Programs accredited by the Council on Social Work Education must measure and report on student learning outcomes. Students are assessed on their mastery of competencies that reflect critical dimensions of social work practice.
All students are assessed using a minimum of two measures on their mastery of the nine competencies that comprise the Educational Policy and Accreditation Standards of the Council on Social Work Education and any additional competencies programs may choose to add. Summarize the program’s competency-based assessment plan. Programs may add/delete rows to accurately reflect the number of measures included in the data presented.
| Assessment Measure #1: [Milestone Assignments] | |
|---|---|
| Dimension(s) assessed: | Knowledge, Values, Skills and Cognitive/Affective Processes |
| When/where students are assessed: | Each Semester (i.e., Fall/Spring semesters and Summer session) |
| Who assessed student competence: | Faculty instructors (both full- and part-time) |
| Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9: | Students must score 85% on Milestone Assignments (MAs) |
| Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9: | Aims to have 90% or more of students attain the benchmark |
| Assessment Measure #2: [Field Education Evaluation] | |
|---|---|
| Dimension(s) assessed: | Knowledge, Values, Skills and Cognitive/Affective Processes |
| When/where students are assessed: | Each Semester (i.e., Fall/Spring semesters and Summer session) |
| Who assessed student competence: | Field educators |
| Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9: | Students must score 3 or 4 on Field Evaluation of their learning contracts |
| Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9: | Aims to have 90% or more of students attain the benchmark |
Students are assessed using a minimum of two measures on their mastery of the nine competencies that comprise the Educational Policy and Accreditation Standards of the Council on Social Work Education and any additional competencies programs may choose to add, that reflect the area of specialized practice. Summarize the program’s competency-based assessment plan. Programs may add/delete rows to accurately reflect the number of areas of specialized practice and each measure included in the data presented.
| Assessment Measure #1: [Milestone Assignments] | |
|---|---|
| Dimension(s) assessed: | Knowledge, Values, Skills and Cognitive/Affective Processes |
| When/where students are assessed: | Each Semester (i.e., Fall/Spring semesters and Summer session) |
| Who assessed student competence: | Faculty instructors (both full- and part-time) |
| Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9: | Students must score 85% on Milestone Assignments (MAs) |
| Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9: | Aims to have 90% or more of students attain the benchmark |
| Assessment Measure #2: [Field Education Evaluation] | |
|---|---|
| Dimension(s) assessed: | Knowledge, Values, Skills and Cognitive/Affective Processes |
| When/where students are assessed: | Each Semester (i.e., Fall/Spring semesters and Summer session) |
| Who assessed student competence: | Field educators |
| Outcome Measure Benchmark (minimum score indicative of achievement) for Competencies 1-9: | Students must score 3 or 4 on Field Evaluation of their learning contracts |
| Competency Benchmark (percent of students the program expects to have achieved the minimum scores, inclusive of all measures) for Competencies 1-9: | Aims to have 90% or more of students attain the benchmark |
| Competency | Competency Benchmark (Generalist Practice) | Competency Benchmark (Advanced Practice) | Percentage of Students Achieving Benchmark | |
|---|---|---|---|---|
(85% of the students will demonstrate competence inclusive of 2 measures) | (85% of the students will demonstrate competence inclusive of 2 measures) | Generalist Practice n=463 (MAs + Field Eval)/2 90% | Advanced Year n=76 (MAs) + Field Eval)/179% | |
| Competency 1: Demonstrate Ethical and Professional Behavior | 85% | 85% | 97.4 | 100.0% |
| Competency 2: Engage Diversity and Difference in Practice | 85% | 85% | 96.9% | 100.0% |
| Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice | 85% | 85% | 98.5% | 100.0% |
| Competency 4: Engage In Practice-informed Research and Research-informed Practice | 85% | 85% | 98.8% | 100.0% |
| Competency 5: Engage in Policy Practice | 85% | 85% | 98.9% | 100.0% |
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 98.4% | 100.0% |
| Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 96.0% | 93.2% |
| Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 98.4% | 100.0% |
| Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 93.8% | 100.0% |
Competency | Competency Benchmark (Generalist Practice) | Competency Benchmark (Advanced Practice) | Percentage of Students Achieving Benchmark | |
|---|---|---|---|---|
| (85% of the students will demonstrate competence inclusive of 2 measures) | (85% of the students will demonstrate competence inclusive of 2 measures) | Generalist Practice n=67 (MAs + Field Eval)/2 90% | Advanced Year n=18 (MAs + Field Eval)/2 90% | |
| Competency 1: Demonstrate Ethical and Professional Behavior | 85% | 85% | 96.0% | 100.0% |
| Competency 2: Engage Diversity and Difference in Practice | 85% | 85% | 100.0% | 100.0% |
| Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice | 85% | 85% | 100.0% | 100.0% |
| Competency 4: Engage In Practice-informed Research and Research-informed Practice | 85% | 85% | 100.0% | 100.0% |
| Competency 5: Engage in Policy Practice | 85% | 85% | 100.0% | 100.0% |
| Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 100.0% | 100.0% |
| Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 93.3% | 100.0% |
| Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 100.0% | 100.0% |
| Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 100.0% | 100.0% |
| Competency | Competency Benchmark (Generalist Practice) | Competency Benchmark (Advanced Practice) | Percentage of Students Achieving Benchmark | |
|---|---|---|---|---|
| (85% of the students will demonstrate competence inclusive of 2 measures) | (85% of the students will demonstrate competence inclusive of 2 measures) | Generalist Practice n=530 (MAs + Field Eval)/2 90% | Advanced Year n=94 (MAs + Field Eval)/2 90% | |
| Competency 1: Demonstrate Ethical and Professional Behavior | 85% | 85% | 97.2% | 100.0% |
| Competency 2: Engage Diversity and Difference in Practice | 85% | 85% | 97.3% | 100.0% |
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice | 85% | 85% | 98.6% | 100.0% |
| Competency 4: Engage In Practice-informed Research and Research-informed Practice | 85% | 85% | 99.0% | 100.0% |
| Competency 5: Engage in Policy Practice | 85% | 85% | 99.1% | 100.0% |
| Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 98.6% | 100.0% |
| Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 95.7% | 94.3% |
| Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 98.6% | 100.0% |
| Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities | 85% | 85% | 94.4% | 100.0% |
At the end of each academic year, the UBSSW surveys all MSW students to assess students’ perceptions of dimensions of the school’s culture and climate, such as the classroom environment, support for diverse groups of students, and opportunities for students.
