1

San Francisco State University School of Social Work

Academic Program Review/ Accredited Degree Program Standards Report

Fall 2013

Programs: Master of Social Work (M.S.W.) The enclosed accredited degree program standards report, as well as the Accreditation Self-Study, have been reviewed by the faculty in the instructional unit and are now submitted for external review. Reaffirmation of Accreditation was granted in October 2010 by the Council on Social Work Education (CSWE) and full accreditation has been granted through October 2018. ________________________________________ ____________________ Department Chair Signature: Eileen F. Levy Date Drafts have been read and deemed ready for APRC review by: _______________________________________ _________ College Dean Signature: Don Taylor Date _______________________________________ __________ AVP Academic Planning and Educational Date Effectiveness Signature: Linda Buckley _________________________________________ __________ Dean of Graduate Studies Signature: Ann Hallum Date

2

1.0 Executive Summary 1.1 Brief history of the program San Francisco State University's first MSW class began in 1966 with 41 students who were selected from a pool of 180 applicants. The MSW program continued to grow and thrive over the next 44 years, increasing both its tenure track faculty and student enrollment in both BASW and MSW programs. In Spring 2010, the university administration, despite the School of Social Work’s full reaffirmation of its accredited status from the Council on Social Work Education, made an independent decision to significantly decrease enrollments in both social work programs to 25 new students per year, and to not replace tenure track faculty lines of faculty who retired or left the university. This decision was made despite the overwhelming numbers of applicants to the MSW program each year (over 400), and the needs of the community to continue the workforce development efforts necessary to replenish the numbers of social workers expected to retire in the coming decades. The decision to reduce the size of the MSW program has had serious curricular implications, most notably, the inability of the School of Social Work to offer the two macro emphases, Administration and Planning and Social Action and Change. These emphases were critical elements of the mission of the MSW program, and have resulted in a reduction of trained professional social workers to assume administrative and community organizing/advocacy roles at a time when these skills are critical to the social service needs of the community. 1.2 Brief synopsis of previous program review recommendations

The San Francisco State University School of Social Work is fully accredited by the Council on Social Work Education and has not previously participated in a program review at SF State. Attached is the CSWE Accreditation letter and review. 1.3 Summary of how program meets the standard Table 1. Grid to accompany narrative submitted by accredited program

Standard Is standard being met? Location discussed in accreditation report(s)

University-wide standards

3.0 ADMISSION REQUIREMENTS

3.1 Evidence of Prior Academic Success

Yes- Standard is met; 100% of applicants must meet this standard of having a minimum undergraduate GPA of 3.0.

Vol. 1, Sect. 5, P. 1

3

3.2 Evidence of Competent Writing

Yes- Standard is met through applicants’ admissions narrative statement.

No specific evaluation of writing is mentioned in the accreditation report

3.3 English Preparation of Non-Native Speakers

Yes- Standard is met; 100% of Non-Native speakers must meet minimum TOEFL score of 550 for the paper-based test, or 80 overall score for the internet test.

Vol. 1, Sect. 5, P. 3 (General University requirements)

4.0 PROGRAM REQUIREMENTS

4.1 Number of Course Offerings

Yes- standard of two graduate courses per semester is being met. At least 17 graduate courses are offered each semester.

Vol. 1, Sect. 2, P. 13-14; 34-35; 37-38; 52-53

4.2 Frequency of Course Offerings

Yes- Standard of at least once every two years is being met. All required courses are offered every year.

Vol. 1, Sect. 2, P. 13-14; 34-35; 37-38; 52-53.

4.3 Path to Graduation Yes- Map to graduation published in MSW manual. Standard is being met. 98% of MSW students graduate in 2 years.

Vol. 1, Sect. 9, Attachments, MSW Program Manual, 10-13

4.4 Course Distribution on ATC

Yes- 100% of the units on the MSW ATC forms are exclusively from graduate courses.

See attachment to this document

4.5 Class Size Yes- Standard of 8-30 students in a graduate class is being met. All social work class sizes are between 8 and 28 students.

4.6 Number of Graduates Yes- at least 25 MSW graduates per year. Standard of at least five graduates per year is being met.

Table 5- Page 11 of this document

4

5.0 FACULTY REQUIREMENTS

5.1 Number of Faculty in Graduate Program

Yes- Standard minimum of 2. Standard is met, currently 8 tenured/tenure-track faculty in graduate program

Vol. 1, Sect. 4, P. 1-7

5.2 Number of Faculty Per Concentration

Yes- we currently have one concentration, in which all faculty teach.

Vol. 1, Sect. 4, P. 1-7

6.0 PROGRAM PLANNING PROCESS

Standard is met

Sect. 8, P. 1-116

7.0 THE STUDENT EXPERIENCE

Standard is met Vol. 1, Sect. 8, P. 11-31

8.0 THE PROGRAM AND THE COMMUNITY

Standard is met Vol. 1, Sect. 7, P. 1-7

9.0 THE FACULTY EXPERIENCE

Standard is met Vol. 1, Sect. 4

10.0 RESOURCE SUPPORT FOR THE PROGRAM

Standard is met Vol. 1, Sect. 3

2.0 Profile of the Program 2.1 Overview of the Program The mission of the School of Social Work is to provide educational foundations that promote just and secure communities, societies, and global networks. It serves to educate human service providers for versatile, creative, and culturally sensitive practice in multiple settings and involving diverse populations. It promotes leadership, scholarship, activism, and change to achieve equity and social justice Our MSW program, a 60-unit, four-semester full time program, has been a highly popular, competitive and effective Master’s program, with over 400 applicants per year. The administration’s 2010 decision to reduce admissions created a significant challenge for the School and the MSW Program because we had to suspend two of our three MSW emphases (Social Action and Change and Administration and Planning). The emphases suspensions were challenging because we were the only Bay Area MSW program with a Social Action and Change (i.e. community organizing) emphasis. The School currently offers an emphasis in Individual, Families and Groups (IFG), as well as stipend programs [where students receive Title IV-E and Proposition 63 funding while in the MSW

