Department of Sociology, Social Work and Anthropology

SOCIAL WORK LEARNING OBJECTIVES – EDUCATIONAL OUTCOMES

Social Work Program Objectives and Related Measures in the PAI

Program Objectives	Measure
Objective 1a. To be aware of the bio-psycho- social bases of human behavior and utilize these concepts to understand interactions between individuals and social systems.	Supervisor rating of skill in analysis of person-environment and how these variables facilitate or impede service delivery.
Objective 1b. To demonstrate an ability to use interpretive, oral, and written communication skills.	• Supervisor rating of ability to communicate clearly and concisely in letters, memos, reports and client records. • Supervisor rating of ability to communicate clearly and effectively with supervisors, administrators, and professional colleagues. • Supervisor rating of how well student displays effective oral and written communication skills • Paperwork (reports legible, accurate, on time).
Objective 2a. To understand, practice, and have the ability to clarify ethical dilemmas in accordance with the profession’s values and the NASW Code of Ethics.	• Maintains confidentiality • Demonstrates appropriate values congruent with the social work profession (including confidentiality, respect for the dignity and uniqueness of the individual, clients’ right to self-determination). • Accountability Skills (commitment to employer and ethical responsibility to clients and colleagues).
Objective 2b. To understand and appreciate human diversity.	Demonstrates an appreciation for human diversity and sensitivity to clients’ population.
Objective 2c. To understand the forms and mechanisms of oppression and discrimination and the strategies of change that advance social and economic justice.	Ability to identify his/her own feelings, attitudes, and biases and how they influence professional practice.
Objective 3a. Demonstrate knowledge of human development and social systems theory as applied in the context of generalist practice.	Skill in analysis of person-environment and how these variables can facilitate or impede service delivery.
Objective 4b. Demonstrate the ability to analyze the impact of social policies on client systems, workers, and agencies.	Demonstrate knowledge and understanding of how agency and social policy can facilitate or impede service delivery.
Objective 5a. Develop the ability to apply a problem-solving, empowerment, and strengths approach to practice.	• Ability to problem-solve. • Ability to apply a problem-solving, empowerment, and strengths approach to practice. • Demonstrates beginning level interview skills.
Objective 5b. Develop beginning level interviewing and interpersonal communication skills appropriate for generalist social work practice.	Demonstrates basic interpersonal communication skills (attending, active listening, empathy, probing).
Objective 5c. Develop an understanding of the generalist model.	• Demonstrates knowledge and skill in utilization of professional and community resources. • Assessment skills (able to identify client difficulties). • Planning/Goal setting skills (ability to plan effective interventions). • Implementation skills (ability to carry out intervention plan and evaluate outcomes). • Referral skills (ability to make appropriate referrals). • Termination skills (ability to evaluate results and terminate treatment).
Objective 6a. Possess a basic understanding of the qualitative and quantitative scientific method, particularly as it relates to the problem-solving process.	Can apply a scientific perspective to practice.
Objective 6b. Develop the ability to evaluate one’s own practice.	Able to evaluate practice effectiveness.
Objective 7a. Demonstrate the ability to integrate knowledge learned in the classroom within the context of the practicum setting.	• Does student fulfill the assigned tasks and responsibilities? (Fall) • Rating of overall performance in completion of learning goals. • Can student demonstrate knowledge of agency policies and procedures? • Does student demonstrate the use of appropriate knowledge base in performing assigned responsibilities? • Does student fulfill the assigned tasks and responsibilities? (Spring) • Overall performance rating of learning goals (Spring).
Objective 7b. Demonstrate the appropriate utilization of supervision within the generalist framework.	Utilizes supervision effectively.
Objective 7c. Demonstrate professional use of self in the process of intervention.	• Demonstrates professionalism (dress, grooming, attendance, behavior, attitude, use of time, going extra mile). • Demonstrates an appropriate helping style. • Professional time management (ability to prioritize and complete work).

