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Browsing by Author "Hamilton, Tobi A. DeLong, author"

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    Bachelor social work students' ratings of social work skills and advising experience: an analysis of the national Baccalaureate Educational Assessment Package (BEAP) Exit Survey data
    (Colorado State University. Libraries, 2009) Hamilton, Tobi A. DeLong, author; Morgan, George, advisor; Buchan, Victoria, advisor
    This study examined two sections the Baccalaureate Educational Assessment Package Exit Survey data from 2000-2007. BEAP is used by BSW programs to track students over time from entrance into a social work program to two years after graduation. A total of 16,996 student responses were analyzed using descriptive statistics and multiple regression analysis Almost 90% of the participants were female students and 10% were male students and the mean age of students was 28 years-old. The overall student GPA was 3.3 and the majority had no reported disability (72%). The majority of social work programs that used the BEAP Exit Survey were smaller, BSW only, and located in public institutions. Student demographics did not predict social work skill ratings or advising experience. However, there were consistent patterns between skill and advising experience for non-traditional students. Program demographics did show notable results. Students in the smallest social work programs rated their skills higher on half of the skill questions. Students in private social work programs rated their social work skills higher than those students in public programs and students in BPD region six rated their social work skills higher than all other BPD regions. There were no differences in advising or social work skill ratings for students in BSW or combined BSW/MSW programs. Program demographics also showed notable results in the area of advising experience. Students in private denominational programs rated their advising experience higher than the other two program types and students in BSW only programs rated their advising experience higher. Students in the smallest programs rated their advising experience higher than other programs and students in BPD region one rated their advising experience higher than students in the other regions. Competency-based learning, with agreed upon outcomes, is the basis for assessing and certifying individual student achievement within social work programs. This study provided meaningful data about social work students and programs and their relationships to social work skills and the advising experience. Based upon the results, suggestions for future research to fill gaps in the literature and to improve social work program assessment were made.