5

program in exchange for work payback after graduation] in Child Welfare and Mental Health, and a credential program in School Social Work. One of the program’s recent goals has been to revise the MSW curriculum so it aligns with the revised Educational Policy and Accreditation Standards of the Council on Social Work Education. CSWE’s 2008 EPAS (Educational Policy and Accreditation Standards) is currently being updated and revised, and will be reintroduced as the 2015 EPAS, the standard under which our program will be reaccredited in 2018. Other curriculum changes that faculty have implemented in the past two years is a new emphasis in Gerontological Social Work, approved by the faculty and university and scheduled to be offered beginning in Fall 2014. Social Work faculty also developed and the university approved two new courses over the past two years, SW 780, Global Poverty, and SW 840, Psychosocial Rehabilitation in Social Work and Mental Health, which is cross-listed with Counseling. The Global Poverty course was designed to replace SW 771, Ethnic and Cultural Concepts and Principles II, which was dropped from the curriculum after results from several student assessments indicated that the content was somewhat redundant from SW 770, the first course in the sequence. The course has now been offered twice and student feedback has been very positive. A new Social Justice and Leadership curriculum proposal was approved by the faculty in 2012-2013, and may be submitted for university approval in 2014, when the university begins to accept new curriculum proposals following its database conversion. 2.2 The Program in the Context of the Academic Unit The School of Social Work offers an undergraduate social work degree (Bachelor of Arts in Social Work), as well as graduate degrees in Social Work (Master of Social Work) and Gerontology (Master of Arts in Gerontology). This program review is focused on the School of Social Work’s MSW program. Between 2008 and 2010, the Master of Social Work Program was just about double the size of the BASW Program. In Fall 2010, our admissions numbers for the MSW program were cut by 60% (from 60 to 25 admits). From Fall 2010, until our last admissions cycle for Fall 2013, the BASW and MSW programs had similar admissions numbers (approximately 25 new students for each program). Table 2: FTES, FTEF and SFR 2008-2012

2008 2009 2010 2011 2012 Enrollment FTES FTEF SFR FTES FTEF SFR FTES FTEF SFR FTES FTEF SFR FTES FTEF SFR

Graduate – MSW Program

146.3 10.25 14.4 143.7 8.8 16.4 123.3 8.64 14.3 80.9 7.7 11.1 68.56 4.66 14.8

Undergraduate- BASW Program

55.9 3.44 16.28

70.83 18.4

64.69 3.6 17.8

50.95 3.84 13.34

49.08 4.02 12.44

6

Approximately 2.0 FTE lecturers are funded each year through a long-term external Title IV-E training grant in Child Welfare, and this number will rise to 3.0 FTE lecturers in AY 2014-2015 due to a statewide modification in the field practicum component of the child welfare curriculum. Each semester there are between one and three graduate level seminar courses taught by lecturers (not including the field seminars and field supervision courses, which are primarily taught by lecturers). The impact of enrollment numbers on thesis supervision, classroom space, and maximum and minimum numbers of students allowed in seminar classes, number of faculty available to teach courses and supervise theses. How do these issues impact the deployment of lecturers and T/TT faculty among the courses? At this time, with the lowered MSW program enrollments (approximately 54), and our current T/TT faculty composition (9), we supervise culminating experience projects (SW 895/898) by dividing up the graduating cohort among three T/TT faculty members per year (approximately 8-9 students per faculty). We currently have sufficient classroom space to mount our program, although we occasionally have to make use of rooms that are controlled by CHSS to house courses that are offered during high-demand time periods. Our seminar classes have a maximum enrollment of 30 students, although our Field Seminar classes have smaller enrollment limits of 15. All faculty currently teach a 3-course workload, with some faculty on periodic reduced teaching loads through grant buy-outs and other assigned time allocations. We regularly hire a small number of lecturers through grant funds to supplement the additional courses required by the Title IV-E Child Welfare Training Project and the Pupil Personnel Services Credential program. Most of our required courses (approximately 70%), however, are taught by full time tenured/tenure-track faculty. What is the ideal number of graduate students in our program? Do we currently have too few or too many graduate students? What consideration do we make relative to domestic vs. international student enrollments? We currently have too few graduate students; we are the graduate program in the university with the highest demand, and admit the lowest percentage of students. The MSW program has by far the highest number of applications in the College, and over twice as many as any other program (see document titled, College of Health and Social Sciences Graduate Programs- http://air.sfsu.edu/sites/sites.sfsu.edu.air/files/College_of_Health_and_Social_Sciences_Overview.pdf. The section of the CHSS document on Quality of Graduate Programs states, “Measures of graduate program quality can be difficult to find. Even the measure of the number of applications is a mixed measure, partly a measure of demand for the program and partly, one of quality perceived by potential applicants (p.13).” The narrative goes on to state that the MSW program has by far the highest number of applications in the College, over twice as many as any other program. Given our current T/TT faculty allocation, we could increase our program to admit 40-50 MSW students

