Promote client empowerment Utilize effective supervision SWK 401 – Community Development & Sustainability SWK 420 – Field Seminar Readings & discussion about issues of empowerment Student development of supervision analysis Mid-Term & Final Integrative Essays on Exams Individual Final learning Contract achieved papers at “C” or higher Benchmark “B-“ or higher from 85% Of 20 students, 16 (80%) scored “C” or higher on average of 2 assessment Benchmark 90% have scores of “C” or higher Outcome 100% of 7 students had grade of “C” or higher Benchmark Achieved, but continue to provide more explicit & clear review of purpose & methods of empowerment Benchmark achieved, No curricular modification 2. End-of-Semester Field Practicum Assessment – Benchmark “3” or higher 5 4 3 2 1 NO NA Know the profession’s history 8 7 Attend to professional roles & boundaries 16 Promote the involvement & participation of people their services in ways that enable them to be empowered in all aspects of decisions and actions affecting their lives 7 8 Utilize supervision & consultation affectively 7 8 3. Curricular Modification – In SWK 401(Community Development & Sustainability), provide more explicit and clear review of purpose and methods of empowerment, especially during the first half of the semester. Competency 2 —Apply social work ethical principles to guide professional practice
1. Touchstone During-Semester Assessments Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Personal values allowing for personal values . Apply strategies of ethical reasoning to arrive at principled decisions Embrace ambiguity & complexity SWK 301 – Theories & Practice with Individuals & Families SWK 311 – Social Research Methods SWK 221 – Power, Prestige & Poverty Readings & lectures on the topic of values – personal & professional Neuman’s Basics of Social Research: Qualitative and Quantitative Approaches, chapter 3 & discussion Reading of primary text & discussion of ethical complexity Process recording & genogram paper Assessment of "Do no harm," informed consent, and the function of the Institutional Review Board on Exam 1, question 3 Student journal graded Benchmark “C” grade or higher from 85% of students Outcome 20 of 21 students (95%) achieved “C” or better Benchmark “C” or higher on examination 1 essay question 3 from 90% of students. Outcome 25 of 27 students (193%) achieved grade of “C” or higher Benchmark “C” grade or higher on journals for 85% of students Outcome 17 of 20 (85%) students achieved a grade of “C” or higher Benchmark achieved No curricular modification Benchmark achieved No curricular modification Benchmark achieved No curricular modification
2. End-of-Semester Field Practicum Assessment – Benchmark “3” or higher 5 4 3 2 1 NO NA Recognize, critique, & utilize personal values in a way that allows professional values to guide practice 9 6 Make ethical decisions by applying standards of the NASW Code of Ethics, etc. 8 7 Embrace ambiguity and engage the complexity in resolving ethical conflicts 11 4 Apply strategies of ethical reasoning to arrive at principled decisions 11 4 3. Curricular Modification – None Competency 3: critical thinking to inform and communicate professional judgments 1. Touchstone During-Semester Assessment Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Distinguish sources of knowledge Analyze practice models SWK 311 Social Research Methods SWK 302 – Practice with Groups & Organizations Students read Neuman’s chpt. 1 & lecture on types & sources of knowledge Students read & discuss in class models of assessment Exam 1, question #1 Mutual Aid Group (MAG) Reflection paper Benchmark “C” grade or higher from 85% of students Outcome 22 of 25 (88%) students met benchmark Benchmark 8 out of 10 points or higher from 80% of students Outcome 18 of 21 (89%) met benchmark Benchmark achieved No curricular modification Benchmark achieved No curricular modification
Show effective commun- ications in working with various groups & colleagues. SWK 301 – Practice with Individuals & Families Students read Lucas on interviewing with adults & families & conduct an interview that assessed students' understanding and use of: tuning-in, empathy, reflection of feeling, etc. Average of 1. Exam #1, essay question 8, 2. Process recording video tapes 3. Essay reflection paper Benchmark An averaged “C” grade or higher on exam question, process recording evaluation, & on reflection paper for 85% of students Outcome 18 of 21 (89%) met benchmark Benchmark achieved No curricular modification 2. End-of- Field Semester Practicum Assessment – Benchmark “3” or higher 5 4 3 2 1 NO NA Distinguish, appraise, & integrate multiple