Friday, 14 January 2005 - 12:00 PM

This presentation is part of: Poster Session I

Analyzing Transcripts of BSW Completers

Purpose: The purpose of this study was to examine transcripts of BSW completers over the last four years from a medium-sized comprehensive university to see if student patterns emerge, to characterize course-taking that occurs outside the university, and to see if patterns vary by student gender, race/ethnicity, or age.

Methods: With assistance from the college's advising center and the University Registrar, data from transcripts of BSW students graduating between 2000 and 2003 (N=163)were analyzed for patterns related to these three purposes. Data points included birth year, matriculation date, courses taken (semester taken and grades obtained)at the University, and courses taken at other institutions. For the main feeder community college, transcripts were obtained to add to the data base those courses, semester taken, and grade obtained there. Race/ethnicity was obtained through the recollection of at least two faculty. Descriptive analyses of these data were conducted through SPSS.

Results: Results indicate that most students attended at least two institutions and nearly one-fourth (23%) attended three institutions in their pursuit of a BSW. Grades are higher in social work courses than in other subject areas and these grades are exceptionally high (approximately 40% had higher than a 3.75 GPA in the social work major upon graduation). Grades vary little based on age, gender, or race/ethnicity (though small numbers of male, black and hispanic students limit strength of comparisons). Average time to graduation for students from the university is less than 4 years, though most students spent at least 1 year at other institutions. In the social work major, students' grades were lowest in the introductory course; in non-social work courses, students' grades were lowest in statistics and biology.

Implications: This information regarding course-taking patterns suggests that it is difficult to establish the parameters of a program and thus its effects, making outcomes assessment problematic. It also raises concerns about grade inflation and a lack of variance in grading that prohibits studies of precursors of classroom achievement. Furthermore, it calls into question students' grounding in statistics and biology. Clearly, further research with more cohorts at more institutions is necessary.

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