7

per cohort, and still maintain the appropriate SFR for MSW programs of 1:12, recommended by the Council on Social Work Education. Increasing program enrollment would allow for offering multiple sections of courses and mounting of additional program emphases such as the new emphasis in Gerontological Social Work, as well as enhancing our students’ classroom experiences by allowing for diverse classroom composition in required courses. Our admissions criteria allow for enrollment for domestic and international students. We do not usually have a large number of international students seeking admission to the MSW program, and currently have some international students (approximately two per year) enrolled in the MSW program. 3.0 Admission Requirements 3.1 Evidence of Prior Academic Success The School of Social Work meets the University standard of a 3.0 minimum grade point average for all admissions. As shown in Vol. 1, Sect. 5, P. 1 of the CSWE Self-Study, and all Program admission materials, the School of Social Work requires a minimum of a 3.0 grade point average for admissions. 3.2 Evidence of Competent Writing Each applicant for the MSW Program must submit a supplemental application to the School of Social Work, which requires the applicant to write about their educational objectives, professional motivation, work experience, and any additional information they care to provide for consideration. It is this written statement that provides evidence of whether the applicant has the ability to write in a proficient manner by preparing a written statement of purpose that presents a clearly articulated statement of educational objectives and personal goals in relation to defined concepts of social work and the mission of our program. Applicants who do not submit a well written and clearly articulated statement of purpose will receive fewer points in this area, which will impact their total evaluation score and their chances for admission to the MSW program. In addition, applicants to the Title IV-E Child Welfare Training Program are assessed for their writing proficiency by having them write an “on-the-spot” essay during their in-person admission interviews. If a candidate does not demonstrate evidence of competent writing during this exercise, they are not further considered for admission to the Title IV-E program. We are currently discussing the addition of the GRE Writing Test as a requirement for admission to the MSW program in Fall 2015. Until then, we plan to implement an evaluation essay during the one unit Social Work Education, Professionalism and Practice seminar that all first year MSW students are required to take during the early part of Fall semester. After evaluating the essays, we will recommend remediation for those whose writing proficiency is not at the standard required for graduate study.

8

3.3 English Preparation The School of Social Work meets the University standard of requiring English preparation. All incoming international students must achieve a score of at least 550 on the paper based TOEFL, 7.0 on the computer test, or 80 on the Internet based test. Students are never granted a waiver of the TOEFL requirement. In the last five years, we have had some MSW students enroll as first-year students who are non-native English speakers. Our MSW program has comprehensive advising for each of these students to ensure that they are making adequate progress in each course. 3.4 Overview of Program Admissions Policy The admissions policy of the School of Social Work has remained the same for the last several years. The School of Social Work is an extremely competitive program – the most competitive Master of Social Work Program in the country, according to statistics published by CSWE. We accept approximately 6-8% of our applicants (see Table 3 below). Our MSW program is nationally recognized and attracts all types of applicants. Our MSW students’ average age is early 30s, and most have two-plus years of social work or human services experience prior to entering our program. Our program specifically focuses on developing students who can engage diverse communities in competent and culturally-appropriate ways, as this is the School of Social Work’s mission – to teach students to serve oppressed and disenfranchised communities. Applicants must have a minimum 3.0 grade point average, write three personal essays about professional experience, personal motivation and career goals, must have three professional recommendation letters, and must have their volunteer and paid work experience verified by current and past supervisors. All admissions files are read by faculty two separate times and are assigned points for each admissions criterion. If there are discrepancies in scoring, a file is read a third time by a separate faculty member. Table 3. Applicants for, Acceptances to, and Enrollment in MSW Program

Number of Applicants

Number of Students Accepted

Numbers of Students Enrolled each Fall as 1st years

Fall 2009 466 117 54

Fall 2010 638 43 29

Fall 2011 430 29 27

Fall 2012 546 38 25

Fall 2013 424 26 26

9

4.0 Program Requirements 4.1 Number of Course Offerings The School of Social Work more than meets the standard of two courses offered per term (see Table 4 below). Care is taken to ensure that sufficient courses are offered each term for each elective emphasis. Students are also allowed to take interdisciplinary electives from across the campus as well, including courses in the Master of Arts in Gerontology (in the School of Social Work). Table 4 below shows the variety of course offerings in the SSW each semester over the last five years. 4.2 Frequency of Course Offerings The School of Social Work exceeds the University standard of offering every course once every two years. All required MSW courses are offered at least one time per academic year (including some electives) and recently some courses have been offered once every semester. The MSW program’s two-year course schedule is set and has little variation. Table 4 below illustrates how the SSW significantly exceeds the University standard of offering every course once every two years. Table 4. Course Rotation Schedule [Each cell includes number of sections offered and enrollment in each section]

Course S ‘09 F ‘09 S ‘10 F ‘10 S `11 F ‘11 S ‘12 F ‘12 S ‘13

700 2 (36,28) 1 (25) 1 (27) 1 (24)

701 2 (30,30) 2 (21, 35)

2 (13, 14)

2 (16, 13)

710 2 (26,32) 1 (25) 1 (28) 1 (24)

720 3 (20,25,16)

3 (27,18,11)

1 (25) 1 (30) 2 (9-15)

