Seventh Annual Report on the BEAP Database Destin, FL March 7, - - PowerPoint PPT Presentation

Seventh Annual Report on the BEAP Database

Destin, FL March 7, 2008

Baccalaureate Education Assessment Project Team Members

Vicky Buchan Annabelle Gilbert Tobi DeLong‐Hamilton Grafton Hull Philip Ng Roy “Butch” Rodenhiser John Rogers Marshall Smith

Interesting Alumni Information

• 65
• I, K, Mq, Wd, Li, M, Xa
• $340,000
• 99999
• 1861,1994

Interesting Exit Information

• 13.2% below 1.00
• 14.3% below 1.00
• 5.4, 7.4
• 0,3,4,5,7,8
• $500,000
• 50,60,70,80,90,91
• 1200, 1201, 1300, 1973, 1978, 2301, 2381,

2800, 2900, 5200

Interesting Entrance Information

• 1997, 2000, 2179, 2378, 1878
• 200, 1980, 1982, 2003, 2222, 2990
• 83
• 1200,2024
• 0‐95

Interesting Alumni Information

• 65 (part time hours worked)
• I, K, Mq, Wd, Li, M, Xa (states of residence)
• $340,000 (current salary)
• 99999 (zip code)
• 1861,1994 (year of birth)

Interesting Exit Information

• 13.2% below 1.00
• 14.3% below 1.00
• 5.4, 7.4 (Highest GPA)
• 0,3,4,5,7,8 (1 = yes, 2= No)
• $500,000 (annual income at graduation)
• 50,60,70,80,90,91…….(0‐10 scales)
• 1200, 1201, 1300, 1973, 1978, 2301, 2381,

2800, 2900, 5200 (Today’s date)

Interesting Entrance Information

• 1997, 2000, 2179, 2378, 1878 (birth year)
• 200, 1980, 1982, 2003, 2222, 2990 (Date of

completing survey)

• 83 (years of volunteer and paid experience)
• 1200,2024 (expected graduation date)
• 0‐95 (expected hours of work during BSW)

We need help with these:

• There is a student out there who indicates his

birthday is in the year 2417.

• We have 10 graduates who graduated from their

BSW program five years in the future.

• Here are several interesting answers for today's year:

200, 17, 1000, 1976, 118

• What are these states: M,W,N,A,CQ,MQ,Q,P,QR,WD
• We're honored and proud to have 2% of our

students who expect to work 600 hrs a week in SW while attending school.

• We also wish the best of luck for the 0.1% of

students who expect to graduate from BSW programs after 2014.

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

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.

Sample vs. Population Program Type

2000-2004 Entrance 2005 Entrance 2006 Entrance 2007 Entrance Overall All Programs Program Type N % N % N % N % BEAP % N % BSW Only 526 79.8 110 82.7 109 84.5 72 86.7 80.5 Combined Programs 133 20.2 23 17.3 20 15.5 11 13.3 19.5 Total 659 100 133 100 129 100 83 100 100

Sample Profile Overview of all Respondents

2000-2004 Respondents 2005 Respondents 2006 Respondents 2007 Respondents Overall Respondents Entrance 17173 3711 3620 2084 26588 SWVI at Entrance 17428 3940 3684 2143 27195 Exit 9520 2289 2287 1718 15814 SWVI at Exit 7619 2045 2152 1690 13506 Alumni 3200 669 524 223 4616 Employer 1161 165 256 109 1691 Totals 56101 12819 12523 7967 89410

Sample Profile Response Rates

Instrument 2000-2004 Average % 2005 Average % 2006 Average % 2007 Average % Overall Average % Entrance 95.2 91.5 93.9 97.1 94.4 SWVI at Entrance 95.6 92.0 94.0 97.0 94.7 Exit 92.5 89.1 88.5 94.1 91.8 SWVI at Exit 92.5 89.6 90.5 93.5 91.5 Alumni 36.5 33.4 35.8 27.6 34.9 Employer 27.4 17.4 18.5 21.3 23.3

Auspices of College or University (Overall‐Entrance)

Auspice Program Percentage Student Percentage Public (120 schools) 52.9 67.8 Private Denominational (72 schools) 31.7 20.7 Private Non- Denominational (35 schools) 15.4 11.6

Ethnicity at Entrance

Ethnicity 2000-2004 % N=17173 2005 % N=3711 2006 % N=3620 2007 % N=2084 Overall % N=26588 European/ Caucasian 68.3 67.1 64.8 63.7 67.3 African/Black 17.0 18.9 19.1 19.5 17.7 Native American 10.6 8.3 9.0 7.3 9.8 Other 3.6 3.9 4.2 3.4 3.7 Other Hispanic 3.7 3.7 4.1 5.2 3.9 Asian/Pacific Islander 3.3 3.5 3.7 3.9 3.4 Chicano/Mexican 3.0 3.0 2.9 3.6 3.0 Puerto Rican 1.5 1.5 2.0 1.6 1.6 Note: Percentages equal more than 100% due to multiple self‐reported ethnicities.

