BSW Assessment Report

Assessment Committee

Jane Newell, Ph.D., Director
Sharon Custer, MSW, Field Director
Elise Radina, Ph.D., Department Chair
Angela Curl

Analysis of Data 2016-2017 Academic Year | Submitted October 2017

Assessment Measures Employed

Our undergraduate program in social work (BSW) provides comprehensive social work education through our scaffolded core courses. Students begin their social work education in our course, FSW: 201: Introduction to social work and FSW 206: Social Welfare: Impact on Diverse Groups, where they are introduced to the nine competencies that guide social work education and practice. While students are introduced to the nine competencies in 201 & 206, and the competencies are addressed in all syllabi in our social work courses, competencies are not assessed until students enter FSW 295: Research and Evaluation, where they are introduced to the importance of practice informed research and research and research informed practice (Competency #4)

In their junior year, when taking our courses FSW 306 (Social Work Methods I ) and FSW 309 (Social Welfare Policy II ), competencies 1, 3, 5, 6, and 7 are assessed. Students build upon and repeat knowledge and application of all competencies in a variety of ways, throughout their education. To assess each competency, we selected only a few courses we believed offered the most relevant assignments and assessment of the nine competencies. In their senior year, when taking FSW 406: Social Work Methods II, students are introduced to and their knowledge assessed on competency #2, engage diversity and difference in practice and competency #8, intervene with Individuals, Families, Groups, Organizations, and Communities. Finally, competency #9, Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities, is addressed in students' field placements.

Additionally, all nine competencies are further measured by the SWEAP assessment tool during students' 450 hour field practicum (second assessment), and outcomes are reported in our formal assessment findings below.

A third form assessment, although not included in the two-measure assessment findings, is that we conduct a SWEAP Exit Interview for all graduating BSW students. The SWEAP Exit Interview data is used to guide faculty in program improvement.

We also post here our 2016 Pass Rates (below), although these rates are not a part of our comprehensive reaffirmation process with CSWE, they indicate how well our BSW students do on their first time licensing exams.

Assessment Findings

Miami University's Undergraduate Program in Social Work (BSW) successfully met all nine of the benchmarks set for assessment of the guiding CSWE competencies. Benchmarks for all nine competencies were set stating that 80 percent of students would earn 80 percent or better on all competencies measured in both course embedded and field placement assignments. 
Competencies 1, 2, 3, 5, 6, 7, & 8 outcomes were at 94 percent or better. Whereas, competencies 4 & 9 outcomes were at 89.5 percent and 84.5 percent respectively, all nine competencies met the 80 percent or better benchmark for course embedded and field placement assessments for academic year 2016-2017.

Assessment of Student Learning Outcomes

Social Work Program Assessment of Student Learning Outcomes
Competency Competency Benchmark Achieving Benchmark
Program Option #1: Course Embedded
Achieving Benchmark
Program Option #2: Field
Aggregate of All Program Options
Competency 1: Demonstrate Ethical and Professional Behavior 80% of students earn 80% or better

100%

95% 97.5%
Competency 2: Engage Diversity and Difference in Practice 80% of students earn 80% or better 93% 98% 95.5%
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice 80% of students earn 80% or better 100% 95% 97.5%
Competency 4: Engage In Practice-informed Research and Research-informed Practice 80% of students earn 80% or better 79% 100% 89.5%
Competency 5: Engage in Policy Practice 80% of students earn 80% or better 100% 95% 97.5%
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities 80% of students earn 80% or better 98% 100% 99%
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities 80% of students earn 80% or better 98% 98% 98%
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities 80% of students earn 80% or better 93% 95% 94%
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities 80% of students earn 80% or better 71% 98% 84.5%

Pass Rate

In 2016, the most recent data, the Miami University pass rate was 85% for the persons taking the exam the first time; a pass rate well above the national average (77%). The pass rates for the Miami University undergraduate social work program have consistently been above the national averages.