721 1 (37) 1 (14) 1 (20)

730 3 (26,16,9)

1 (25) 1 (27) 1 (25)

740 9 (14-18)

9 (14-18) 9 (14-18) 6 (12-15)

6 (12-15) 6 (12-15)

5 ( 3-15)

4 (12-15)

4 (12-15)

741 9 (14-18)

9 (14-18) 9 (14-18) 6 (12-15)

6 (12-15) 6 (12-15)

5 (3-15) 4 (12-15)

4 (12-15)

760 1 (31) 1 (32) 1 (27) 1 (19) 1 (17)

770 2 (24,26) 1 (25) 1 (27) 1 (25)

771/ 780 (replaced 771 in S’13)

3 (31, 17,12)

2 (36,16) 1 (27) 1 (28) 1 (24)

800 1 (22) 1 (28)

10

801 1 (16) 1 (15)

810 2 (14, 25)

2 (18,23) 1 (28) 1 (26)

811 1 (30) 1 (25)

820 1 (22) 1 (30) 1 (13) 1 (9)

830 1 (39) 1 (35) 1 (27) 1 (29) 1 (24)

831 1 (27) 1 (34) 1 (27) 1 (27) 1 (29)

832 2 (26,13) 1 (30) 1 (27) 1 (26) 1 (30)

833 (elec)

1 (14)

835 1 (25)

836 1 (14) 1 (14)

840 (elec)

843 1 (13) 1 (14) 1 (13) 1 (17) 1 (11)

850

855 1 (26)

862 1 (15)

864 1 (8) 1 (9)

865 1 (19) 1 (27) 1 (27) 1 (12)

880 1 (8)

895/898

10 (6-7)

10 (6-7) 3(8-9) 4 (4-9) 4 (1-7)

4.3 Path to Graduation The School of Social Work meets the standard of providing a course schedule that clearly defines a path to graduation for all MSW students in two years and four consecutive academic semesters (see Self-Study, Sect. 9, MSW Program Manual, p. 10-13). The School of Social Work exceeds the University policy that states, “[Graduate] programs shall prepare and publicize course schedules that clearly state a path to graduation that enables students to graduate within 5 years.” We have no curricular bottlenecks in our MSW program. 4.4 Course Distribution on the Advancement to Candidacy Form This is another area where the School of Social Work exceeds University policy, which states, “The distribution of course units on the ATC shall include the following elements: 1) At least 50% of the units on the ATC must be exclusive graduate courses, 2) Another 20% of units on the ATC may be from either exclusive graduate or paired courses, and 3) A final 30% of the units on the ATC may be from upper division undergraduate courses, paired courses, or graduate courses.”

11

All ATCs that have been submitted by students graduating from the SSW for the last five years have met the criteria. That is, 100% of the units on the ATCs from SSW MSW students are exclusively from graduate courses (See Attachment #1 [ATC Form] in the appendix). 4.5 Class Size University policy states, “A program’s typical graduate class size should be between 8 and 30 students. Seminar classes should be maintained at no more than 15 and no less than 5.” Table 4 on the previous page illustrates that 95% (114 out of 120) of SSW sections meet the criteria of enrolling between 8 and 30 students. 4.6 Number of Graduates Table 5 illustrates the number of MSW graduates in the last five academic years. Again, the SSW exceeds the University policy that states, “The average number of students graduating from a degree program or going on to a doctoral program in a related field per year over a five year period shall be at least 5.” Between May 2008 and May 2012, the SSW graduated on average 56.8 students with MSW degrees, which is 10 times more than stated in the university policy. Table 5. Number of Program Graduates with an MSW

Academic Year Number of Graduates

2007-2008 58

2008-2009 65

2009-2010 53

2010-2011 60

2011-2012 48

Five Year Average 56.8

4.7 Overview of Program Quality and Sustainability Indicators The School of Social Work at San Francisco State has an MSW program that is on a sustainable trajectory. With 25 new admits and approximately 54 total MSW students, and nine full-time tenured and tenure-track faculty for 2012-2013, the program is sustainable at this level. Admissions numbers could be increased to 35 new MSW students in Fall 2014 without jeopardizing the CSWE-recommended SFR of 1:12. The

12

MSW program receives federal funding for the Title IV-E Child Welfare Training Project and Mental Health Stipend Program that brings in revenue to the university, college and SSW. However, with only 25 admits in each cohort, we are not currently able to meet the demands of the community for Master’s level social workers. With over 450 applicants for Fall 2013, we are clearly not close to the size we need to be in order to graduate the number of MSW’s who can serve the disenfranchised and oppressed populations of the San Francisco Bay Area. Our MSW program enjoys a good reputation with other MSW programs nationwide, with our Director having served on the boards of both the National Association of Deans and Directors of Schools of Social Work, and currently serving as President of the California Association of Deans and Directors of Schools of Social Work. 5.0 Faculty Requirements 5.1 Number of Faculty in Graduate Program The School of Social Work more than exceeds the University policy that states, “Each graduate program shall have a minimum of two tenure/tenure-track faculty holding a terminal degree or equivalent and a full-time faculty member serving as Graduate Coordinator.” Over the past five years, the SSW had 9 full time tenure/tenure track faculty members who taught in both the MSW and BASW programs. One faculty member left the university in 2013. The following is a list of all full-time T/TT faculty members who teach in the MSW program, as of Fall 2013:

1. Rashmi Gupta (teaches SW 720, 740, 741, 820, 831, 832, 895) 2. Joyce Hermoso (teaches SW 700, 701 720, 721, 780, 895) 3. Yeon-Shim Lee (teaches SW 701, 720, 740, 741, 770, 895) 4. Eileen Levy (currently School of Social Work Director and MSW Program

Coordinator) 5. Sonja Lenz-Rashid (teaches SW 700, 730, 810, 832, 895) 6. Dina Redman (teaches SW 740, 741, 831, 832) 7. Jerry Shapiro (teaches SW 710, 730, 830, 831, 832, 895, 760, 810) 8. Rita Takahashi (teaches SW 701, 720, 770, 771, 780, 895)

[See Self Study Section 4, p. 1-7 for discussion of faculty.] 5.2 Number of Faculty per Concentration (or Emphases) Since our admissions were reduced in Fall 2010, we offer only one emphasis (Individuals, Families and Groups). All full time faculty members have taught in the Individuals, Families and Groups emphasis. University policy states, “Each concentration within a program shall have at least one tenure/tenure track faculty member who has

13

demonstrated experience in and commitment to the field represented by the concentration.” The Individual, Families and Groups emphasis meets the above university criteria. 6.0 Program Planning and Quality Improvement Process The School of Social Work uses multiple forms of assessment, both qualitative and quantitative. To garner data from students, questionnaires and input forms were delivered through electronic surveys or by hard copies. The School has received a multitude of program assessment data, and they include results, reviews, and discussions of results. The data and information received from these questionnaires and surveys have been utilized continuously through the years to make adjustments, corrections, and additions to courses, programs, policies, procedures, and practices. [See Self-Study, Section 8, for details describing the qualitative and quantitative data collected over the last five years to improve the quality of the MSW degree in the SSW.] The School of Social Work meets this university requirement. 7.0 The Student Experience Section 5 of the Self Study describes the various MSW student organizations and activities. Table 6 illustrates the demographic breakdown of the MSW students in Fall 2012. (Data accessed from San Francisco State University website: http://air.sfsu.edu/ir) Table 6. Student Demographics (MSW Program 2008-2012)

MSW Student Demographics

(Fall 2012)

SF State’s Grad Student Demographics (Fall 2012)

Ethnicity Number % Number %

African-American/ Other Black

4 7.4 141 4.3

Asian/Filipino/Pac Island 8 16.8 578 17.8

Chicano/Mexican American

9 16.7 282 8.7

Other Latino/Hispanic 10 18.5 250 7.7

Native American 1 1.9 14 .4

White (Non-Latino) 15 27.8 1812 55.6

Multiple Race/Ethnicity 6 11.1 183 5.6

Other/Unknown 2 361

TOTAL 55 100% 5657 100%

14

When comparing these demographics, it is evident that the MSW program at SF State University enrolls a higher percentage of students of color than all of the graduate programs in university, e.g. 27.8% of MSW students enrolled in Fall 2012 are of White (non-Latino) backgrounds, while 55.6% of students in all graduate programs in Fall 2012 in the university are White. These numbers illustrate the extent of the diversity in the MSW program at SF State, a trend that has been in place for decades. 7.1 Assessment of Student Learning [See Section 8 of the MSW Self-Study for Accreditation titled, “Program Assessment and Continuous Improvement.”] 7.2 Advising University policy states that, “each program shall identify its standards for high quality advising (e.g., frequency, content, outcomes) and evaluate its degree of success in meeting these standards.” All MSW faculty have advisees in both the BASW and MSW programs. Average number of advisees per faculty member has been approximately 12 in the MSW program over the last six years. Advisees meet with their advisors during program orientation, as well as throughout the year on an as-needed basis. Each MSW student must meet with their advisor for review and approval of their ATC form during the fall semester of their second year in the program. While the School of Social Work does not currently have a system in place to assess the efficacy of advising, students were asked to rate advising in the student satisfaction survey and focus groups. In addition, students who have complaints about their advisor’s accessibility or effectiveness are encouraged to contact the School of Social Work Director, who will then take the necessary steps to insure that the advisor is available and responsive to student needs. 7.3 Writing Proficiency As required by the new university standards, all students are required to produce evidence of competent writing (see Section 3.2 above for Level One Writing Proficiency information). Level Two Writing Proficiency is evaluated in the Culminating Experience requirement for graduation. In order to fulfill this requirement, MSW students write their final culminating experience project for the MSW degree. Students choose either a professional practice project or a thesis. The final projects typically include, as a minimum, the following sections: Identification of the issues or problems that are the focus of the project or thesis; Description, foundation, discussion, comprehension, and analysis of the presenting

problems or issues; Review of the literature relevant to the project subjects;

15

Application and syntheses of the literature, principles, theories, and practice areas; Assessment; Evaluation; Implications for social work policies, programs, practices. Faculty will not approve a Report of Completion form for any student whose Level Two Writing Proficiency is not at the standard for a master’s level graduate. 7.4 Culminating Experience All Social Work students enroll in the Social Work 895 or 898 Culminating Experience courses in their last semester, which involves conducting a comprehensive literature review, social work research/project, and a written analysis. The students’ written work in SW 895 or SW 898 is reviewed and approved by two tenured/tenure-track faculty members and the Director of the School of Social Work. The readers provide students with guidelines and pointers in writing their theses or culminating project papers. Students’ written products must meet the following standards in order to achieve a passing grade:

All written products must include literature reviews that incorporate a minimum of 35-40 scholarly sources.