Financial Aid at Entrance

Aid Source 2000-2004 % N=17173 2005 % N=3711 2006 % N=3620 2007 % N=2084 Overall % N=26588 Self Work/Savings 79.2 77.6 78.1 76.2 78.6 Loan* 76.2 80.0 80.2 76.7 77.4 Grant* 74.9 77.4 74.7 76.2 75.3 Family Assistance 44.2 46.5 42.6 43.6 44.3 *Includes Federal and State only.

Plan to be Employed During BSW Education

(Reported at Entrance)

2000-2004 % N=17173 2005 % N=3711 2006 % N=3620 2007 % N=2084 Overall % N=26588 Plan to be Employed 79.3 79.1 79.7 80.7 79.4

Educational Plans 2000-2004 % N=9520 2005 % N=2289 2006 % N=2287 2007 % N=1718 Overall % N=15814 Have Future Educational Plans 82.9 83.0 83.5 82.9 83.0 MSW 75.1 76.6 77.5 78.4 76.9 Other MA 14.0 12.8 12.2 11.6 13.3 Other BA 3.0 2.4 2.7 3.1 2.9 Note: Percentages equal more than 100% due to multiple self‐reported future educational plans.

Future Educational Plans‐Exit

Current Employment Information Primary Function‐ Exit

Primary Function 2000-2004 % n=2847 2005 % n=674 2006 % n=676 2007 % n=519 Overall % n=4716 Generalist Practice 39.8 36.6 38.5 37.2 38.9 Direct Practice with Individuals, Families, or Groups 24.1 29.1 25.9 25.8 25.2 Training 11.0 9.6 10.9 12.7 11.0 Administration 8.6 7.9 7.4 8.7 8.3 Other Functions 4.9 5.2 4.6 4.6 4.9 n= number reporting

Client Systems‐ Alumni/ae

2000-2004 % N=3200 2005 % N=669 2006 % N=524 2007 % N=223 Overall % N=4616 Individual Clients 67.2 64.7 63.9 67.3 66.5 Family Clients 63.0 58.6 59.9 62.8 62.0 Group Clients 35.0 33.5 32.1 36.8 34.6 Organization Client 29.7 26.8 27.7 28.7 29.0 Community Clients 25.0 22.1 20.8 22.9 24.0 Other Client systems 3.1 2.7 1.9 4.5 3.0

Income Level Most Represented by Clients‐ Alumni/ae

Income Level 2000-2004 % N=3200 2005% N=669 2006% N=524 2007% N=223 Overall % N=4616 Poverty or Below 50.4 55.7 52.5 51.7 51.4 No Typical Income 25.9 22.8 24.9 26.1 25.4 Above Poverty and Below Middle Income 19.0 15.4 17.8 17.6 18.3 Middle Income

• r Above

4.7 6.0 4.7 4.5 4.9

Professional Development During the Last Year

(Reported at Alumni/ae)

2000-2004 N=3200 2005 N=669 2006 N=524 2007 N=223 Overall N=4616 Mean # of times used evaluation

• f client progress

16.5 18.6 18.9 12.9 16.9 Mean # of times used program evaluation 6.4 5.7 6.7 4.4 6.2 Mean # of times used other research techniques 5.2 6.3 4.9 5.0 5.3 Mean # of professional workshops attended 2.6 3.0 2.2 2.3 2.6 Mean # of professional conferences attended 5.1 5.1 4.8 5.2 5.1

Current Employment Information‐ Field of Practice

Overall Exit n=6059 Overall Alumni/ae n=3440 Corrections/Criminal Justice 27.7% Child Welfare/Child Protection 19.4% Child Welfare/Child Protection 14.1% Mental/Behavioral/CMH 15.6% Youth Services 8.3% Aging/Gerontological Social Work 10.7% Mental/Behavioral/CMH 6.7% Family Services 7.8% Aging and Gerontological Social Work 5.8% Health/Medical 7.6% n= number reporting

Current Employment Information 2007 Exit‐Field of Practice

2007 Exit n=513 Overall Exit n=6059

Child Welfare/Child Protection 19.9% Corrections/Criminal Justice 27.7% Youth Services 12.3% Child Welfare/Child Protection 14.1% Mental/Behavioral Health/CMH 7.8% Youth Services 8.3% Alcohol/Substance Abuse 7.2% Mental/Behavioral/CMH 6.7% Other 6.4% Aging/ Gerontological Social Work 5.8% n= number reporting

Current Employment Information 2007 Alumni/ae‐ Field of Practice

2007 Alumni/ae n=172 Overall Alumni/ae n=3440 Child Welfare/Child Protection 24.4% Child Welfare/Child Protection 19.4% Mental/Behavioral/CMH 16.9% Mental/Behavioral/CMH 15.6% Family Services 9.3% Aging/Gerontological Social Work 10.7% Aging/Gerontological Social Work 7.6% Family Services 7.8% Health/Medical 7.0% Health/Medical 7.6%

n= number reporting

KSV‐ Exit

Mean Score 2000-2004 2005 2006 2007 Overall Knowledge 7.3 7.3 7.3 7.4 7.3 Skills 7.3 7.4 7.5 7.5 7.4 Values 8.6 8.7 8.7 8.7 8.7 (Scale of 0‐10)

