ࡱ> #% !" vbjbjVV ><<E{0pp8H"(.$8 ,H.H.H.H.H.H.HJMM.H???.HCHyyy?4,Hy?,Hyy(ACI<sDB"HYH0HfB NK. NDCC NDDZ@y4-DDD.H.HyDDDH???? NDDDDDDDDDp y: Department: School of Social Work AY 2009/2010 (BSW) Program-initiated Core Competency Where, When, and How MonitoredExpectation for Satisfactory PerformanceDecision Point Observations of Student PerformanceWhen and By Whom Were Results Analyzed?Outcome of AnalysisDept. or Program Follow-upA. To prepare students for entry-level generalist social work practice with diverse client systems of various sizes and types.Aggregate of data of Core Competencies: 4, 7, 9, 10 on Field Instructor Evaluation of Student Field Practicum Performance / May 2010 Student-led and recorded focus groups / yearly / in SCWK 451 Program Goal A will achieve a minimum overall percentage of 95. Student comments will reflect a general sense of preparation for generalist practice.Percentages below 95 triggers Curriculum Committee review. Any comments indicating overall dissatisfaction with preparation for entry-level generalist social work practice.Mean percentage = 99.5% (scaled mean percentage based on Program Competencies 4, 7, 9, 10 summed and / by overall total number of competencies) Based on responses regarding curriculum and preparation, student comments reflect overall satisfaction, but with concerns in one area (1) Wanting more skill-based course content, disabilities, gerontology, drug alcohol, and medical. September 10, 2010 / Evaluation Committee September 7, 2010 / Evaluation Committee ChairQuantitative scores of student performance in Practicum indicate Program Goal A Competency is Met. Qualitative data indicate that Program Goal A is not wholly satisfied. Curriculum Committee report suggests practice courses include more skills based exercises and writing assignments focused on those skills, Revisions of these curricular areas have been drafted. Follow-up strategy: Discussion and Voting set for Faculty Meeting September 10th, 2010. Proposed course on generalist practice, diversity and electives have been drafted, SW CC meeting set for September 17th 2010.  Follow-up completion Fall 2011: Recommendations based on SSW CC review and revision of BSW Curriculum courses made and new curriculum proposed and going before the SW faculty in Oct. New curriculum will be proposed to LAS curriculum Fall 2010 semester Core Competency #4: Engage diversity and difference in practice using the Generalist framework. Aggregate score based on 8 skill areas of Competency 4 of Field Instructor Evaluation of Student Field Practicum Performance / May 2010 4.1 Demonstrate compassion and acceptance of differences 4.2 Recognize the extent to which a cultures structures and values may oppress, marginalize, alienate, or create or enhance privilege and power 4.3 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups 4.4 Demonstrate respect for the worth and dignity of individuals who vary in cultural, religious, or ethnic affiliation; race; sexual orientation; gender identity; socioeconomic status; age; physical characteristics; and social/emotional development 4,5 Recognize affective content, underlying messages and themes embedded in client presentation and behavior. 4.6 Assess ones level of cultural competency, and determine next steps in continued development 4.7 Demonstrate understanding of how culture affects verbal and non-verbal communication for client and for oneself 4.8 Assess the agencys policies and procedures for incorporation of cultural competency principles and practicesMore than 5% missing or concerned, triggers curriculum review.4.1 100% Competent 4.2 100% Competent 4.3 100% Competent 4.4 100% Competent 4.5 100% Competent 4.6 100% Competent 4.7 100% Competent 4.8 100% Competent September 7, 2010 by Evaluation Committee ChairCompetency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency satisfied. No Follow-up strategy recommended at this time.  Will re-examine by Sep 1, 2011. Core Competency #7: Apply Generalist skills & knowledge of human behavior and the social environment. Aggregate score based on 5 skill areas of Competency 7 of Field Instructor Evaluation of Student Field Practicum Performance / May 2010 7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation 7.2 Appropriately integrates knowledge about the demographics, structure, resources and culture of the neighborhood and/or community 7.3 Understand and apply the link between theory and practice 7.4 Understanding of the biological, psychological, social, spiritual and environmental factors that influence human development and behavior 7.5 Critically analyze the use of life span development through interventions which influence