| Opportunities for Students |
2022 n = 123 % Agree |
2023 n = 105 % Agree
|
|---|---|---|
School provides continued professional development | 78.8 | 84.0 |
Used advisor as a resource | 46.3 | 56.6 |
School facilitates continued academic success | 82.1 | 84.0 |
Got choice of course, not necessarily of instructor | 72.4 | 80.2 |
Received opportunities to participate in student-run groups | 82.1 | 86.8 |
Received field placement in an area of interest | 80.5 | 85.8 |
Students able to organize around an issue | 79.7 | 83.0 |
Informed about workshops/conferences to gain additional skills | 89.4 | 89.6 |
Resources provided for academic achievement | 80.5 | 82.1 |
Sufficient choice given to select advanced year field placement | 72.4 | 73.3 |
Opportunities to collaborate with faculty on projects available | 49.6 | 46.2 |
Explored self-care materials provided on school’s website | 69.9 | 57.5 |
Self-reported participation in the mentoring program | 15.4 | 12.3 |
| Classroom Environment | 2022 n = 104 % Agree | 2023 n = 88 % Agree |
|---|---|---|
Classroom environment conducive to open questioning, dialogue | 91.35 | 87.8 |
Fair evaluation criteria for performance in classrooms | 88.5 | 83.3 |
Classroom environment respects diversity, difference | 87.5 | 90.0 |
Encouragement to express diverse opinions provided | 79.8 | 81.1 |
Faculty expectations and deadlines reasonable in classroom | 85.6 | 81.1 |
Students’ encouraged to understand others’ perspectives | 88.5 | 92.2 |
Students respected though ideas may be challenged in classrooms | 93.3 | 90.0 |
Students encouraged to seek alternative perspectives | 80.8 | 77.8 |
| Students feel valued by peers in class | 88.5 | 95.6 |
| School Climate for Diverse Populations | 2022 n = 103 % Agree | 2023 n = 87 % Agree |
|---|---|---|
SSW environment is supportive of students of color | 78.6 | 87.4 |
SSW environment is supportive of gay, lesbian, bisexual students | 88.3 | 93.1 |
SSW environment is supportive of transgender students | 83.5 | 87.4 |
| SSW environment is supportive of immigrant students | 87.4 | 87.4 |
| SSW environment is supportive of refugee/asylee students | 87.4 | 83.9 |
| SSW environment is supportive of international students | 90.3 | 82.8 |
SSW environment is supportive of diverse religious, spiritual traditions | 83.5 | 82.8 |
SSW environment is supportive of students with disabilities | 80.6 | 81.6 |
SSW environment is supportive of students who are veterans | 92.2 | 90.8 |
SSW environment is supportive of students raising children | 80.6 | 78.2 |
| Communication | 2022 n = 101 % Agree | 2023 n = 84 % Agree |
|---|---|---|
Faculty model SW values, ethics | 84.2 | 88.1 |
Able to have open communication with professors | 86.1 | 90.5 |
Respectful treatment from administrators/staff | 88.1 | 90.5 |
Professors respond in reasonable period of time | 81.2 | 79.8 |
Respectful treatment from faculty | 90.1 | 89.3 |
Professors responsive towards student feedback | 85.1 | 83.3 |
Administrators/staff model SW values, ethics | 95.4 | 90.5 |
Administrators respond in reasonable period of time | 93.7 | 90.5 |
Administrators responsive towards student feedback | 92.1 | 83.3 |
Feel safe in faculty offices | 97 | 94.0 |
| Overall Experience | 2022 n = 84 % Agree | 2023 n = 84 % Agree |
|---|---|---|
Proud to be an SSW member | 97.6 | 96.4 |
| Recommend SSW to friend | 89.4 | 88.1 |
| Gone hungry because no money for food in spring semester | 7.1 N=12 | 17.8 N=15 |
| Was homeless at any point during spring semester | 1.2 N=2 | 0 N=0 |
* % Agree inclusive of % Agree; % Strongly Agree.
Each year, the New York State Office of the State Board for Social Work distributes the licensure pass rates of graduates of NY’s social work programs. These are the licensure rates of first-time test takers.
Year | University at Buffalo | New York State | North American |
|---|---|---|---|
2021 (n=285) | 86% | 66% | 73% |
2022 (n=215) | 81.9% | 67.2% | 72.1% |
Year | University at Buffalo | New York State | North American |
|---|---|---|---|
2021 (n=137) | 88.3% | 77% | 75.8% |
2022 (n=119) | 84% | 75.5% | 74.4% |