#1: To prepare students to become competent entry-level
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.
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.
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.
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.
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.
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.
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
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.
#2: To prepare students for advanced study in Social Work
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.
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.
#3: To assist in meeting the social service needs of the
State of New Hampshire
feels this is a major strength of the program. No
revisions have occurred as a result of assessments in