human behaviorMore than 5% missing or concerned, triggers curriculum review..98.1% Competent 1.9% concerns 7.2 100% Competent 7.3 100% Competent 7.4 100% Competent 7.5 100% Competent September 7, 2010 / Evaluation Committee ChairCompetency met Competency met Competency met Competency met Competency met Competency satisfied. No Follow-up strategy recommended at this time. Will re-examine by Sep 1, 2011. Core Competency #9: Differentially apply Generalist skills by responding to contexts that shape social work practice. Aggregate score based on 6 skill areas of Competency 9 of Field Instructor Evaluation of Student Field Practicum Performance / May 2010 9.1 Continuously discover, appraise, and attend to changing locale, populations, scientific and technological developments, and emerging societal trends to provide relevant services. 9.2 Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. 9.3 Ability to work in coalitions and collaborations 9.4 Ability to conduct a community needs assessment. 9.5 Appreciation of the hierarchy of power and decision-making within agencies and communities 9.6 Identify and analyze critical local, state and/or national policy initiatives that influence practice with the agencys clients.More than 5% missing or concerned, triggers curriculum review.100% Competent 96.1% Competent 3.9% Not Observed 100% Competent 98.1% Competent 1.9% Not Observed 9.5 100% Competent 9.6 98% Competent 2% Not Observed September 7, 2010 / Evaluation Committee ChairCompetency met Competency met Competency met Competency met Competency met Competency met Competency met. Follow-up strategy: No follow up strategy recommended at this time Will re-examine by Sep 1, 2011. Core Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Aggregate score based on 16 skill areas of Competency 10 of Field Instructor Evaluation of Student Field Practicum Performance / May 2010 10.1 Can establish rapport and successfully engage clients 10.2 Can identify clients strengths as well as their limitations and appropriately utilize this information for interventions 10.3 Shows non-judgmental acceptance of client 10.4 Appropriately self-discloses 10.5 Demonstrates the ability to explore taboo areas 10.6 Demonstrates the ability to formulate mutually agreed upon client goals 10.7 Can effectively access and manage crisis situations 10.8 Demonstrates skill in implementation of the identified interventions 10.9 Can change the plan if the clients needs and/or goals warrant such a change 10.10 Can effectively highlight and summarize client outcomes 10.11 Demonstrates skill in preparing clients for the termination process 10.12 Has the ability to evaluate client outcomes 10.13 Has the ability to lead or co-lead different kinds of groups 10.14 Ability to relate client goals to specific group or programmatic activities 10.15 Knowledge of group dynamics and their effect on individual behavior, sub-group formation, and problem-solving 10.16 Ability to effectively plan and facilitate group meetingsMore than 5% missing or concerned, triggers curriculum review.10 .1 100% Competent 10 .2 100 % Competent 10 .3 100% Competent 10 .4 94.3% Competent 3.7% Concerns 1.9% Not Observed 10 .5 98.1% Competent 1.9% Not Observed 10 .6 98.1 % Competent 1.9% Not Observed 10 .7 98.1% Competent 1.9% Not Observed 10 .8 98.1% Competent 1.9% Not Observed 10 .9 98.1% Competent 1.9% Not Observed 10 .10 98.1 % Competent 1.9% Not Observed 10 .11 96.2 % Competent 3.8 % Not Observed 10 .12 98.1 % Competent 1.9% Not Observed 10 .13 96.1 % Competent 3.9% Not Observed 10 .14 96.2 % Competent 3.8% Not Observed 10 .15 96.2 % Competent 3.8% Not Observed 10 .16 94% Competent 6% Not ObservedSeptember 7, 2010 / Evaluation Committee ChairCompetency met Competency met Competency met Competency not met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency not met Competency partially satisfied. Follow up strategy: Issues of self-disclosure and group meeting planning will both be evaluated by CC and content will be reviewed in practice courses and practicum seminar. Will present to curriculum committee as a program/content issue and include as a topic in practicum and practice courses. As the CC evaluates course content and syllabi, this topic will be addressed Will re-examine by Sept 1, 2011 Competency will be brought to the CC and evaluated to ensure the content is included in practice courses, syllabi will be reviewed for macro and micro practice courses to ensure content is covered Will re-examine by Sep 1, 2011.B. To prepare students for continuing professional development that may include graduate social work education.Aggregate data based on Program Competencies 1, 3, 8, on the