Erikson Institute Masters of Social Work Program Assessment of Student Learning Outcomes Last completed in August 2019

This form is used to assist the Commission on Accreditation in the evaluation of the program’s compliance with Accreditation Standards stated below.

4.0.2: The program provides its most recent year of summary data and outcomes for the assessment of each of the identified competencies, specifying the percentage achieving each benchmarks for each program option.
4.0.3: The program uses Form AS4 (M) to report its most recent assessment outcomes for each program option to constituents and the public on its website and routinely up-dates (minimally every 2 years) its findings.

All Council on Social Work Education programs measure and report student learning outcomes. Students are assessed on their mastery of the competencies which comprise the accreditation standards of the Council on Social Work Education. These competencies are dimensions of social work practice which all social workers are expected to master during their professional training. A measurement benchmark is set by the social work programs for each competency. An assessment score at or above that benchmark is considered by the program to represent mastery of that particular competency.

Competency Benchmark
Specialized Practice
Demonstrate Ethical and Professional Behavior 80% 100%
Engage Diversity and Difference in Practice 80% 100%
Advance Human Rights and Social, Economic, and Environmental Justice 80% 100%
Engage in Practice-informed Research and Research-informed Practice 80% 97%
Engage in Policy Practice 80% 100%
Engage with Individuals, Families, Groups, Organizations, and Communities 80% 100%
Assess Individuals, Families, Groups, Organizations, and Communities 80% 94.5%
Intervene with Individuals, Families, Groups, Organizations, and Communities 80% 100%
Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities 80% 100%

* Please note that in the 2018-19 academic year, the Children’s Law and Policy concentration did not have any graduates, and the Infant/Early Childhood Mental Health concentration only had one graduate. The N would be so small that statistically the data would not have significance. In order to maintain that student’s confidentiality, while also fulfilling the data-reporting obligation, the decision was made to combine the three concentrations together.