school? 1 The University of Toledo Jul 11, 2011 1:45 P 2 New exico State University Jul 7, 2011 4:37 P 3 accepted at The University of Toledo Jul 7, 2011 3:09 P 4 University of Toledo Jul 5, 2011 9:47 A 5 Was accepted into the advance standing program at Case Western Reserve. But did not attend. Jul 1, 2011 7:49 P 6 Graduated with SW from The Ohio State University in 2007. Jun 30, 2011 3:46 P 7 The Ohio State University The University of ayton Jun 29, 2011 9:36 P 8 OSU Lima branch Jun 29, 2011 9:30 P 9 University of Cincinnati Jun 29, 2011 9:25 P 10 Case Western Reserve University-SASS Jun 29, 2011 9:19 P 11 University of ichigan Jun 29, 2011 9:17 P 12 University of Toledo Jun 29, 2011 6:10 P 13 University of Toledo Jun 29, 2011 3:42 P 14 Walden University Jun 29, 2011 3:33 P 15 Applied and accepted to University of Toledo but did not attend Jun 29, 2011 3:26 P 16 University of Cincinnati Jun 29, 2011 12:21 P 17 Ohio State University - ASAP Jun 29, 2011 11:14 A 18 N/A Jun 29, 2011 10:59 A Page 3, Q21. What areas of social work were you the most prepared for? 1 General Practice Jul 7, 2011 4:37 P 2 Engagement, Assessment, Cultural iversity, Theories, Ethics, ocumentation Jul 7, 2011 3:09 P 3 Individual and family family practice, assessment and diagnosis. Jul 5, 2011 9:47 A 4 In graduate study: research statistics, cultural diversity, social problems. In social work: interview skills, cultural sensitivity, practical application of theories of behavior. Jun 30, 2011 3:46 P 17 of 19

Page 3, Q21. What areas of social work were you the most prepared for? 5 Overall I feel I was prepared in most all areas Jun 29, 2011 9:30 P 6 ental health and research studies Jun 29, 2011 9:25 P 7 irect Practice, Theory, and Research. Jun 29, 2011 9:19 P 8 All of it. The University of ichigan was a piece of cake after efiance College. Jun 29, 2011 9:17 P 9 generalist practice work, macro education Jun 29, 2011 6:10 P 10 Individual Practice Jun 29, 2011 3:42 P 11 low-income and racial disparity Jun 29, 2011 3:33 P 12 Ethics Jun 29, 2011 3:26 P 13 Advanced standing curriculum Jun 29, 2011 12:21 P 14 all generalist topics, research, groups Jun 29, 2011 11:14 A 15 theory Jun 29, 2011 10:59 A Page 3, Q22. What areas of social work do you wish efiance College would have spent more time on? 1 Specialized Populations Jul 7, 2011 4:37 P 2 Elderly Population; Social Security isability; Womens' Health Issues Jul 7, 2011 3:09 P 3 Groups and families Jul 5, 2011 9:47 A 4 y C social work education was excellent preparation for grad school, as well as internships, field work, and social work practice. If pressed for an answer, I would say that no one could spend enough time on how the theories and skills translate into real world social work practice. 5 CBT and BT. Possibly recreation therapy for those with developmental disabilities that are better served through more hands on activities to address mental health or other life issues Jun 30, 2011 3:46 P Jun 29, 2011 9:25 P 6 iagnostic anual Jun 29, 2011 9:19 P 7 Evidenced Based Practices for direct clinical practice in mental health. It's a very BIG buzz word and what a lot of employers are looking for. Jun 29, 2011 9:17 P 8 diagnostics and treatment modalities Jun 29, 2011 6:10 P 9 Organizational Advocacy Jun 29, 2011 3:42 P 10 caring for the self, burnout, support for social workers Jun 29, 2011 3:33 P 11 Educating on working one-on-one with clients Jun 29, 2011 3:26 P 18 of 19

Page 3, Q22. What areas of social work do you wish efiance College would have spent more time on? 12 special populations, administration Jun 29, 2011 12:21 P 13 theories of practice - CBT, etc. addiction child/family Jun 29, 2011 11:14 A 14 i felt prepared in all areas Jun 29, 2011 10:59 A 19 of 19