Bachelor of Social Work

Assessment Report, 2015-2016

CLASS, Social Work

Assessment Identifiers

College / School
College of Liberal Arts and Social Sciences

Department
Social Work

Program / Major / Certificate
Bachelor of Social Work/ Social Work

Assessment Coordinator(s)
Felicia Tuggle, PhD

Has there been a change to the Assessment Coordinator(s) since the last assessment plan?
No

Person(s) responsible for writing and/or submitting this report:
Roenia DeLoach and Linda Samuel

Program Mission Statement

The Department of Social Work prepares students to excel in social work practice. The Bachelor of Social Work (BSW) programs prepares students for generalist practice and the Master of Social Works (MSW) program builds on the generalist foundation and prepares students for advanced practice in Clinical and Social Administration. The Department promotes student focused learning, affirms the African American legacy and fosters a unique multicultural environment through its BSW and MSW curriculum and advocacy roles in community change. The department graduates students who are culturally competent to practice social work in rural, urban and global settings.

Has this mission statement been revised since the last plan?
No

PSLOs

1. The students will be able to demonstrate ethical and professional behavior.

2. The students will be able to engage diversity and difference in practice.

3. The students will be able to advance human rights and social, economic, and environmental justice.

4. The students will be able to engage in practice-informed research and research-informed practice.

5. The students will be able to engage in policy practice.

6. The students will be able to engage with individuals, families, groups, organizations, and communities.

7. The students will be able to assess individuals, families, groups, organizations, and communities.

8. The students will be able to intervene with individuals, families, groups, organizations, and communities.

9. The students will be able to evaluate practice with individuals, families, groups, organizations, and communities.

LINK TO: Assessment Report, 2015-2016 – Supporting Documents

Assessment Results (PSLOs)

