Assessment Report

June, 1997

This report documents the assessment process of the Department of Social Work during the 1996-97 academic year. Included in the report are sections on department goals, goal achievement, improvements and enhancements, and future directions.

The department’s mission is to prepare undergraduate students for ethical social work practice and research in a diverse society. The goals of this mission statement reflect the ideas of students, faculty, and the department’s Community Advisory Committee as well as the accreditation standards of the National Council on Social Work Education. They include:

The goals have been modified since the 1996 assessment report to highlight critical thinking and undergraduate research. These modifications reflect the department and university’s commitment to research and the Council on Social Work Education’s interest in promoting undergraduate research.

A multi-level system of assessment has been used to determine if the department’s goals are being accomplished. On a national level, the department requested graduates’ pass/fail rate(s) on the American Association of State Social Work Boards licensure examination. A passing grade on Basic examination is required by the Social Work Counseling Board of Ohio to be a "Licensed Social Worker" (LSW).

Table 1.1 presents the numbers of examinations administered to candidates who indicated that they attended Ohio University. The figures show the number of first-time, repeat, and total examinees who passed or failed the Basic examination during the years 1990-96. It is important to note that failing examinees may repeat the examination more than once.

Table 1.2 provides national percentages of candidates passing or failing for the first time, repeat, and total examinees for the years 1990-96.

The data indicate that the pass rate of graduates from Ohio University is slightly higher than the national norm for first-time, repeat, and total examinees. Of significance is that the 1990 first-time pass rate for Ohio University graduates was 81% in comparison to the 1996 rate of 96%. Faculty can only hypothesize what variables influenced this change but using this data as a baseline will facilitate the evaluation of intervening variables on the performance of department undergraduates on a national licensure examination designed to measure entry-level competence.

It is important to note that the data reflect the numbers of examinations administered, not numbers of candidates taking the examination. Most candidates who fail on their first attempt take the examination again, and some of these candidates repeat the examination a numbers of time. Thus, the department’s "ultimate" pass rate, that it, the percentage of its graduates who eventually pass the examination, will generally be higher than its first-time pass rate.

In 1995, the department revised the Office of Institutional Research’s Career and Further Education Study Survey to include evaluative questions on curriculum, the field experience, social work skills/practices, and overall preparation for employment and/or graduate school. According to the 1995-96 findings, a sample of 17 students (74% response rate) scored the department’s core curriculum content at the 100% satisfaction rate. The senior field experience received a 81% satisfaction rate. Content on evaluating research studies received the lowest satisfaction rate (50%).

When asked the question, "How well did the social work curriculum help prepare you for employment and/or graduate school?" the department’s core courses and required psychology courses received a 100% satisfaction rate. Social work electives scored a 87% rate and the rate for field experience was 81%. These findings provide a baseline for annual comparative analysis.

The Career and Further Education Study shows that 74% of 1995 graduates are employed in social work positions, 19% are not employed, and 7% are employed in a non-social work position. This compares to college wide figures of 71% employed, 23% in school, and 6% unemployed. Of the employed social work graduates, 100% indicated that they were extremely satisfied with their work in comparison to the college figure of 13%. The employment fields for department graduates are mental health (50%), child welfare (25%), medical (17%), and long term care (8%). Of the 19% of respondents not employed, 38% are enrolled in a graduate program.

The Office of Institutional Research’s Longitudinal Involvement Study indicates a positive correlation between social work majors’ conversations with faculty and academic rank. Specifically, first-year students show a 43% (n=42) conversation rate while senior students have a 98% rate resulting in a 55% rate increase. This compares to the college’s first-year students conversation rate of 49% (n=1084) with a senior students rate of 79% for a 30% increase. The university’s first-year students conversation rate is 50% (n=4310) with a senior students rate of 81% resulting in a 31increase.

An alarming finding from the Longitudinal Involvement Study pertains to the rate of books read out of class. The department’s first-year students rate is 93% with a senior students rate of 86% for a -7% change in rate. This negative change in rate is in contrast to the college’s 11% and the university 13% positive rate changes.

Formal and informal comments from the department’s Advisory Committee, comprised of three students, three alumni, and three representatives from area social service areas, were complimentary. They noted that department graduates were prepared for entry and mid-level positions in social services. They stated the following: "The department seems dynamic and abreast of changes in social welfare at the local, state, and federal level. . . . Students contribute to local agencies and address issues facing southeastern Ohio. . . . The faculty are visible in communities due to their research and service projects."

Graduating seniors, during exit interviews, indicated that they were extremely pleased with department courses in human behavior in the social environment (SW 393 & 394) and consider the year-long field placement a valuable experience. They recommended that second and third-year students have more field opportunities.

Assessment of the field is derived from student journals, a single subject research design project, and quarterly student evaluations completed in conjunction agency personnel. Prior to graduation, students assess field placements in terms of level of supervision, learning opportunities, and relevance to career goals. The findings are shared with field personnel at the department’s annual Fall orientation to the field.

Faculty employ a variety of methods to assess the academic progress of students including role plays, case studies, public debates, community analyzes, and grant writing projects. All students have video recordings of their pre- post-course interviewing skills. Service learning courses in mental health (SW 340) and child abuse and neglect (SW 380) assess the competence of students in life situations. Essay examinations, book critiques, research papers, policy analyzes, and case summaries enhance students’ writing and critical thinking skills.

The department continues to review and modify its undergraduate curriculum. Considering the concerns of faculty, the standards of the Council on Social Work Education, and satisfaction ratings of alumni, major revisions were made in the packaging of the senior field placement, its integrative seminar, and three accompanying practice courses. Specifically, Fall 1998, the field placement will convert from a letter grade to a pass/fail assessment, the weekly field seminar will be a two credit hour lab, and the practice courses will be four credit hours. These revisions add clarity to the components and assessment of the senior capstone experience. All revisions received approval by the college and university curriculum committees.

Issues of diversity are integrated throughout the department’s curriculum. However, to encourage students to extensively explore their values, beliefs and attitudes in a diverse world and in keeping with the standards of the Council on Social Work Education, the department designed a course on diversity that focuses on race, ethnicity, culture, and class. This course was approved by college and university curriculum committees and is scheduled Spring quarter 1998.

Students are required to complete a course in social work research (SW 350) and conduct research at field placements. During 1996-97, three undergraduates were selected to present their research at the Ohio College Association of Social Educators, The University of Findlay, Findlay, Ohio. Three students also attended the national conference of the National Association of Social Work in Cleveland, Ohio. The newly elected student representative to the Ohio Executive Board of National Association of Social Work is a senior from the department.

During the coming year, the department will undergo significant change. The Master of Social Work degree was approved June 13, 1997 by the Board of Regents, eligibility documents for the graduate program have been sent to the Council on Social Work Education for approval, and faculty are developing graduate curriculum. Simultaneously, the review and revision of undergraduate curriculum continues.

To facilitate the growth of undergraduate participation at conferences and workshops, the department launched a development campaign to provide students with travel funds. A campaign for an endowed undergraduate scholarship was also initiated.

To recruit outstanding students, the department designed an Honors Tutorial Program. Recruitment material has been sent to high schools and there is one perspective student for Fall 1997.

In reference to the assessment finding pertaining to outside of class reading, Phi Alpha, the department’s honor society, will initiate a "Books of the Quarter" program to encourage students to read and critically analyze books related to social issues. The Student Social Work Association, in conjunction with Phi Alpha, initiated a mentoring program to addresses the academic needs of incoming students.