Field Instructor Evaluation of Student Field Practicum Performance / May 2010 Student-led and recorded focus groups / yearly / in SCWK 451 Program Goal B will achieve a minimum overall percentage of 95. Student comments will reflect a general sense of preparation for continuing professional development.Percentages below 95 triggers Curriculum Committee review. Any comments indicating overall dissatisfaction with preparation for continuing professional development.Mean percentage = 98.8% (scaled mean percentage based on Program Competencies 1, 3, & 8 summed and / by overall total number of competencies) Students reflect a general satisfaction with professional advising, but have concerns about: (1) The Licensing Examination.September 10, 2010 by Evaluation Committee September 7, 2010 / Evaluation Committee ChairQuantitative scores of student performance in Practicum indicate Program Goal B is satisfied. This improved from the previous AY. Qualitative data indicate that Program Goal B is partially satisfied. Follow-up strategy: Continue to offer the licensing prep workshop through the student organization and direct students to the library resources for the licensing exam.  Follow-up completion: Spring 2011. Will re-examine by Sep 1, 2011.  Core Competency #1: Identify as a professional social worker and conduct one self accordingly to develop Generalist practice.Aggregate score based on 16 skill areas of Core Competency #1 of the Field Instructor Evaluation of Student Field Practicum Performance / May 2010 1.1 Recognize patterns of learning and set appropriate learning goals in collaboration with field instructor, field liaison and/or faculty 1.2 Advocate for client access to the services of social work 1.3 Practice personal reflection and self-correction to assure professional development 1.4 Attend to professional roles and boundaries 1.5 Demonstrate professional demeanor in behavior, appearance, and communication 1.6 Use supervision and consultation efficiently and appropriately 1.7 Becomes familiar with a variety of direct and indirect practice roles 1.8 Appropriately represents agency and/or organization to people 1.9 Ability to differentiate personal needs from those of the client, group, organization or community 1.10 Appropriate and timely preparation of agency documentation 1.11 Ability to organize workload and to manage assignments in a reliable and productive manner 1.12 Acceptance of support, instruction and constructive criticism from the field instructor to enhance practice skills 1.13 Demonstrate responsibility for own on-going learning and professional development 1.14 Demonstrates conscious use of self by being purposeful, selective, and responsive to appropriateness of client need when sharing personal information 1.15 Arrives on time and is well prepared for supervision 1.16 Accurately defines the services and resources provided by the agency to its clients and demonstrates understanding of the mission, scope and limitations of the agencyMore than 5% missing or concerned, triggers curriculum review.1 .1 100% Competent 1 .2 100 % Competent 1 .3 100% Competent 1 .4 100% Competent 1 .5 98.1% Competent 1.9% Concerned 1 .6 100% Competent 1 .7 100% Competent 1 .8 100% Competent 1 .9 100% Competent 1 .10 100 % Competent 1 .11 98.1 % Competent 1.9% Concerns 1 .12 100% Competent 1 .13 100% Competent 1 .14 96.2 % Competent 3.8 % Concerns 1 .15 100% Competent 1 .16 98.1 % Competent 1.9 % Concerns September 7, 2010 / Evaluation Committee ChairCompetency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency satisfied.  Will re-examine by Sep 1, 2010.  Core Competency #3: Apply critical thinking to inform and communicate professional judgments within the context of Generalist practice. Aggregate score based on 7 skill areas of Competency 3 of Field Instructor Evaluation of Student Field Practicum Performance / May 2010 3.1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom 3.2 Analyze models of assessment, prevention, intervention, and evaluation 3.3 Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues 3.4 Recognizes and seeks out information needed for problem-solving through contact with supervisors, colleagues, review literature, and review of other appropriate media resources 3.5 Ability to evaluate options and consider consequences in designing projects and programs 3.6 Development of leadership behaviors to mobilize others and to deal with resistance to task completion 3.7 Ability to make links between theory and practiceMore than 5% missing or concerned, triggers curriculum review.3.1 96.2% Competent 3.8% Not Observed 3.2 96.2% Competent 3.8% Not Observed 3.3 98.1% Competent 1.9% Concerned 