All projects must reveal critical thinking reflective of higher levels of cognition All projects must demonstrate and incorporate:

o Analyses o Syntheses o Evaluation o Creation

All students must achieve a passing grade in order to receive credit in either of these two courses (SW 895 or 898) in order to qualify for graduation from the university. 7.5 Overview of Program Quality Indicators [See Section 8 of the MSW Self-Study, which includes student outcome data and measurements.] 8.0 The Program and The Community [See Section 7 of the Self Study for discussion on the program and the community.] The School of Social Work maintains a close relationship with the community both through its Community Advisory Board, and through its ongoing connection with supervisors of student field placements, many of whom are alumni of the School of Social Work. The Community Advisory Board was inactive for several years, and reestablished by our current Director in Spring 2013. The Board consists of notable local

16

and statewide community leaders: Co-Chair Dr. Emily Murase (Executive Director of the SF Department on the Status of Women and daughter of Dr. Kenji Murase, one of the founding faculty members of the MSW program); Co-Chair Trent Rhorer (Executive Director of SF Human Services Agency); Heather Fong, MSW (Retired Chief of SF Police Department); Caryl Ito, MSW (Business Owner and Former SF Airport Commissioner); Janlee Wong, MSW (Executive Director of National Association of Social Workers, CA Chapter); Hon. John Avalos, MSW (Member of SF County Board of Supervisors); Anne Hinton (Executive Director of SF Department of Aging and Adult Services); Sonia Melara, MSW (President of SF Health Commission); Dianne Mahan, MSW, SFSU Emerita Faculty; and Roma Guy, MSW (Consultant). The Board has met regularly with the Director of the School of Social Work over the past several months, and was instrumental in helping to plan the Fall 2013 SSW Alumni Event. 8.1 Professional Engagement of Students and Alumni Alumni Survey In Spring 2008, in preparation for the 2010 CSWE Reaffirmation of Accreditation, the MSW Program conducted a comprehensive Alumni Survey with all alumni for which we had contact information. The survey focused on Master’s level graduates from the classes 2002 through 2007. There were two primary purposes to this study: 1) to elicit alumni views and perceptions regarding the School of Social Work, with particular attention to curriculum, field placements, thesis/culminating project, the perceived usefulness of the earned degree, and the School’s fulfillment of its mission statement and 2) to determine the educational and professional trajectories of MSW alumni. In the survey, MSW student researchers designed a survey instrument with the aim of eliciting data that could be analyzed to answer the following questions: 1. Do alumni of the School of Social Work experience professional advancement and/or

salary increases? Are alumni of the School of Social Work employed in the public, non-profit, or private sector? What are their primary job functions?

2. Do alumni of the School of Social Work continue to pursue educational and professional development goals after graduation?

3. In the view of alumni of the School of Social Work, how well does the School satisfy its mission statement?

The following tables and narrative summaries depict the survey results most pertinent to the study’s central research questions. Gender and Race

Gender African American

Latino Caucasian Native American

Multiracial Asian/Pacific Islander

Other

Female (102) 5 (4.1%) 17 (14.0%) 39 (32.2%) 0 (0%) 10 (8.3%) 25 (20.7%) 6 (5.0%)

Male 0 (0%) 2 (1.7%) 8 (6.6%) 0 (0%) 0 (0%) 7 (5.8%) 0 (0%)

17

Transgender 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 1 (0.8%) 0 (0%)

Other 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)

NOTE: Percentages may not total 100% because one respondent skipped this question. Year of Graduation and Degree Earned

2002 2003 2004 2005 2006 2007

MSW 3 (2.5%) 3 (2.5%) 12 (9.9%) 7 (5.8%) 13 (10.7%)

19 (15.7%)

NOTE: Percentages may not total 100% because seven respondents skipped this question. Areas of Concentration of MSW Alumni

IFG A&P SAC Title IV-E

43 (66.2%) 11 (16.9%) 11 (16.9%) 12 (18.5%)

NOTE: Total number exceeds number of MSW respondents because categories are not mutually exclusive. [IFG= Individuals, Families and Groups; A&P= Administration and Planning; SAC= Social Action and Change; Title IV-E= Child Welfare Training Program]. Respondents’ Age

Under 25 25-35 36-45 46-55 Over 56

MSW 1 (1.5%) 38 (58.5%) 12 (18.5%) 11 (16.9%) 3 (4.6%)

Marital Status

Never Married

Married Divorced Widowed Domestic Partner

MSW 29 (44.6%) 20 (30.8%) 5 (7.7%) 1 (1.5%) 10 (15.4%)

Using an open-ended question format, the researchers asked participants to provide their job titles. After gathering the responses, the researchers categorized the responses into ten groups: 1) Mental Health Social Work; 2) Community/Advocacy Social Work; 3) Administrative Social Work; 4) Case Manager/Direct Social Work; 5) Medical Social Work; 6) Probation/Legal Social Work; 7) School Social Work; 8) Protective Services; 9) Social Work Students/Interns; and 10) Non-Social Work jobs. Results revealed that of the total responses to the question (N=114), 17.4% (20) of the respondents are in the field of mental health social work. Twenty-nine percent of the responses (33) are case managers/direct social workers. Another 12.3% (14) are in the field of community/advocacy social work, and 13.2% (15) are in administrative social work. Six percent (7) of respondents are employed in the protective services and another 6.0% are work in the field of school social work. About four (4) of respondents