sources of knowledge including research-based knowledge & practice wisdom 14 2 Analyze models of assessment, prevention, intervention & evaluation 15 1 Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues 15 1 3. Curricular Modification – None Competency 4 —Engage human diversity and difference in social work practice 1. Touchstone During-Semester Assessment Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Recognize structures of oppression & power SWK 221- Power, Prestige, & Poverty Students read Macleod’s Ain’t No Makin’ It: & Lareau’s Unequal Childhoods: Student journals that deal with topics raised in readings & class dialogue Benchmark “C” grade or higher on 90% of student journals. Benchmark achieved No curricular modification
Awareness of biases & life experiences Practice respect & mutuality SWK 232 Diversity in American Populations SWK 302 Groups & Organizations Class, Race, and Family Life; & engage in dialogue on the topics of class, status & power inequality. Readings & class discussion on issues related to complexity of biases Group & class discussion about readings concerning class, status, and power inequality Term paper Mutual aid group guides Outcome 24 of 27 (88%) achieved the benchmark Benchmark Paper Grade of “C” from 90% of students Outcome 23 of 28 (82%) achieved benchmark Benchmark Out of 21, 80% student score 16 points or higher Outcome Out of 21 students, 19 students (90%) scored 16 points or higher Benchmark achieved No curricular modification Benchmark achieved No curricular modification 2. End-of- Field Semester Practicum Assessment – Benchmark of “3” or higher 5 4 3 2 1 NO NA Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, create, or enhance privilege and power 14 2 Gain sufficient self-awareness to recognize the influence of personal biases and values in working with diverse groups 12 4
Recognize and communicate an understanding of the importance of difference in shaping life experiences 16 Practice mutuality, respect, and humility viewing themselves as learners 15 1 3. Curricular Modification – None Competency 5 —Advance rights and social and economic justice 1. Touchstone During-Semester Assessment Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Understand forms of oppression Prepare to advocate for rights & justice Engage in practices that SWK 221 Power, Prestige & Poverty SWK 401- Community Development & Sustainability Readings from Ain’t No Makin It & Unequal Childhoods & class discussion Readings from McKibben, Deep economy, etc. & class discussion Discuss the mechanisms Graded Journal #2 Midterm (essay #2) and Final Integrative Essay (essay #2) Exam Questions (See exam rubric in course syllabus) Legislative project (See Benchmark “C” grade or higher on journals for 85% of students Outcome Of 26 students 22 (85%) with grade of “C” or higher Benchmark “C” grade or higher for 85% of students Outcome Of 17 students 16 (94%) scored “C” or higher or average of 2 assessment tools Benchmark “C” grade or Benchmark achieved No curricular modification Benchmark achieved No curricular modification No curricular modification
advance justice & challenge social exclusion. SWK 322 Social Policy & Institutions of legislative advocacy for issues of inclusion rubric in course syllabus) higher from 85% of student on project Outcome Course not offered fall 2013 (Assess in spring 2014 semester) 2. End-of- Field Semester Practicum Assessment – Benchmark of “3” or higher 5 4 3 2 1 NO NA Understand the & mechanisms of oppression & discrimination 13 3 Advocate for human rights and social & economic justice 12 4 Engage in practices that advance social & economic justice & challenge social conditions that contribute to social exclusion, stigmatization or subjugation, & to work towards an inclusive society 12 4 3. Curricular Modification – None Competency 6 —Engage in research-informed practice and practice-informed research 1. Touchstone During-Semester Assessments Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Use research evidence to inform practice SWK 311 – Social Research Methods Group Research Project Group research project (See rubric in course syllabus) Benchmark “C” grade or higher on individual grade in the group research project. Outcome Of 25 students, 25 (100%) Benchmark achieved No curricular modification
