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Accreditation

Accreditation by the Council on Social Work Education (CSWE) is a rigorous process that ensures  degree programs establish and maintain high standards of education. CSWE’s Educational Policy and Accreditation Standards (EPAS) establish social work programs’ structure and curriculum so every student graduating from a social work program should have the same basic skills and knowledge.

The baccalaureate curriculum is built on a liberal arts perspective and provides professional content, including the knowledge, values, processes, and skills deemed essential for professional practice. Graduates should possess a beginning professional level of proficiency in the knowledge and skills needed for self-critical and accountable practice.

Social work education at the master’s level is also built upon a liberal arts perspective. It includes required professional foundation content and one or more advanced practice concentrations designed to teach students advanced analytic and practice skills sufficient for self-critical, accountable, and ultimately autonomous practice in relevant professional areas.

Adapted from: Council on Social Work Education, Directory of colleges and universities with accredited social work degree programs, September 2001.


As required by the Council on Social Work Education, the faculty have put in place multilevel curricular assessment models for evaluating student outcomes. Outcomes include students’ knowledge of content and ability to use appropriate practice skills. Data from these assessments are used to modify the curriculum and are used by faculty to determine the most appropriate and effective practice- and research-based knowledge and skills for inclusion in the curricula of the concentrations. Assessments are summarized after the Spring Semester each year.

More specifically, the assessment models use the following measures:

1. an assessment of a student's performance in classroom coursework,
2. a collaborative/cooperative assessment (involving evaluations by the field instructor, faculty liaison, and student) of the student performance in the field practicum setting,
3. pre and post surveys administered when students enter the program and during one of the last courses they take to determine changes in students’ perceptions of their knowledge and skills related to CSWE competency areas, and
4. an exit survey to determine each graduate's opinion about the educational experiences in the program.

The measures allow us to assess curricular objectives of courses. These are, in turn, linked to the established goals and objectives of the program as well as to the mission, goals, and objectives of the SSW.

Assessment tools use to determine student success

Each of the 10 major competency areas, with their associated practice behaviors are measured in two or more courses at both the BSW and foundation MSW levels, and at the specialization MSW level. In each course offered by the UMSL School of Social Work, assignments contribute toward various competencies with scoring on those assignments completed using 5-point rubrics reflecting the following scale:

  • Unacceptable: Performance is generally unacceptable; never meets competency
  • Deficient: Rarely meets competency
  • Developing: Inconsistently meets competency
  • Accomplished: Consistently meets competency
  • Exemplary: Consistently exhibits mastery of competency

Developing or above is the acceptable measure for BSW students while Accomplished or above is the acceptable measure for MSW students. Student perceptions of whether or not they have met the social work program goals are measured in an exit survey, as described in other sections.

Bachelors of Social Work Student Outcomes

The School of Social Work competency benchmarks for the BSW program are that 75% of students achieve scores of Developing, Proficient, or Exemplary (2.0 or above) on the Field Instructor's evaluation of the students' practicum experience and scores of 75% ('C') or above on classroom assignments linked to each competency.

COMPETENCY
2018 (Spring & Summer)
 BENCHMARK
UMSL Campus
MAC Campus*
Aggregate of programs
Competency 1: Demonstrate Ethical and Professional Behavior
2.0
99%
 
99%
Competency 2: Engage Diversity and Difference in Practice
2.0
100%
100%
 
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
2.0
100%
100%
Competency 4: Engage in Practice-informed Research and Research-informed Practice
2.0
100%
100%
 
Competency 5: Engage in Policy Practice
2.0
100%
100%
 
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
2.0
99%
99%
 
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
2.0
96%
96%
 
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
2.0
98%
98%
 
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
2.0
100%
100%

 

*Our Mineral Area College program has cohorts every 3 years. Assessment data for this campus will be reported for Spring and Summer of 2019. 


MSW Assessment of Student Outcomes: UMSL Campus*

COMPETENCY
2018 (Spring & Summer)
 BENCHMARK
(Generalist)
BENCHMARK
(Specialized Practice)
Generalist Practice
Family Practice
Leadership & Social Change
Competency 1: Demonstrate Ethical and Professional Behavior
90%
95%
100%
100%
100%
Competency 2: Engage Diversity and Difference in Practice
90%
95%
100%
100%
92%
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
 
90%
 
95%
100%
100%
100%
Competency 4: Engage in Practice-informed Research and Research-informed Practice
90%
95%
100%
97%
100%
Competency 5: Engage in Policy Practice
90%
95%
100%
96%
100%
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
 
90%
 
95%
100%
99%
100%
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
 
90%
 
95%
100%
100%
100%
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
 
90%
 
95%
100%
97%
100%
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
 
90%
 
95%
100%
97%
100%

 

*Our Mineral Area College program has cohorts every 3 years. Assessment data for this campus will be reported for Spring and Summer of 2019.