18

are medical social workers (all MSW graduates) and almost five percent (5) of respondents are social work students or interns. Current Annual Salary

Under $30K

$31K-$40K

$41K-$50

$51K-$60K

$61K-$80K

$81K-$100K

Over $101K

MSW 7 (10.8%)

5 (7.7%) 19 (29.2%)

13 (20%)

17 (26.2%)

2 (3.1%)

0 (0%)

Major Job Functions

MSW

Case management 45 (69.2%)

Clinical Work 30 (46.2%)

Program Development 18 (27.7%)

Administration 18 (27.7%)

Fundraising 3 (4.6%)

Teaching 7 (10.8%)

Community Organizing 3 (4.6%)

Lobbying 2 (3.1%)

Other 21 (32.3%)

Employment Status

Full Time Part Time

MSW 55 (84.6%) 8 (12.3%)

Type of Agency

Non-Profit Public Private

MSW 34 (52.3%) 27 (41.5%) 2 (3.1%)

NOTE: Percentages may not total 100% because two MSW respondents did not respond to this question. A high percentage of SF State social work graduates have experienced periods of unemployment. Twenty-one (32.3%) MSW alumni reported that they have experienced periods of unemployment. However, it is unknown if this unemployment was due to choice (i.e. quitting a job without another job) or forcibly terminated due to layoffs or firing due to budget cuts and a downward spiral in the economy. The following table presents the duration of unemployment experienced by respondents who reported periods of unemployment. Periods of Unemployment

0-3 months 3-6 months 6-12 months Over 1 year

19

MSW 11 (16.9%) 5 (7.7%) 6 (9.2%) 1 (1.5%)

Do you agree that the School of Social Work fulfills its mission of providing educational opportunities that promote a more just and secure society?

Strongly Agree

Somewhat Agree

Neutral Somewhat Disagree

Strongly Disagree

MSW 18 (30.0%) 30 (50.0%) 3 (5.0%) 7 (11.7%) 2 (3.3%)

Do you find your degree useful in your professional development?

Strongly Agree

Somewhat Agree

Neutral Somewhat Disagree

Strongly Disagree

MSW 33 (50.8%) 16 (24.6%) 5 (7.7%) 1 (1.5%) 0 (0%)

NOTE: Percentages may not total 100% because ten MSW respondents did not respond to this question. In an open-ended follow-up question, alumni were asked to elaborate on their response to the question regarding the perceived usefulness of their degree. Of the 57 respondents (47.1% of the sample, N=121) who answered this question, 11 respondents (19.3%) stated that their social work education inculcated in them a range of professional skills that are highly useful and relevant to their work. Another 11 respondents (19.3%) stated that the degree they earned from SFSU created more employment opportunities for them. Five respondents (8.8%) reported that their degree confers a level of respect in the workplace. Another five respondents (8.8%) stated that their degree helped them to further pursue their education in social work. If you had to do it over again, would you pursue your Social Work degree at SFSU?

Strongly Agree

Somewhat Agree

Neutral Somewhat Disagree

Strongly Disagree

MSW 23 (35.8%) 15 (23.1%) 5 (7.7%) 9 (13.8%) 3 (5.0%)

NOTE: Percentages may not total 100% because ten MSW respondents did not respond to this question. Strengths of the program Alumni were asked to identify the most significant strengths of the School of Social Work at SFSU. Eighty-three respondents (68.6% response rate of total sample, N=121) answered this question. The results showed that 38.6% (32 respondents) of the alumni who answered the question stated that the student body was a major strength of the program. 46.9% (39 respondents) of the alumni cited the faculty as a major strength of

20

the program. Some of the qualitative descriptions used to characterize professors were: supportive; caring; experienced; diverse; great; and accessible. Thirty-seven percent (31 respondents) of the alumni said that a primary strength of the program was diversity. Seventeen percent (14 respondents) of the alumni stated that the field education component of the program was a major strength. Other respondents noted the location of the school (10.8%, or 9 respondents), class content (13.3%, or 11 respondents), and the school’s emphasis of social justice (12.0%, or 10 respondents). Weaknesses of the program Alumni were also asked to identify weaknesses of the School of Social Work at SFSU. Eighteen percent (14) of the respondents stated that a lack of clinical training was a major weakness of the program, and other weaknesses were identified as well by fewer respondents. Student/Alumni Professional Events Strike! The Road to Human Rights In December 10, 2008, the School hosted an alumni event commemorating the 40th anniversary of the SFSU Student Strike, which also coincided with the 60th anniversary of the Universal Declaration of Human Rights. Faculty emeritus Dr. Kenji Murase gave a testimonial on the connection of both events and the School’s mission which also speaks to the promotion and full realization of human rights for all. The event was attended by alumni who were present during the 1968 strike, current students, faculty, and associates. Social Workers Influencing the Policy Process In addition to smaller alumni events held in the intervening years, a larger scale event of over 80 people was held in Fall 2013, which included informal networking for students, alumni and faculty of the School of Social Work. Five distinguished SF State Social Work alumni participated in a panel discussion on Social Workers Influencing the Policy Process: Janlee Wong, Executive Director of National Association of Social Workers (NASW) California Chapter; Hon. John Avalos, SF Board of Supervisors; Heather Fong, former San Francisco Chief of Police; Alice Lai-Bitker, former Alameda County Supervisor; Stuart Oppenheim, Executive Director, Child and Family Policy Institute of California; and Mariya Taher, Community Liaison Manager, W.O.M.A.N., Inc. The panel discussion was followed by the presentation of the Kenji Murase Distinguished Alumni Awards to four graduates of our School of Social Work. Our SFSU Office of University Development recognized this successful event as a model for future alumni events in the university, and we plan to create a similar Alumni Event for next year.