First-Time Pass Rate
Year Miami Pass Rate National Average
2016 85% 77%
2015 86% 71%
2014 74% 71%
2013 91% 78%
2012 82% 74%
2011 93% 78%
2010 100% 78%

Program Improvements

Throughout the 2016-2017 academic year, social work faculty provided both curriculum instruction and field instruction embedded within a supportive learning environment and collected, analyzed, and presented data depicting the outcomes for our students. Prior to start of fall semester, 2016, faculty had each identified which specific competencies were best addressed in the courses they taught. All syllabi were reformatted to include statements identifying the 9 social work competencies, as sanctioned by CSWE. Further, each syllabus displayed the specific competencies, assignments, and assessment procedures used in each course. Data was collected and analyzed at two time points: December, 2016 and May, 2017; together, we met our benchmarks that 80 percent of our students would score 80 percent or better on all 9 competencies.

Review of recommended changes and full faculty discussion, including data collection and analysis for the academic year 2016-2017, resulted in the BSW program meeting all benchmarks for the year. As we view our teaching and learning processes to be dynamic and fluid, there are likely to be ebbs and flows over time. The final outcomes for our program; meeting all benchmarks overall for the academic year, demonstrates the fluctuating nature of the teaching and learning process, as well as the impact of one or two students who may not do as well at one time, while overall students performed well in our program during the 2016-2017 academic year.

Competency Benchmarks
Competency Practice Behavior Percentage of Students Meeting Benchmark
EP 2.1.1
Demonstrate Ethical and Professional Behavior
  • Advocate for client access to the services of social work
  • Practice personal reflection and self-correction to assure continual professional development
  • Attend to professional roles and boundaries
  • Demonstrate professional demeanor in behavior, appearance, and communication
  • Engage in career-long learning
  • Use supervision and consultation

90% of students earn
at least a 3 on a
5-point Likert scale

EP 2.1.2
Engage Diversity and Difference in Practice
  • Recognize and manage personal values in a way that allows professional values to guide practice.
  • Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles
  • Tolerate ambiguity in resolving ethical conflicts
  • Apply strategies of ethical reasoning to arrive at principled decisions.
95% of students earn
at least a 3 on a
5-point Likert scale
EP 2.1.3
Advance Human Rights and Social, Economic, and Environmental Justice
  • Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.
  • Analyze models of assessment, prevention, intervention, and evaluation.
  • Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.
100% of students earn
at least a 3 on a
5-point Likert scale
EP 2.1.4
Engage in Practice-informed Research and Research-informed Practice
  • Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power
  • Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups.
  • Recognize and communicate their understanding of the importance of difference in shaping life experiences.
  • View themselves as learners and engage those with whom they work as informants.
85% of students earn
at least a 3 on a
5-point Likert scale
EP 2.1.5
Engage in Policy Practice
  • Understand the forms and mechanisms of oppression and discrimination.
  • Advocate for human rights and social and economic justice.
  • Engage in practices that advance social and economic justice.
90% of students earn
at least a 3 on a
5-point Likert scale
EP 2.1.6
Engage with Individuals, Families, Groups, Organizations, and Communities
  • Use practice experience to inform scientific inquiry
  • Use research evidence to inform practice.
100% of students earn
at least a 3 on a
5-point Likert scale
EP 2.1.7
Assess Individuals, Families, Groups, Organizations, and Communities
  • Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.
  • Critique and apply knowledge to understand person and environment.
95% of students earn
at least a 3 on a
5-point Likert scale
EP 2.1.8
Intervene with Individuals, Families, Groups, Organizations, and Communities
  • Analyze, formulate, and advocate for policies that advance social well-being; and
  • Collaborate with colleagues and clients for effective policy action.
100% of students earn
at least a 3 on a
5-point Likert scale
EP 2.1.9
Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
  • Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.
  • Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.
100% of students earn
at least a 3 on a
5-point Likert scale