3.4 98.1% Competent 1.9% Not Observed 3.5 96.2% Competent 3.8% Not Observed 3.6 94.3% Competent 3.8% Not Observed 1.9% 2 3.7 98.1% Competent 1.9% Not ObservedSeptember 7, 2010 / Evaluation Committee ChairCompetency met Competency met Competency met Competency met Competency met Competency not met Competency met Competency partially met. Follow-up strategy: Revised curriculum will include leadership topics specifically relevant for SW  Leadership topics will be included in revised curriculum plan. This competency will be brought to the CC, syllabi reviewed to ensure the topic is included in the curriculum Will re-examine by Sep 1, 2011. Core Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services in situations within a Generalist framework. Aggregate score based on 5 skill areas of Competency 8 of Field Instructor Evaluation of Student Field Practicum Performance / May 2010 8.1 Analyze, formulate, and advocate for policies that advance social well-being 8.2 Collaborate with colleagues and clients for effective policy change 8.3 Knowledge of relevant city, state, and federal social policies and programs that affect services to clients 8.4 Recognition of agencys strengths and limitations in meeting client and community needs 8.5 Demonstrate understanding of the characteristics of the agencys service population and its implications for service deliveryMore than 5% missing or concerned, triggers curriculum review.8.1 94.1 % Competent 5.9% Not Observed 8.2 94.3% Competent 3.8% Not Observed 1.9% Missing 8.3 98.1% Competent 1.9% Not Observed 8.4 100% Competent 8.5 100% CompetentSeptember 7, 2010 / Evaluation Committee ChairCompetency met Competency not met Competency met Competency met Competency met Competency partially met. Follow-up strategy: Revised practice course sequence will include policy/practice content and new course being proposed is specifically related to Policy/practice evaluation  Macro course content will be evaluated and syllabi will reflect importance of collaboration in policy evaluation/change Will re-examine by Sep 1, 2011. C. To prepare students for responsible community participation, with particular attention to the needs of the social work community in Kansas, 鶹ƽ and surrounding areas.Aggregate data based on Core Competencies 2, 5, and 6 of the Field Instructor Evaluation of Student Field Practicum Performance / May 2010 Student-led and recorded focus groups / yearly / in SCWK 451 Program Goal C will achieve a minimum overall percentage of 95. Student comments will reflect a general sense of preparation for responsible community participation.Percentages below 95 triggers Curriculum Committee review. Any comments indicating overall dissatisfaction with preparation for responsible community participation.Mean percentage = 99% (scaled mean percentage based on Program Competencies 2, 5 & 6 summed and / by overall total number of competencies) Students reflect a general satisfaction with preparation, but have a primary concerns about course content and demands in the direct practice areas and not in areas of community practice. September 10, 2010 by Evaluation Committee September 7th 2010 / Evaluation Committee ChairQuantitative scores of student performance in Practicum indicate Program Goal C was satisfied. Qualitative data indicate that Program Goal C is satisfied. Follow-up strategy: Continue working on the research sequence to improve students understanding, and integration of research in social work practice. Follow up completion: Will re-examine by Sep 1, 2011. Core Competency #2: Apply social work ethical principles to guide professional practice in intervention situations. Aggregate score based on 8 skill areas of Competency #2 of Field Instructor Evaluation of Student Field Practicum Performance / May 2010 2.1 Recognize and manage personal values in a way that allows professional values to guide practice 2.2 Make ethical decisions by applying standards of the NASW Code of Ethics 2.3 Tolerate ambiguity in resolving ethical conflicts 2.4 Apply strategies of ethical reasoning to arrive at principled decisions 2.5 Effectively shift from lay to professional values 2.6 Respect for and ability to maintain confidentiality 2.7 Establish an acceptance of self-determination including client participation in decision -making 2.8 Employ a critical analysis of various options when exploring ethical dilemmasMore than 5% missing or concerned, triggers curriculum review.2.1 100% Competent 2.2 98.1% Competent 1.9% Missing 2.3 100% Competent 2.4 100% Competent 2.5 98.1% Competent 1.9% Missing 2.6 100% Competent 2.7 100% Competent 2.8 100% CompetentSeptember 10, 2010 by Evaluation CommitteeCompetency met Competency met Competency met Competency met Competency met Competency met Competency met Competency met Competency Satisfied.  