Understand ethical principles Engage participants in research SWK 311 – Social Research Methods SWK 311 – Social Research methods Reading chpt. 3 of Neuman & discussion of ethics in research Lecture & discussion about inclusion in research activities Exam # 1, Essay # 2 research project (See rubric in course syllabus) met the benchmark Benchmark 90% a grade of “C” or higher on exam question Outcome 23 of 25 (92%) students met the benchm. Benchmark 85% of student score “C” or higher on individual grade in group project Outcome 16 (64%) of 25 students met the benchmark Benchmark achieved No curricular modification Ensure before the research project begins that students identify community participants in their research project 2. End-of- Field Semester Practicum Assessment – Benchmark of “3” or higher 5 4 3 2 1 NO NA Use research evidence to inform practice 8 8 Understand ethical principles undergirding research 10 6 Engage participants in research activities 6 8 2 3. Curricular modification – In SWK 311 (Social Research Methods), ensure that students identify community participants to be included in group research projects before they begin
planning for and carrying out their research projects. Be certain that students demonstrate how they intend to include these participants in their research. Competency 7 —Apply knowledge of human development and action in the social environment 1. Touchstone During-Semester Assessment Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Utilize conceptual frameworks to guide practice Knowledge of person in environment SWK 202 – Behavior & the Social Environment SWK 202 – Human Behavior & the Social Environment Zastrow’s Understanding Human Behavior in Social Environment, chapter 1; & Class lecture & exercises Readings from Zastrow, chpts. 5-12 & Class lectures & exercises First examination, essay questions part 1, 5, & 6 Final Exam, essay questions 2 & 3 Benchmark 85% “C” grade or higher on examination questions Outcome Of 26 students, 21 (81%) scored “C” or higher Benchmark a score of “C” of better from 85% of students Outcome 20 of 26 (77%) students met benchmark Benchmark achieved No curricular modification To ensure benchmark emphasize more explicitly the relationship between environmental linkage in development 2. End-of- Semester Practicum Assessment – Benchmark of “3” or higher 5 4 3 2 1 NO NA Utilize conceptual frameworks to guide the processes of assessment, intervention, & evaluation 14 2 Critique & apply developmental knowledge to understand person and environment 14 2
3. Curricular Modification – To ensure benchmark emphasize in SWK 202 more explicitly the relationship between environmental linkages in development. Competency 8 —Engage in policy practice to advance social and economic and to deliver effective social work services 1. Touchstone During-Semester Assessment Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Analyze, formulate & advocate for policies that advance social Advocate for effective policies for justice SWK 322 Policy & Institutions SWK 322 Social Policy & Institutions Read Rank’s One Nation Underprivileged, & lectures on legislative advocacy. Read Rank’s One Nation Underprivileged, & lectures on legislative advocacy Legislative project (See rubric in course syllabus) Legislative project (See rubric in course syllabus) Benchmark 85% of students with “C” grade or higher on project. Outcome 30 (91%) of 33 students met benchmark Benchmark 85% of students with “C” grade or higher on project Outcome. 30 (91%) of 33 students met benchmark Benchmark achieved. No curricular modification Benchmark achieved. No curricular modification 2. End-of- Field Semester Practicum Assessment – Benchmark of “3” or higher 5 4 3 2 1 NO NA Analyze, formulate & advocate for policies that advance social well-being 10 2 3 1 Collaborate & advocate for effective social & economic policies 9 4 1 1
in course syllabus) students met benchmark 2. End-of- Field Semester Practicum Assessment – Benchmark of “3” or higher 5 4 3 2 1 NO NA Understand role of sustainability for communities & global society 6 8 2 Understand & integrate contemporary social issues. 9 6 1 (a) Identify & access local & global collaborative partnerships/networks for social change, (b) Provide leadership in promoting sustainable changes at all levels of practice. 8 7 1 3. Curricular Modification – None Competency 10 a —Engage, assess, intervene, & evaluate with individuals, families, groups, organizations, and communities - Engagement 1. Touchstone During-Semester Assessment Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Use of empathy & other inter- personal skills SWK 301 – Theory & Practice with Individuals & Families Lectures on tuning-in, empathy, reflection of feeling, paraphrasing, open-ended & close-ended questions, First Exam, questions D & E, & Process Recordings; Sessional Journals; & Video tape recordings Benchmark 85% of students with “C” average or higher on exam questions, recording, & journal. Benchmark Achieved No curricular modification
