Exploring correlates of implicit curriculum for accreditation outcomes evaluation: results of student evaluations.
When the focus of the accreditation process for social work programs in the United States shifted to competency-based student achievement in 2008 the overall student experience in a program seemed to be sidelined. Another shift in these standards in 2015 renewed attention on the student experience,...
| Publicado en: | Social Work Education Vol. 41; no. 6; pp. 1069 - 1089 |
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| Autores principales: | , , , , , , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Sep2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=158632603&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 158632603 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Sep2022 vid: 41 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 158632603 10.1080/02615479.2021.1925241 ppf: 1069 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 421KB tig: atl: Exploring correlates of implicit curriculum for accreditation outcomes evaluation: results of student evaluations. aug: au: Krase, Kathryn DeLong Hamilton, Tobi Harris-Jackson, Tameca Gerritsen-Mckane, Ruth Christenson, Brian Sullivan, Dana J. Danhoff, Kristin Freedman, Daniel affil: Wurzweiler School of Social Work, Yeshiva University, New York, NY, USA School of Arts & Sciences, Brandman University, Irvine, CA, USA School of Health Sciences, Regis College, Weston, MA, USA Masters of Social Work Department School of Public Service Leadership, Capella University, Minneapolis, MN, USA Department of Social Work, Metropolitan State University of Denver, Denver, CO, USA Department of Social Work, Western Kentucky University, Bowling Green, KY, USA Department of Social Work, George Mason University, Fairfax, VA, USA su: United States Social work education Young adults Adults Higher education Curriculum planning Educational evaluation sug: subj: Social work education Young adults Adults Higher education United States Other Individual and Family Services Curriculum planning Educational evaluation keyword: Assessment curriculum development higher education Assessment curriculum development higher education ab: When the focus of the accreditation process for social work programs in the United States shifted to competency-based student achievement in 2008 the overall student experience in a program seemed to be sidelined. Another shift in these standards in 2015 renewed attention on the student experience, through a required assessment of the implicit curriculum. This study examines student evaluation of the implicit curriculum of more than 50 undergraduate and graduate social work programs using the Social Work Educational Assessment Package (SWEAP) Exit Instrument. Individual student and program characteristics were explored for their relationship to student assessment of the implicit curriculum. This quantitative, non-experimental, secondary data analysis utilized descriptive, bivariate and regression analyses of over 1400 individual student responses. Findings indicate that age, race, gender, and disability are all characteristics that have significant relationships to student evaluation of various aspects of the implicit curriculum. Recommendations for attention to the implicit curriculum for social work programs are discussed in light of the findings. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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