ࡱ> >@= S bjbj 42hhbb84%.99999"$$$$$$ O#$$999hhh^99"h"hh69 P/JO0 ,%J<%6%6h|$$%b k:  During AY 2007/2008, 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 3 BSW Program Goals and 12 Objectives, which are, in turn, based on the 12 accreditation standards mandated by the Council on Social Work Education (CSWE). 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 demonstrated that the SSW students are performing above minimum expectations with a mean of 3.85 out of 5. 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. This is demonstrated by no skill areas in which the 5% threshold for not met was exceeded however, of concern were several areas where these skills were not observed. The major strategy for follow up in these areas (A 9.4, A. 9.9, A.8.3, A.7.2, A.7.3, A. 7.4, A.7.5, and A.2.4) is to provide enhanced training to field instructors, to clarify expectations in these areas as well as initiating a discussion (beginning in the Schools Curriculum Committee) of adding curricular content on generalist practice through the addition of an introductory practice course focused on the practice areas in A.7.2- A.7.4, and the addition of an School of Social elective on diversity in generalist practice. Additionally, the School of Social Work curriculum committee (SSWCC) will work with the BSW director (Natalie Grant) to develop a proposal that addresses these curricular changes. We will explore the possibility of implementing these changes within the next year and assessed in AY 2010. Analysis of qualitative data from the SFG shows that students are generally pleased with preparation for generalist practice, but with concerns in 2 major areas: 1) skill-based course content (as tied to generalist practice), and 2) course work focused on diversity. These findings, which mirrored similar findings from 2006/2007, provide validation for a proposal to the SSWCC to add an additional practice course to the required curriculum as well as a SSW elective on diversity in generalist practice. This proposed course will be offered in the Fall 2009 or Spring of 2010. Additionally, the assessment will work with the curriculum committee, and BSW director to infuse more diversity content as related to generalist practice in courses. 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 a mean score of 4.18 out of a possible 5. 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. Only one skill area met the 5% threshold for not observed (B.12.8): Handles differences of opinion with supervisor(s) with tact and diplomacy. This is not a major concern where as not all students have conflicts that need resolved and hence it may not have been observed. Analysis of qualitative data from SFG shows that students are generally satisfied with professional career advising, but have major concerns in academic advising (interface with LAS advising and availability of social work advisors). Follow-up strategies will continue to focus on improving communication with LAS advising, a new curricular schedule has been developed and will be distributed to LAS advisors, expectations for faculty office hours and availability were reviewed at the 1st faculty meeting on August 22, 2008. This goal area will be re-examined in the fall of 2009. 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 the SSW BSW students are performing above minimum expectations in this area with an overall mean of 3.99. Two areas were of particular concern in the area of demonstrating the professional use of self. First, C10.1 good attendance and punctuality and Second C.10.4 dependability both met the 5% threshold. These areas will be addressed through the practicum seminars as part of student instruction. Further Not observed was not met in the area of C.4.2, and C.6.4. As in Goal A, concerns will be addressed by curriculum committee proposals for additional course work in generalist practice and diversity. Finally, the areas of C.11.1-11.3 & 11.5 not being observed is of concern, however these have been addressed in the past and will continue to be addressed by the SSWCC and in the Field Practicum Instructor Training. Finally the analysis of qualitative data in Student Focus Groups (SFG) indicates student concerns in curricular content as regards macro practice and difficulty of courses. Follow-up strategies will focus on increasing the generalist practice offerings to improve understanding of communities, meetings with SCWK 201 (Introduction to Social Work) instructors to discuss adding depth to this topics-based course, and discussion and implementation of a curricular plan to bring more focus to the research sequence. In summary, this years evaluation demonstrates overall soundness of the curricular offerings, but also suggest that the BSW Program curriculum is due for a mid-accreditation review and plan for strengthening offerings and enhancing programmatic integrity.     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Q   h k pvQT0dUZT}oR\0Zh ^`hH.h pp^p`hH.h @ L@ ^@ `LhH.h ^`hH.h ^`hH.h L^`LhH.h ^`hH.h PP^P`hH.h  L ^ `LhH.}o         0/GZLt #!B(.r(3*3p5B5(9n@_EF9HfJDNLaOeXN`Y5cc3c)kr iuu}GeMv7!(o4wg#AA%N`"-[i^fPH:`{g@SP@UnknownG*Ax Times New Roman5Symbol3. *Cx Arial5. *[`)TahomaA BCambria Math"1hR|fR|fz8 +8 +!T4 2QHX ?g#2!xxDuring AY 2005/2006, the Program Evaluation Committee of the School of Social Work implemented and analyzed two major components of the Assessment Plan for the undergraduate program:Linnea GlenMaye Eunice Myers Oh+'0H`p     During AY 2005/2006, the Program Evaluation Committee of the School of Social Work implemented and analyzed two major components of the Assessment Plan for the undergraduate program:Linnea GlenMayeNormalEunice Myers2Microsoft Office Word@@(@ /@ /8՜.+,D՜.+, hp  鶹ƽ State University+  During AY 2005/2006, the Program Evaluation Committee of the School of Social Work implemented and analyzed two major components of the Assessment Plan for the undergraduate program: TitleP <D_NewReviewCycle  !"#$%&'()*+,./012346789:;<?Root Entry F /A1Table+%WordDocument42SummaryInformation(-DocumentSummaryInformation85CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q