Develop mutuality, etc. for effective practice SWK 401 Community Development & Sustainability clarification, summarization, information giving, interpretation, confrontation and attending skills Readings & class discussion on the association of practice & mutuality & capacities & field trip to Dudley Street Initiative Graded “study questions” (See rubric in course syllabus) Outcome 19 of 21 (90%) earned averaged grades of “C” or higher Benchmark 85% of students with “B” grade or higher on written answers to “study questions” Outcome 16 of 16 students (100%) met benchmark Benchmark achieved No curricular modification 2. End-of- Field Semester Practicum Assessment – Benchmark of “3” or higher 5 4 3 2 1 NO NA Engagement Use empathy & other interpersonal skills Develop a mutually agreed on focus of work & desired outcomes 7 3. Curricular Modification – none Competency 10 b —Engage, assess, intervene, & evaluate with individuals, families, groups, organizations, and communities – Assessment 1. Touchstone During-Semester Assessment
Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Collect, organize & interpret data Discern goals, objectives & strategies Capacity to address & assess conflict SWK 310 – Statistics SWK 302 – Practice with Groups & Organizations SWK 302 – Practice with Groups & Organizations Through lectures & course text, an ability to analyze & interpret bivariate relationships between variables at all levels of measurement. Assigned readings from Drucker Readings & class activities on issues of conflict resolution Examination – the entire exam Group project to develop mission, goals, & strategies for an NGO Conflict resolution class simulation Benchmark 85% “C” grade or higher on examination question from students Outcome 25 of 29 students (85%) met benchmark Benchmark Group grade with 75% of groups receiving 18 out of 20 points Outcome 3 out of 4 groups (75%) met benchmark Benchmark 75% of students receiving 4 out of 5 points Outcome 17 of 20 students (85%) met benchmark Benchmark achieved No curricular modification Benchmark achieved No curricular modification Benchmark achieved No curricular modification 2. End-of- Semester Practicum Assessment – Benchmark “3” or higher 5 4 3 2 1 NO NA Assessment 4 3
Collect, organize, & interpret data Facilitate a process of discerning goals, objectives, & strategies Develop capacity to assess & address conflict 3. Curricular Modification – None Competency 10 c —Engage, assess, intervene, & evaluate with individuals, families, groups, organizations, and communities – Intervention 1. Touchstone During-Semester Assessment Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Implement prevention interventions that enhance capacities & support problem solving Promote just & equitable structures & institutions SWK 420 Work Field Seminar SWK 420 Work Field Seminar Seminar discussion on the use of critical readings & discussion on the use of services that are just in context 1. Mid semester Integration paper, where the students indicate how their interventions in the field align with theory taught in their classrooms, & at the end of the semester 2. End of semester Agency presentation by each student Benchmark 90% of students with 12 out of 15 points or higher on the average of the integration paper & paper. Outcomes 16 of 16 students (100%) in the seminar met the benchmark Benchmark 90% of students show example of justice Benchmark achieved. No curricular modification Benchmark achieved. No curricular modification.
practice in the presentation Outcomes of 16 students 16 (100%) showed examples 2. End-of- Field Semester Practicum Assessment – Benchmark of “3” or higher 5 4 3 2 1 NO NA Intervention Implement prevention interventions that enhance capacities & support problem solving Promote just & equitable social structures 5 2 3. Curricular Modification – None Competency 10 d —Engage, assess, intervene, & evaluate with individuals, families, groups, organizations, and communities – Evaluation 1. Touchstone During-Semester Assessment Practice Course Teaching Assessment Assessment Curricular Behavior Strategy Tool Finding Modification Critically analyze, monitor & evaluate intervention SWK 420 Work Field Seminar Seminar discussion on the use of critical analysis & evaluation Semester Integration paper, where the students indicate how their interventions in the field align with theory taught in their three practice classes (SWK 301, 302, & 401) Benchmark 80% of students receive 25 out 30 points on the integration paper Outcomes 16 of 16 students (100%) received scores of 25 or higher on paper. Benchmark achieved No curricular modification.