SSU Strategic Plan Goal	PSLO	Semester	Professor	Courses	Assessment Artifacts and Instruments	Target Levels	Results and Analysis of Results	Actions in Response to Results
Academic Engagement and Achievement	1. The students will be able to demonstrate ethical and professional behavior.	Fall 2015	R.  DeLoach	SOWK 3101 Research Methods	Miss Ever’s Boys assignment - PSLO #1 Rubric	80% of the student will score at 80%or higher	TARGET MET A total of 35 students were enrolled in the Research Methods course. 94% of the students scored at level 3 or higher. There were some indications of student not having a clear understanding of other unethical professional research practice that was not covered in the film or this assignment. This was observed when they began to develop and implement their own research project.	OVERALL: TARGET MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: Students have a clear understanding of the impact of ethical and professional behavior in research on issues addressed in the Miss Ever’s Boys film.  However, there was a need to further develop this assignment due to issues in the research project.  All students were required to submit the certificate of completion for the NIH online Human Subject Participant course prior to obtaining approval to conduct research. A 100% participation rate for the completion of the online certificate program was achieved. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: A modification of the rubrics to assess the additional questions added to the assignment. Description of the expected use of results that will be addressed in the 2016-2017 academic year: A modification of the Rubrics and the addition of two questions was added to measure the students’ knowledge across two additional domains: Uses other perspectives and positions and Evaluation of Different Ethical Perspectives/ Concepts. It will continue to be used.
Academic Engagement and Achievement	2. The students will be able to engage diversity and difference in practice.	Spring 2016	L. Samuel	SOWK 3340 Interventive Methods I	Diverse Population Presentation - PSLO #2 Rubric	80% of the students will score 80% or higher	TARGET MET A total of 27 BSW students were enrolled in the course. 100% of the students scored 80% or higher on the Diverse Population Presentation. Students demonstrated an understanding of how diversity and difference characterized and shape the human experience.	OVERALL: TARGET MET Description of projected use of results from the 2014-2015 academic years that is being addressed in the 2015-2016 academic year: No changes for improvement. Modified rubric continues to help students clearly gather information about assigned diverse population. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: No changes for improvement were implemented during the academic year. Description of the expected use of results that will be addressed in the 2016-2017 academic year: Because the target was met, the assignment will continue to be required.
Academic Engagement and Achievement	3. The students will be able to advance human rights and social, economic, and environmental justice.	Spring 2016	L. Samuel	SOWK 2200 Human Needs and Human Services	Social Issue Presentation - PSLO #3 Rubric	80% of the students will score 80% or higher	TARGET MET A total of 35 BSW students were enrolled in the SOWK 2200. 90% of the students in the course scored above 80%. The results show evidence that the students were able to apply their understanding of social, economic and environmental justice to advocate for human rights at the individual and system levels.	OVERALL: TARGET MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: No changes for improvement. Instructions on how located scholarly (research based) resources that supports social justice continues to enhance the students to advocate for human rights and social justice. Description of any changes for improvements which were made during the course of the 2015-2016 academic years: No changes for improvement were implemented during the academic year. Description of the expected use of results that will be addressed in the 2016-2017 academic year: Because the benchmark was met, the assignment will continue to be required to encourage the engagement in practices that advance social, economic and environmental justice.
Academic Engagement and Achievement	4. The students will be able to engage in practice-informed research and research-informed practice.	Fall 2015	R. DeLoach	SOWK  3101 Research Methods	Research Paper - PSLO #4 Rubric	80% of the student will score at 80% or higher	TARGET NOT MET A total of 35 students were enrolled in the research methods course. 80% of the students scored at 80% on the research paper. This is the first time in three year assessment period that this target has been met.	OVERALL: TARGET NOT MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: Course offered concurrent with field, increase communication with field instructors and meetings guiding the students on how to communicate research concepts and needs with the field instructors regarding research assignments. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: During this assessment period, the instructor educated the students on how to communicate research needs with the field instructors and provided additional conversations with field instructors via phone when needed. Students were provided information on the types of research that could be conducted based on the perspective agency. Students were required to meet with the professor a minimum of three times to discuss the phases of the research project. All students were enrolled in a hybrid field seminar course and the days that the classes did not meet, the students were able to meet with the research professor and graduate assistant for additional assistance.  Description of the expected use of results that will be addressed in the 2016-2017 academic year: Meeting with the office of Field Education to discuss including the research competencies on the Field Supervisors training will persist. We will continue to offer one-on-one discussion on agency based research designed with field supervisors. Faculty will prepare students to present research findings at the SSU spring research conference and other local and national conferences.
Academic Engagement and Achievement	5. The students will be able to engage in policy practice.	Fall 2015	R. DeLoach	SOWK 2205 History of Social Welfare and Social Policy	Policy Advocacy Presentation - PSLO #5 Rubric	80% of the student will score at 80%  or higher	TARGET MET A total of 31 students were enrolled in the History of Social Welfare and Social Policy course. 100% of the students scored at 80% or higher.	OVERALL: TARGET MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: The chapter on government structure and power was completed prior to the presentation of the advocacy project. There were no additional changes to this assignment. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: No changes or improvement were made to the assignment.  Description of the expected use of results that will be addressed in the 2016-2017 academic year: The results will be used to provide better feedback on the students’ scores across the different domains. This will allow us to make sure that we are capturing the student ability to engage in policy practice across several areas. Modification of the rubrics to provide better assessment and feedback on the domains is needed.
Academic Engagement and Achievement	6. The students will be able to engage with individuals, families, groups, organizations, and communities.	Fall 2015	L Samuel	SOWK 3341 Interventive Method II	Group Practice Session Assessment - PSLO #6 Rubric	80% of the students will score 80% or higher	TARGET MET 17 BSW students’ individual practice session assessment assignment was scored using ten items scale with a total of 100 points. 100% of the students in the course scored above 80%. The results show evidence that the students understand that engagement is an ongoing component of the interactive process of social work practice.	OVERALL: TARGET MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: No changes for improvement. As a result of the combination of peer review and instructor’s feedback, students continue to clearly understand that engagement is an ongoing component of the dynamics and interactive process of social work practice. Description of any changes for improvements which were made during the course of the 2015-2016 academic years: No changes for improvement were implemented during the academic year. Description of the expected use of results that will be addressed in the 2016-2017 academic year: Because the target was met, the assignment will continue to be required to help the students understand strategies to engage diverse clients and constituencies to advance practice effectiveness.
Academic Engagement and Achievement	7. The students will be able to assess individuals, families, groups, organizations, and communities.	Spring 2016	L Samuel	SOWK 3340 Interventive Method I	Individual Practice Session Assessment - PSLO #7 Rubric	80% of the students will score 80% or higher	TARGET MET 27 BSW students’ individual practice session assessment assignment was scored using ten items scale with a total of 100 points. 100% of the students in the course scored above 80%. The results show evidence that the students understand that assessment is an ongoing component of the interactive process of social work practice.	OVERALL: TARGET MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: No changes for improvement. As a result of the utilization of various practice based tools (assessment questionnaires) during their individual practice session (video), students continue to clearly understand that assessment is an ongoing component of the dynamics and interactive process of social work practice. Description of any changes for improvements which were made during the course of the 2015-2016 academic years: No changes for improvement were implemented during the academic year. Description of the expected use of results that will be addressed in the 2016-2017 academic year: Because the target was met, the assignment will continue to be required to help the students understand how their personal experiences and affective reactions may affect their assessment and decision-making. Additionally we will reinforce that students learn how to collect and organize data, and apply critical thinking to interpret information from clients.
Academic Engagement and Achievement	8. The students will be able to intervene with individuals, families, groups, organizations, and communities.	Fall 2015	L Samuel	SOWK 3341 Interventive Method II	Group Practice Session Assessment - PSLO #8 Rubric	80% of the students will score 80% or higher	TARGET MET 17 BSW students’ individual practice session assessment assignment was scored using ten items scale with a total of 100 points. 100% of the students in the course scored above 80% which means that the benchmark was met.  The results show evidence that the students understand that assessment is an ongoing component of the interactive process of social work practice.	OVERALL: TARGET MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: No changes for improvement. As a result of the utilization of various practice based tools (assessment questionnaires) during their individual practice session (video), students continue to clearly understand that assessment is an ongoing component of the dynamics and interactive process of social work practice. Description of any changes for improvements which were made during the course of the 2015-2016 academic years: No changes for improvement were implemented during the academic year. Description of the expected use of results that will be addressed in the 2016- 2017 academic year: Because the benchmark was met, the assignment will continue to be required to help the students understand how their personal experiences and affective reactions may affect their assessment and decision-making. Additionally, students learn how to collect and organize data, and apply critical thinking to interpret information from clients.
Academic Engagement and Achievement	9. The students will be able to evaluate practice with individuals, families, groups, organizations, and communities.	Spring 2016	R. DeLoach	SOWK 3342 Interventive Method III	Macro Community Project - PSLO #9 Rubric	80% of the students will score 80% or higher	TARGET MET A total of 37 students were enrolled in the Interventive Method III course. 100% of the students scored at or higher than 80% This is a macro level project that is student driven. The must develop a program or conduct a research project for a defined community or a community based agency. Students tend to do very well with this project.	OVERALL: TARGET MET Description of projected use of results from the 2014-2015 academic year that is being addressed in the 2015-2016 academic year: Slight changes were made to the project due to complaints about the uneven distribution and completion of task by group members. Description of any changes for improvements which were made during the course of the 2015-2016 academic year: Changes were made to the assignment and structure of the class time that focus on project completion. The logic model and additional task completion forms were developed. Additionally, all students had to report on his/her accomplishment/challenges for the week. Overall, this resulted in less complaints as the instructor was able to identify the students that were not completing the tasks and students received a reduction in point and/or were reprimanded.  Description of the expected use of results that will be addressed in the 2016-2017 academic year. The logic model and different assessment tools will continue to be used to strengthen this assignment. The instructor will continue to structure the class time to make sure that the project runs smooth with each student completing the tasks as assigned.

