Seventh Annual Report on the BEAP Database

7. Seventh Annual Report on the BEAP Database Destin, FL March 7, 2008

8. Baccalaureate Education Assessment Project Team Members Vicky Buchan Annabelle Gilbert Tobi DeLong-Hamilton Grafton Hull Philip Ng Roy “Butch” Rodenhiser John Rogers Marshall Smith

11. BEAP Purposes • Assist in assessing program objectives • Promote on-going program monitoring • Provide a starting point for assessment to which programs add their own methods • Allow creation of a database to allow programs to compare themselves with national data • Contribute to the knowledge base of social work education

12. References • Rodenhiser, R. W., Buchan, V., Hull, G., Smith, M. L., Pike, C. K., & Rogers, J. (2007). Assessment of social work program outcomes: The baccalaureate educational assessment project, Journal of Baccalaureate Social Work. • Buchan, B., Rodenhiser, R. W., Hull, G., Rogers, J., Pike, C. K., & Smith, M. L. (2004, Spring/Summer). Evaluating an assessment tool for undergraduate social work education: Analysis of the Baccalaureate Educational Assessment Package (BEAP). Journal of Social Work Education, 40(2), 239-253.

14. Sample vs. Population Program Type

15. Sample Profile Overview of all Respondents

16. Sample Profile Response Rates

17. Auspices of College or University(Overall-Entrance)

18. Ethnicity at Entrance Note: Percentages equal more than 100% due to multiple self-reported ethnicities.

19. Financial Aid at Entrance *Includes Federal and State only.

20. Plan to be Employed During BSW Education (Reported at Entrance)

21. Future Educational Plans-Exit Note: Percentages equal more than 100% due to multiple self-reported future educational plans.

22. Current Employment Information Primary Function- Exit n= number reporting

23. Client Systems- Alumni/ae

24. Income Level Most Represented by Clients- Alumni/ae

25. Professional Development During the Last Year(Reported at Alumni/ae)

26. Current Employment Information- Field of Practice n= number reporting

27. KSV- Exit (Scale of 0-10)

28. Mean* Knowledge Scores * Mean score on 10 point scale ** t-test, N=15814

29. Mean* Skill Scores * Mean score on 10 point scale ** t-test, N=15814

30. Mean* Value Scores * Mean score on 10 point scale ** t-test, N=15814

31. Exit Advising Scores (Scale of 0-10)

32. Overall Advising Scored by Auspice- Exit N=15814 ANOVA *p= .000 (Scale of 0-10)

33. Overall Advising Scores by Program Type-Exit N=15814 t- test *p= .000 (Scale of 0-10)

35. Current Status of the BEAP Project • Instrument Revisions • Entrance • Exit • Graduate • Employer/Supervisor • Relation to EPAS • Current relation to EPAS I (citation) • Possible relation to EPAS II • SWVI • Foundation Curriculum Assessment Instrument

37. Foundation Curriculum Assessment Instrument

38. Baccalaureate Education Assessment Project Foundation Curriculum Assessment Instrument • Practice (15 questions) • Human Behavior in the Social Environment (12 questions) • Policy (10 questions) • Research (9 questions) • Ethics and Values (9 questions) • Diversity (9 questions) • Social and Economic Justice (8 questions)

39. Practice • Determining progress toward goal achievement is one facet of the _____ stage. • a. Engagement • b. Evaluation • c. Assessment • d. Termination • e. Planning

40. Practice • Determining progress toward goal achievement is one facet of the _____ stage. • a. Engagement • b. Evaluation • c. Assessment • d. Termination • e. Planning

41. Human Behavior in the Social Environment • In the group process, a member takes on the role of __________ by reminding other group members about parts of themselves which they deny or fear. • a. Peacemaker • b. Scapegoat • c. Rescuer • d. Monopolizer

42. Human Behavior in the Social Environment • In the group process, a member takes on the role of __________ by reminding other group members about parts of themselves which they deny or fear. • a. Peacemaker • b. Scapegoat • c. Rescuer • d. Monopolizer

43. Policy • The enactment of the Personal Responsibilities and Work Opportunity Reconciliation Act of 1996 (TANF) resulted in: • a. Widespread dissatisfaction with relative responsibility measures • b. A large decrease in the number of welfare recipients • c. An end to unlimited entitlement programs • d. Both B and C

44. Policy • The enactment of the Personal Responsibilities and Work Opportunity Reconciliation Act of 1996 (TANF) resulted in: • a. Widespread dissatisfaction with relative responsibility measures • b. A large decrease in the number of welfare recipients • c. An end to unlimited entitlement programs • d. Both B and C

45. Research • Using random sampling (based upon probability theory)... • a. Each subject within the population has a chance of being selected to participate • b. Guarantees that the sample is representative of the general population • c. Allows results to be generalized from the sample to the population from which the sample was drawn • d. Both A and C

46. Research • Using random sampling (based upon probability theory)... • a. Each subject within the population has a chance of being selected to participate • b. Guarantees that the sample is representative of the general population • c. Allows results to be generalized from the sample to the population from which the sample was drawn • d. Both A and C

47. Ethics and Values • A social work student beginning her internship is told by her supervisor to not tell clients that she is a student since this might undermine their confidence in her. According to the Code of Ethics, withholding this information could: • a. Be acceptable because of the student’s obligation to the supervisor and agency • b. Constitute dishonesty and misrepresentation • c. The Code of Ethics does not apply to this situation • d. None of the above

48. Ethics and Values • A social work student beginning her internship is told by her supervisor to not tell clients that she is a student since this might undermine their confidence in her. According to the Code of Ethics, withholding this information could: • a. Be acceptable because of the student’s obligation to the supervisor and agency • b. Constitute dishonesty and misrepresentation • c. The Code of Ethics does not apply to this situation • d. None of the above

49. Diversity • Which of the following statements are accurate regarding women? • a. Female social workers receive lower pay on average than their male counterparts • b. Stepping out of the workforce for a few years to raise a family is likely to negatively affect a woman’s career • c. Women workers are more likely to encounter a “glass ceiling” • d. All of the above are accurate • e. None of the above are accurate

50. Diversity • Which of the following statements are accurate regarding women? • a. Female social workers receive lower pay on average than their male counterparts • b. Stepping out of the workforce for a few years to raise a family is likely to negatively affect a woman’s career • c. Women workers are more likely to encounter a “glass ceiling” • d. All of the above are accurate • e. None of the above are accurate