Actions 

Goal #1: To prepare students to become competent entry-level practitioners 

Faculty assessment of course assignments and requirements (summarized on pages 23-29) indicate that faculty are using a wide range of measurement tools to measure student mastery of the learning objectives of each professional foundation area.  The learning objectives are essential to preparation for entry-level practice and all are being assessed. 

The program has responded to student feedback and suggestions from the Advisory Board and field supervisors with regard to courses and course content.  In addition, some of these revisions include measurement improvements.  The following describes these revisions. 

Students have raised concerns about MA230 Statistics which is a prerequisite to SW400 Social Work Research.  Students feel there is too much time between taking these courses for retention of the material.  They find the need to master basic research skills, such as familiarity with methodological terms and literature reviews, earlier in the curriculum.  These skills are often necessary for assignments for social work courses, yet are not covered until the students take SW400 in the second semester of their junior year.  To address this issue, Dr. Rogers is offering an experimental course this summer.  The course, Statistics for the Social Sciences, is an applied course that will introduce students to research.  In addition, we are considering the introduction of this course as a permanent offering and substitute for MA230. 

Students have expressed their desire for more experiential learning.  This was discussed with the Advisory Board which agrees that some students would benefit from greater exposure to social work services and practices.  We are considering two options.  One is to revise the observational requirement for SW220 Social Work as a Profession.  This could include assignments to shadow social workers at more than one agency.  Another option is to introduce a similar assignment to the practice courses but in a more focused manner, to allow students to observe specific tasks, such as an intake or assessment. 

Students have also expressed their desire for additional courses in various fields of practice.  The faculty has wanted to offer such courses but have been constrained by available resources.  However, since accreditation in 1995, the program has developed a new course, SW310 Child Welfare, taught by Dr. Moniz.  This course is also now one of the options available to complete the Community and Society cognate.  In addition, Dr. Gorin and Dr. Meyer are co-teaching AO/SW320 Sociology of Mental Health and AO/SW333 Sociology of Health.  If taken as SW320 and SW333, these courses are also now options available to the student to meet the requirement for the Community and Society cognate.  Additionally, AO/SW301 Aging and Society taught by Dr. Rogers is now an available option for the Human Development cognate.  Finally, to provide greater emphasis on various fields of practice, the program has developed four Options within the major.  These are in the discussion stage with the Dean and University Curriculum Committee.  If offered, they would not be required for the degree, but would serve as options only.  A copy of the proposal for the options is included in Volume III. 

Faculty field liaisons have reviewed the mid-year evaluation form used for assessment of student performance in the practicum.  Since accreditation in 1995, the instrument has been revised to incorporate the knowledge, values, and skills objectives of the practicum.  Next year, the instrument will be revised to provide additional space for this assessment. 

Field supervisors have suggested content for the training sessions offered every year and the Field Education director has responded to these needs.  For example, supervisors felt they needed a better understanding of the curriculum’s theoretical frameworks in order to help students apply them to field experience.  A training session was offered on this is 1997-98.  The Field Education Director has also addressed supervisors.  Since accreditation in 1995, field supervisors have been granted adjunct faculty status by the Dean of the College, as well as library privileges.  The Field Education Director has also made arrangements for continuing education units to be granted for the training sessions. 

Finally, students and field supervisors have expressed the need for more assessment skill-building in SW351 Theory and Practice of Social Work Intervention I.  Next year, Dr. Rogers plans to incorporate additional content and assignments in her course to address this identified need. 

Goal #2: To prepare students for advanced study in Social Work 

Since accreditation in 1995, the program has instituted the practice of offering annual informational sessions about graduate school for students in the major.  This policy was established in response to the student feedback discussed earlier.  Preliminary discussions have been held with the Student Club about field trips to graduate schools in the area.  This would give the students the opportunity to observe classes, meet with faculty, and engage in other activities that would satisfy individual questions and concerns.   

Students have indicated they want information about graduate school earlier than their senior year when the Social Work Seminar meets.  In response, greater emphasis has assisting students with the decision to attend graduate school, the application process, and preparing the application.  Faculty spend more time encouraging their advisees to consider academic pursuits, such as getting their works published, and helping students engage in an assessment of their strengths and weaknesses. 

Goal #3: To assist in meeting the social service needs of the State of New Hampshire 

The faculty feels this is a major strength of the program.  No revisions have occurred as a result of assessments in this area.