Mean* Knowledge Scores

BSW only BSW & MSW Combined Test**

Public

7.4 6.8 p=.000

Private- Denominational

7.6 6.7 p=.000

Private- Non Denominational

7.7 7.3 p=.000

* Mean score on 10 point scale ** t-test, N=15814

Mean* Skill Scores

BSW only BSW & MSW Combined Test**

Public

7.4 6.8 p=.000

Private- Denominational

7.7 6.9 p=.000

Private- Non Denominational

7.8 7.5 p=.002

* Mean score on 10 point scale ** t-test, N=15814

Mean* Value Scores

BSW only BSW & MSW Combined Test**

Public

8.7 8.3 p=.000

Private- Denominational

8.8 8.4 p=.001

Private- Non Denominational

8.8 8.8 p=.884

* Mean score on 10 point scale ** t-test, N=15814

Exit Advising Scores

2000-2004 N=9520 2005 N=2289 2006 N=2287 2007 N=1718 Overall Average N=15814 Preparation for additional education 7.5 7.6 7.7 7.6 7.6 Course selection/ curriculum planning 6.7 6.2 6.2 6.4 6.1 Professional advising 6.6 6.7 6.8 6.9 6.7 Career planning 6.0 6.2 6.2 6.4 6.1

(Scale of 0‐10)

Overall Advising Scored by Auspice‐ Exit

Course Selection and Curriculum Planning* Career Planning* Professional Advising* Private Denominational College or University (72 Schools) 7.45 6.72 7.31 Private-Non Denominational College or University (35 Schools) 7.17 6.56 7.22 Public College or University (120 Schools) 6.58 5.82 6.38 N=15814 ANOVA *p= .000

(Scale of 0‐10)

Overall Advising Scores by Program Type‐Exit

Course Selection and Curriculum Planning* Career Planning* Professional Advising* BSW Only (150 Programs) 7.08 6.42 7.00 Combined Programs (36 Programs) 6.10 5.13 5.68

N=15814 t- test *p= .000

(Scale of 0-10)

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

Foundation Curriculum Assessment Instrument

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)

Practice

• Determining progress toward goal achievement is
• ne facet of the _____ stage.

– a. Engagement – b. Evaluation – c. Assessment – d. Termination – e. Planning

Practice

• Determining progress toward goal achievement is
• ne facet of the _____ stage.

– a. Engagement – b. Evaluation – c. Assessment – d. Termination – e. Planning

• 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

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

Human Behavior in the Social Environment

• 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

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

Policy

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

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

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

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

• 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

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

Diversity

Social and Economic Justice

• A belief that those with the greatest wealth

have an obligation to help provide for those with the least is part of which perspective?

– a. Equal prosperity – b. Economic Justice – c. Distributive Justice – d. Liberation Philosophy – e. None of the above

Social and Economic Justice

• A belief that those with the greatest wealth

have an obligation to help provide for those with the least is part of which perspective?

– a. Equal prosperity – b. Economic Justice – c. Distributive Justice – d. Liberation Philosophy – e. None of the above

Versions of the FCAI

• Version 1

2 tests A & B n=99 __________________________________

• Purpose: to search for the best questions

– Related to each curricular area – Began with: Practice, HBSE, Policy, Research, Values & Ethics

Versions 2‐6

• Version 2

1 Test 65 ?s n=305

• Version 3

1 test 55 ?s n=381

• Version 4

1 test 82 ?s n=286

• Version 5

1 test 74 ?s n=36

• Version 6

1 test 72 ?s TOTAL = 1037

Test‐retest

• To establish reliability
• Version 5

– Tested in an introduction to SW class – Students took test twice – 2 weeks apart – Pearson’s correlation coefficient

• r = .791

Education Level Testing

• Student level

mean score

– Entering BSW students 41.47 – Entering MSW foundation students 44.14 – Entering MSW Advanced Standing 56.71

• Anova F=15.8

p = .000

• Post hoc tests

p = .000 (BSW vs Advanced)

Potential Education Level Testing

–Entering BSW students –Graduating BSW students –Entering MSW foundation students –Exiting MSW foundation students –Entering MSW Advanced Standing

Programs we would like to Thank!

• Briar Cliff University
• Fort Hays State *
• Indiana State University
• Olivet Nazarene University
• Southwest Missouri State University
• University of Wisconsin – Eau Claire

– * Our star! Judy Caprez

FCAI

Need volunteers for the final pilot test!

Feedback & Questions

• What do you want to see in the reports?
• Do programs want their data?
• Is a Field/Practicum Instrument wanted?

Seventh Annual Report on the BEAP Database

Destin, FL March 7, 2008