Friday, 14 January 2005 - 12:00 PM

This presentation is part of: Poster Session I

Outcome Surveys: Understanding Differences Between Field and Classroom Learning Experiences In A Block Field Placement Program

Purpose: Graduate surveys are often utilized in assessing a social work program’s achievements of learning objectives and as a way to measure outcomes. The purpose of the research was to provide an understanding of graduates’ experiences within one MSW Program and to address the factors that contribute to learning in both class and field where the field placement design is a block placement.

Methods: A survey instrument was used to ask recent MSW graduates about their experiences within the MSW Program. The sampling frame consisted of all recent graduates from a two year calendar period and after two mailings resulted in a 49% response rate. The survey asked graduates for their perceptions of their achievement of MSW Program and concentration objectives. Graduates were asked to respond to how well the School helped them to achieve learning objectives using a five-point scale. Separate responses regarding classroom experiences and field experiences in relation to each of the learning objectives were asked to asses how and where in the curriculum learning objectives were best being achieved. This is especially significant as the curriculum offers a 30 week block field placement experience, where typical students enter the field after completion of three semesters worth of coursework.

Results: Data was obtained from 111 recent graduates of the MSW Program. Data indicated that respondents overall were quite satisfied with the Program with 91% reporting at least some level of satisfaction. The School identifies 15 outcome learning objectives. Respondents rated class and field experiences separately which proved to be an important distinction in understanding how field and class experiences contribute differently to the learning objectives. Seven objectives rated field experiences higher than class experiences in meeting such objectives, while seven objectives rated class experiences higher. One objective showed no difference in ratings between field and class experiences. From the data, it appears that field experiences contribute as significantly as class experiences in the achievement of learning objectives and in some cases are rated better. It should be noted that certain objectives seem to be better suited for field learning while others are more apt to be achieved in the classroom. Discrepancies between class and field learning may not be significant, as long as achievement of the various learning objectives are being met satisfactorily somewhere in the program.

Implications for Social Work Education: Alumni surveys are often used to evaluate educational programs, including satisfaction and employment. The literature has been sparse in investigating the interrelationships among social work education programs and adequacy of professional skills. Further, it has been suggested that studies need to clearly focus on the relationship between curriculum input and student outcomes. This research hopes to fill the gaps by providing useful information about learning outcomes and how graduates perceive such learning, both within the program and the transferability of skills for practice post-graduation. It is often difficult to pin point exactly what contributes to successful integration of skills, but it is clear that graduates' input can aid in the curriculum decisions of programs.

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