Seton Hall University embraces the principle that effective and meaningful assessment is an integral part of the educational process. This principle is at the heart of our commitment to meet our responsibilities to our students, professions, and the communities that we serve.
- University Assessment Site »
- Baccalaureate Social Work Program - Assessment of Student Learning Outcomes (7/2/2015) »
We envision ourselves as an exemplar of best practices in generalist, baccalaureate social work education in The United States.
- 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; and
- use supervision and consultation.
Goal 2: For students to apply social work principles to guide professional 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;
- tolerate ambiguity in resolving ethical conflicts; and
- apply strategies of ethical reasoning to arrive at principled decisions.
Goal 3: For students to apply critical thinking to inform and communicate professional judgments.
- distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom;
- analyze models of assessment, prevention, intervention, and evaluation; and
- demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.
Goal 4: For students to engage diversity and difference in 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; and
- view themselves as learners and engage those with whom they work as informants;
Goal 5: For students to advance human rights and social and economic justice.
- understand the forms and mechanisms of oppression and discrimination;
- advocate for human rights and social and economic justice; and
- engage in practices that advance social and economic justice.
Goal 6: For students to engage in research-informed practice and practice-informed research.
- use practice experience to inform scientific inquiry; and
- use research evidence to inform practice.
Goal 7: For students to apply knowledge of human behavior and the social environment.
- utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and
- critique and apply knowledge to understand person and environment.
Goal 8: For students to engage in policy practice to advance social and economic well-being and to deliver effective social work services.
- analyze, formulate, and advocate for policies that advance social well-being; and
- collaborate with colleagues and clients for effective policy action.
Goal 9: For students to respond to contexts that shape practice. Note: the context of the social work program is conceptualized as poverty and social injustice. These are derived from the mission of the University and the community in which we learn and serve.
- continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and
- provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.
Goal 10: For students to engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
- substantively and affectedly prepare for action with individuals, families, groups, organizations and communities;
- use empathy and other interpersonal skills;
- develop a mutually agreed-on focus of work and desired outcomes;
- collect, organize, and interpret client data;
- assess client strengths and limitations;
- develop mutually agreed-on intervention goals and objectives;
- select appropriate intervention strategies;
- initiate actions to achieve organizational goals;
- implement prevention interventions that enhance client capacities;
- help clients resolve problems;negotiate, mediate, and advocate for clients;
- facilitate transitions and endings;
- critically analyze, monitor, and evaluate interventions.
Assessment of Learning
Mid-fall assessment of learning in the senior year field experience. This is a written report, with numerics and the director of field education directly assesses the respective student's written work, that includes process recordings, non-confidential agency reports, diaries, and consultation with both the student and field instructor.
End fall assessment of learning. Numeric scores, with explanatory narratives, submitted by field instructor and reviewed and assessed by the director of field education. This same process is repeated during the spring of the senior year and also includes agency visitation by the director of field education for assessment of learning and which includes the aforementioned written documents as well. Students are also given written assignments, typically case studies, in which they must demonstrate and be assessed of dynamics of field learning in terms of goals and objectives.
Final assessment of learning by field instructor (with signature) indicating that the student has or has not achieved the requisite level of competencies (goals and objectives). Note: not achieving the requisite level of competencies is probable but highly unlikely since the student's learning is continuously monitored throughout the senior field experience by the director of field education.
See chart below for placement of goals and objectives in respective courses, each of which have specific numerics for their respective Council on Social Work Education competency requirements. We are monitoring the accuracy and efficacy of that which is reported below in terms of actual program assessments of learning.
EPAS 2008 Competencies per course
Seton Hall University
As of August 14, 2012