Assessment Results (POs)

SSU Strategic Plan Goal	PO Goal	Enabling Strategies	Measures	Targets	Results and Analysis of Results	Actions in Response to Results
Academic Engagement and Achievement	Increase the number of BSW students enrolled in graduate school 2-year post BSW degree	a. Increase discussion of graduate school b. Transport students to other university visitations c. Invite graduate social work program recruiters to campus d. Invite alums to speak with students	List of students accepted and attending a graduate programs	At least 25% of the cohort will attend graduate school	TARGET MET A total of 14/23 (61%) students were accepted into graduate programs to begin either Summer 2016 (7) or Fall 2016 (7) one-year post BSW degree.  However, one student did not enter the advanced Standing MSW program due to financial difficulties. Overall, thirteen students entered a Master of Social Work Graduate Program and one student entered a Masters/PhD Divinity program	OVERALL: TARGET MET Description of the expected use of results that will be addressed in the 2016-2017 academic year: No action needed. The program will continue with current strategies.
	Increase funding opportunities to provide stipends, travel, tuition awards for students via grants or other funding sources	Develop grant writing team	List of grants awarded for each year	≥ 2 per year	TARGET EXCEEDED The department has a total of  6  grants for this academic year 1) Title IV-E Child welfare Grant (renew yearly) 2) SAMHSA HIV/AIDS, Substance Abuse and Hepatitis C (2015-2018) 3) HRSA- Behavioral Health Specialization Program (2014-2017) 4) President Mini Grant-Saturday School (annual application) 5) CMP- Quality Care and Improvement (QCPI) Program (applied not awarded) 6) Gilman Student International Travel (2 students funded)	OVERALL: TARGET MET Description of the expected use of results that will be addressed in the 2016-2017 academic year:  The program will continue to identify sources of funding to assure that we have a minimum of 2 grants per academic year.  Once a grant cycle is over, we would have identified a replacement grant if we will have fewer than two grants.
	First year retention of BSW students.	Restructure the BSW curriculum to offer social work courses each semester beginning with the incoming freshman cohort	Banner data	≥ 50% retention rate	TARGET MET Fall 2014 to Fall 2015 retention rate = 54%	OVERALL: TARGET MET Description of the expected use of results that will be addressed in the 2016-2017 academic year: Although we were able to meet the target, there were more students admitted as social work majors who were not able to register for the course. We decided to offer two sections with plans to add an additional section if needed. Also, the course was closed to non-social work majors; the advising unit and the Social Work Department were the two units allowed to register social work students and identified non-declared majors into the course Fall 2016.