Follow up required. Will re-examine by Sep 1, 2011. Core Competency #5: Advance human rights and social economic justice by using a culturally sensitive Generalist framework. Aggregate score based on 5 skill areas of Competency 6 of Field Instructor Evaluation of Student Field Practicum Performance / May 2010 5.1 Apply knowledge of oppression and discrimination to practice 5.2 Advocate for human rights and social and economic justice 5.3 Engage in practices that advance social and economic justice 5.4 Advocate with and on behalf of clients 5.5 Articulate clients rights in the placement setting 5.6 Actively participates with others in creating new, modified, or improved services, resources and opportunities for clientsMore than 5% missing or concerned, triggers curriculum review.5.1 100% Competent 5.2 98.1% Competent 1.9% Not Observed 5.3 98.1% Competent 1.9% Not Observed 5.4 100% Competent 5.5 100% Competent 5.6 98.1% Competent 1.9%Not Observed September 15, 2008 by Evaluation CommitteeCompetency met Competency met Competency met Competency met Competency met Competency met Competency Satisfied.  Will re-examine by Sep 1, 2011. Core Competency #6: Engage in research-informed practice and practice-informed research within an Generalist framework. Aggregate score based on 6 skill areas of Competency 6 of Field Instructor Evaluation of Student Field Practicum Performance / May 2010 6.1 Engage in practice-based research 6.2 Use research evidence to inform practice 6.3 Choose an intervention that is supported by research evidence 6.4 Provide a rationale for choosing one intervention versus another 6.5 Demonstrate the ability to monitor and evaluate outcomes 6.6 Demonstrates ability to integrate knowledge from social work courses with knowledge specific to field experienceMore than 5% missing or concerned, triggers curriculum review.6.1 94.1% Competent 3.9% Not Observed 2.0% Concern 6.2 96.1 %Competent 2.0%Not Observed 2.0 % Concern 6.3 98.1% Competent 1.9% Not Observed 6.4 98.1% Competent 1.9% Not Observed 6.5 98.1% Competent 1.9% Missing 6.6 100% Competent September 15, 2008 by Evaluation CommitteeCompetency not met Competency met Competency met Competency met Competency met Competency met Competency Partially Satisfied. Follow up plan: CC & faculty will review content of new research sequence and ensure that practice-based research is included in both general SW research course as well as the Practice & Program Evaluation course Revised curriculum will include an analysis of research course content. Proposed courses include a general SW research course followed by a Practice & Program Evaluation course. Will re-examine by Sep 1, 2011. Note: The department reports only on the assessment tool being implemented during the academic year. For example, a department wishes to assess students each year with a portfolio, conduct senior exit surveys on a two year rotation, and use an external reviewer at five year intervals. That department will report only on the assessment tool(s) implemented during the past academic year. Summary data are gathered each five years in program review. Narrative Assessment of BSW Program AY 2009/2010 During AY 2009/2010, the Program Evaluation Committee of the School of Social Work implemented and analyzed two major components of the Assessment Plan for the undergraduate program: Full analysis of the end-of-semester Student Evaluation of Field Practicum Performance (SEFPP). This evaluation occurs at the end of the second semester of field practicum, and is the Programs most detailed measurement of program objectives and goals. Individual Student Performance Evaluations were coded and analyzed as aggregate data. The skill areas are based on the 10 Core Competencies for Bachelor of Social Work Education set forth by the Council on Social Work Education Policy. These Accreditation Standards have been newly implemented by CSWE and this report is the first based on the new accreditation standards. The benchmark established for the Program Competencies is that an overall average of 95% of all students achieve competency in each of the three Program Goal areas. Implementation of Student-led Focus Groups (SFG). Program Goal A: To prepare students for entry-level generalist social work practice with diverse client systems of various sizes and types. Analysis of the SEFPP data demonstrate that BSW students are performing above minimum expectations with a 95% or above in the combined Core Competencies. These data suggest that curricular and programmatic content and