Program: Social Welfare (PhD)
Degree: Doctorate
Date: Mon Oct 12, 2015 - 11:00:51 am
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
Each student completing the doctoral program will be expected to possess a comprehensive body of knowledge about the field of social welfare, related behavioral and social sciences, and the social work profession in relation to a social problem area. Each student will obtain the ability to conduct independent research on a critical social problem.
Specifically, each doctoral graduate is expected to achieve the following educational objectives:
1. Analyze and apply social welfare theories, research findings and research methodologies to resolve critical social welfare problems (Qualifying Examination);
2. Formulate relevant research questions, and apply appropriate research methods in culturally-appropriate research design. (Qualifying Examination);
3. Understand and analyze social welfare policies, and their impact on social work practice within communities and populations in-need. (Qualifying Examination);
4. Develop substantive knowledge in a field of social welfare (e.g. child welfare, health and mental health disparities, poverty, indigenous wellbeing, aging). (Specialization Plan);
5. Conduct rigorous research which aims to advance social work practice, policy and knowledge development. (Comprehensive Examination);
6. Integrate and synthesize research findings into the body of professional knowledge (Final Examination/completion of the Dissertation); and
7. Disseminate knowledge through publications and/or teaching (Publications, presentations at conferences, teaching internship/regular courses while in the PhD program).
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
2) Your program's SLOs are published as follows. Please update as needed.







3) Please review, add, replace, or delete the existing curriculum map.
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.





5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?


6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)







7) Briefly explain the assessment activities that took place in the last 18 months.
The assessment activities that took place in the last 18 months:
1. Modified SLO's
2. Developed rubrics
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)














Indirect evidence of student learning







Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)




9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Seven faculty members were involved.
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)










11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)







12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
Modified SLO's and four rubrics.
13) What best describes how the program used the results? (Check all that apply.)









14) Please briefly describe how the program used the results.
We engaged in the following assessment activities:
1. Modified SLO's
2. Discussed possible mechanisms to collect student work
3. Developed rubrics
Distributed to the PhD committee. We will pilot the rubrics and revise as necessary.
Starting this academic year, we will collect direct evidence (i.e., Qualifying Exam, Specialization Plan, Comprehensive Exam, Final Exam) of student learning and indirect evidence (i.e., student self-report of SLO achievement as part of annual review). We will analyze the evidence for making programmatic decisions if/when necessary.
15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
N/A