Course Content Assessment: The Advanced Placement Test (APT) and Generalist Practice Test (GPT)

To assess the other portion of the curriculum, the program experimented with the ACAT, a nationally-normed multiple-choice exam typically given to second semester seniors. After three years (1999-2001), the program decided that the ACAT did not sufficiently assess program objectives and developed its own measures, the Advanced Placement Test (APT) and Generalist Practice Test (GPT). These exams test the effectiveness of our teaching, our specific program objectives, and are based on our curriculum. The APT is a multiple-choice exam that assesses the introductory social work courses generally taken in the first two years of the plan of study – SW 1050, 2400, 2500. Students take the exam before they are accepted to advanced standing. The GPT is a multiple-choice exam that assesses all required third year social work courses – SW 3050, 4100, 4150, 4160. Students take the exam before they enter their practicum year. The results are used to assess student readiness to move forward in the program as well as the effectiveness of core courses.

Consumer Assessment: Focus Group Data

Focus groups are used to elicit feedback from two important groups of consumers – practicum field instructors and social work alumni – on the relative achievement of program objectives. More specifically, focus groups provide subjective accounts from participants on how well our objectives have been achieved. We believe that this type of data adds important depth to our assessment design because it allows consumers to speak directly to social work faculty.

The focus groups follow Morgan’s Focus Groups as Qualitative Research (1997, 3rd ed.) and Krueger & Casey’s Focus Groups: A practical guide for applied research (2000, 3rd ed.). They utilize a structured interview format with high moderator involvement. This procedure allows the moderator to direct participants’ attention to their own experiences with and perceptions of how specific program objectives are or are not met. Questions are tied directly to each program objective. (The questions are presented in the table below.) Notes are taken during the group sessions which are then used to categorize and analyze the data.

In addition, annual focus group interviews with graduating social work majors were initiated at the department level spring semester 2004. The focus group is moderated by the department head which provides anonymity and confidentiality of response for focus group participants. The group session is tape-recorded; only a typed transcript without identifying information is provided to the Social Work Program Director for use in program-level discussions regarding curriculum or other program issues.

Focus Group Questionnaire Guides

For Practicum Instructors
Opening Question
• Share your name, what agency you represent, and what you enjoy most about having social work practicum students at your agency.
Introductory Question
• Let’s talk about what the important qualities of a well-rounded practicum student are.
Transition Question
• Let’s talk about your actual experiences with students, including students who were assets and students who were challenges.
Key Questions
• How do our students demonstrate knowledge and skills in the following areas:
A. Commitment to social work values and diversity.
B. Understanding of human behavior.
C. Effective problem-solving, interviewing, and communication skills.
D. Understanding of the research process and the impact of social policies on clients.
Ending Questions
• If you had to choose one thing we could do to better prepare students, what would it be?
What are we not asking that you think we should know?

For Alumni
Opening Question
• Share your name and what you are doing currently.
Introductory Question
• How does having a social work education make a difference for you in carrying out your work responsibilities?
Transition Question
• In reference to your current social work position, what specific parts of the social work curriculum were most beneficial to you?
Key Questions
1. Of what value was the selected liberal arts education course work (anthropology, sociology, human development, biology, & psychology) to your current social work responsibilities?
2. In what ways has your training in social work values and diversity helped you to carry out your work responsibilities?
3. In what ways has your training in human behavior and social systems helped you to carry out your work responsibilities?
4. In what ways has your practice training (generalist, working with individuals, groups, & community) helped you to carry out your work responsibilities?
5. In what ways do you utilize your training in the research process and social policy issues?
6. How did your practicum experience, coupled with the integrative seminar, prepare you for the workplace?
Ending Question
• What could we add or change to the social work major that would have better prepared you as a generalist social work practitioner?

For Graduating Social Work Majors (with the Department Head)
To start with, let’s spend a few minutes talking about your career goals....
• What career do you intend to pursue after graduation?
• Has the Social Work program prepared you for that choice?
• In terms of that career preparation, what have we done well?
• What could be done better?
More specifically, we would like to know your perceptions of the social work curriculum. How do you feel that the social work program prepared you in terms of each of the following?
• Effective integration with the required liberal arts course work (anthropology, sociology, human development, biology, & psychology)?
• In social work values and diversity?
• In human behavior and social systems?
• In generalist practice (working with individuals, groups, & community)?
• In the research process and social policy issues?
How do you feel your practicum experience, coupled with the integrative seminar, prepared you for...
• Entry into social work practice?
• Possible pursuit of graduate school training?
What could we add or change in regard to the social work major that would better prepare you for...
• A career as a generalist social worker?
• Pursuit of additional training in graduate school? What other thoughts or comments do you have about the social work program? Is there anything we have not discussed that you think we should know about?

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