processes are being delivered to students, and the goal of preparing students for practice is being met. However, there was one skill area which fell below 95%, (10.4) Appropriately self-discloses. The major strategy for follow up in this area will be to focus course content on self disclosure in the practice and practicum courses after the topic has been discussed by the Curriculum Committee and brought before the faculty. Skill area (10.16) also fell below 95% Ability to effectively plan and facilitate group meetings. The Curriculum Committee (SSWCC) is planning several changes to the 2011 BSW curriculum that will address this content. The course content, syllabi, and practice sequence will be evaluated to ensure that both self-disclosure and group facilitation are included. Practicum seminar will also evaluate content for self-disclosure and group facilitation. These changes will be implemented within the next year and assessed in AY 2012. Analysis of qualitative data from the SFG shows that students are generally pleased with preparation for generalist practice, but with concerns in one major area: 1) skill-based course content (as tied to generalist practice). These findings, which mirrored similar findings from 2009/2010, provide validation for a proposal from the SSWCC to add an additional practice course to the required curriculum. The three course sequence will include practice with Individuals, Groups, and Organizations/Communities. This proposed course (Orgs/Comm) will be developed and has recommended by the Curriculum Committee, with a goal of being offered in Fall 2011 or Spring 2012. Additionally, the Assessment Committee will work with the SSWCC and BSW Director to infuse more practice content as related to generalist practice. Program Goal B: To prepare students for continuing professional development that may include graduate social work education. Analysis of the SEFPP shows that students are performing above minimum expectations on this goal with an overall competency rate of 98.8%. These data suggest that curricular and programmatic content and processes are working well in this goal area. Therefore the goal of preparing students for professional development is being met. Two skill areas, however, did not meet the 95% threshold; (3.6) Development of leadership behaviors to mobilize others and to deal with resistance to task completion and (8.2) collaborate with colleagues and clients for effective policy change. Both attained a rate of 94.3% met. These skill areas will be addressed in the policy courses as we focus on curriculum revisions for the BSW program in the fall of 2010 to be implemented in 2011-2012. Leadership topics relevant to the bachelor social worker will be included in the revised curriculum and macro course content will be evaluated as the new curriculum and syllabi planning are underway. The macro course content will include topics that reflect on the importance of collaboration in policy evaluation and change. Analysis of qualitative data from SFG shows that students are generally satisfied with professional career advising, but have major concerns concerning their licensing examination. Follow-up strategies will continue to offer the licensing prep workshop through the student organizations and direct students to library and on-line resources for testing. This goal area will be re-examined in the fall of 2012. Program Goal C: To prepare students for responsible community participation, with particular attention to the needs of 鶹ƽ and the surrounding areas. Analysis of the SEFPP demonstrates that BSW students are performing above minimum expectations in this area with an overall rate of 99% having demonstrated competence in this Program Goal area. Only one skill area fell below the 95% benchmark. (6.1) Engage in practice based research received a 94.1% competency rate. With the revised curriculum, there will be an analysis of research course content. Proposed courses include a general Social Work research course followed by a Practice and Program Evaluation course. The concept of practice based research will be addressed in both courses and this goal area will be re-examined in the Spring of 2013. The analysis of qualitative data (SFG) indicates student concerns with the curricular content in the areas of direct practice and community practice. The follow-up strategies will focus on increasing the generalist practice offerings to improve understanding of communities and the continued improvements of the practice sequence. The research sequence will also be revised and offer deeper content in practice based research.     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