2006-2007 Assessment Findings
GRC MSW Program

The faculty of the MSW program is committed to systematically evaluating the degree to which program goals and objectives are achieved. To that end, an assessment plan has been designed that incorporates regular and ongoing data collection, discussion of data among full faculty, and, based these discussions, the implementation of necessary changes. Ongoing monitoring is a key component of the assessment plan, as well as necessary modification and sharing of outcomes with faculty, students, and other constituents.

The assessment protocol addresses each foundation and concentration program objective individually, utilizing multiple methodologies. Feedback is both formal and informal, and collected on a continual basis.

Overall Findings

• The understanding of values and ethics, diversity, and social and economic justice ranked highest in assessment data.
• Assessment scores relating to practice objectives were likewise high. Data that linked theory to practice were mid-range in comparison to other areas.
• Linkages between practice skills, standards, values, ethics, strength-based and empowerment perspectives were strong, yet students were less confident of their understanding of supervision and consultation, especially at the foundation level.
• Foundation level scores relating to field objectives were strong. Concentration level scores, however, were even stronger, indicating the benefits of field experience.
• Overall, scores involving social work research were mid-range, yet well within the target. Students’ understanding of published research was strongest, followed by application of research findings to practice situations, and evaluating practice.
• Assessment data related to social policy ranked lowest, indicating an area that would benefit from further development and improvement.
• Based on assessment data, content on values, ethics, diversity, and social and economic justice are highest in the program, both in the classroom and in field settings. To improve outcomes even further, content on distributive justice, human and civil rights, and the global interconnections of oppression has been added to diversity courses.
• Practice content will continue to emphasize the link between practice skills and social work values and ethics, as well as strengths-based and empowerment perspectives. Further, through improvement of supervision and consultation skills, linkage between practice and social policy will be emphasized.
• Data suggest that recent efforts to augment clinical content have been effective. Efforts will continue to enhance clinical content across the curriculum, and apply such content to multi-level, integrated practiced models.
• Conceptually, the understanding of generalist social work perspectives is strong. Content on human behavioral and development theories, while also sound, presents an opportunity for improvement. Theoretical frameworks of human behavior and development, across all social work contexts, now receive greater emphasis in the HBSE curriculum, especially through the use of evidence-based practice materials, already part of course content.
• Data on the research curriculum are encouraging; however, an increased emphasis has been placed on the conceptual understanding of existing empirical research, as well as linkages of empirical findings to evidence-based practice. Methodologies of program and clinical evaluation have been emphasized as well, reflecting the increased quest for accountability in the social work. Further, research and evidence-based readings and assignments have been added to field seminars at both foundation and concentration levels. Through individual consultations with field liaisons and field instructors, increased emphasis has been placed on the importance of research and the relevance of research to students’ field activities.
• Data suggest that greater emphasis be placed on developing effective curriculum relative to social policy, as well as linking social policy to practice and research. In Fall 06, a new full-time faculty member joined the program, dedicated to teach, develop, and coordinate foundation and concentration policy curricula. As a result, increased communication with policy instructors has taken place, as well as efforts to link social policy to other curricular areas.