21

Lobby Days The California Chapter of National Association of Social Workers (NASW-CA) sponsors Legislative Lobby Days, a two-day event that educates students and professionals about important legislation affecting clients and the social work profession. An average of 20 MSW and BASW students from SF State participate each spring, and are accompanied by two to three faculty advisors who work with the students on developing their advocacy strategies. Some of the SF State students assume leadership positions at this event by leading legislative teams that meet with legislators or speaking at the Social Action rally outside the Capitol building. After the event, students complete an online survey evaluating the event and assessing their learning outcomes. 8.2 Civic Engagement The MSW program’s goals are to educate students to become effective service providers, agency administrators, policy advocates and change agents who will have a significant impact on service delivery systems affecting oppressed, underserved, and underrepresented populations. Graduates are expected to enhance the social functioning and interactions of individuals, families, groups, organizations and communities, through multiple means such as: increasing access to services, organizing effective advocacy groups, assisting in program development, and enabling empowerment. Graduates work within established human service agencies and institutions to secure greater responsiveness and accountability to the people they serve. All of our MSW graduates are greatly engaged in civic systems and organizations. All students are required to take a policy analysis course in the second year of the MSW program, and are therefore equipped to analyze civic interventions and services for oppressed and diverse populations. The foundation of the MSW program is service learning. Service learning in the MSW occurs throughout the first and second years of the MSW program - during the Field Internship Program. The MSW curriculum design for the field practicum at the graduate level requires four semesters of internship experience. Each field internship runs for fifteen weeks for four semesters (a total of 240 hours or 30 days per semester for first year students which generates two credit units and 360 hours or 45 days per semester for second year students which earn three credit units), for a total of 1,200 hours. 8.3 Equity and Social Justice The School of Social Work directly connects social and economic justice with its understanding of and concern for disenfranchised communities. The concept of disenfranchisement is used throughout the curriculum to draw attention to underlying inequities, inequalities and institutionalized discriminatory policies that both reflect the existing American social order, and also operate to structure the development of the next generation of service delivery systems. Without a societal commitment to the provision of necessities, people face limitations in availability of housing, health care,

22

and supportive services and struggle to gain access to necessary resources. The School’s curriculum approaches social work practice as a helping process grounded in an understanding of distributive justice, human and civil rights, and the global interconnections of oppression. The curriculum highlights the constraints, complications, and abuses that the environment introduces into the daily lives of people dependent on urban service delivery systems for the distribution of life chances and quality of life determining resources. To address the concurrent meeting of clients’ material needs and addressing of developmental interests, principles and techniques of advocacy and empowerment are prominently adopted in courses throughout the curriculum. Content is provided in a variety of courses, e.g. History and Philosophy of Social Welfare, Ethnic and Cultural Concepts, Global Poverty, Human Behavior and Social Environment, and Generalist Social Work Practice, which address strategies to challenge discrimination, oppression, and economic deprivation and to promote economic and social justice. In addition to social justice being an organizing principle of the MSW curriculum, it is incorporated into student research (through their culminating experience projects), faculty research and community engagement (see Sections 8.4 and 9.2 of this report), and student co-curricular activities, such as Lobby Days and community advocacy events. 8.4 Internationalization The 2005-2010 SF State Strategic Plan called upon the University to provide its “students, faculty, and staff with international experiences, perspectives, and competencies.” The School of Social Work has been addressing this goal by internationalizing its curriculum and other programs through a three-pronged approach: 1. Short-term: through infusion of global content in current courses; creation of specialized courses with global content; study abroad programs, e.g. the creation of SW 780, Global Poverty, in 2012. 2. Medium to Long-term: internationalization of the entire social work curriculum. 3. On-going: raise consciousness within the school among faculty, students, and staff about international social work issues and foster an international perspective in the school Faculty members have liaised with external committees or councils involved in international education in general and international social work education in particular. Dr. Jocelyn Hermoso, Associate Professor, has been a member of chair of SF State’s All-University Committee for International Programs (AUCIP). She also serves as campus representative to the Academic Council on International Programs (ACIP), which is the systemwide committee of the CSU tasked to promote international education. Dr.

23

Rashmi Gupta, Assistant Professor, has also been a member of the Global Commission of the Council on Social Work Education (CSWE). Additionally, Dr. Hermoso currently serves on the External Relations Council of the same commission. Faculty members also continue to present their scholarly work at various international social work conferences, such as those organized by the International Association of Schools of Social Work (IASSW) and the International Consortium on Social Development (ICSD). Internationalization Activities Undertaken (over the past five years):

1. International Education Week (IEW): The School of Social Work participates actively in the campus celebration of IEW. A number of faculty members hold open-classroom events, which included guest speakers who were academics or practitioners with expertise in international issues. School of Social Work-sponsored IEW events are advertised to students. To encourage greater participation, students are given extra credit for their participation. The SSW is one of the few units on campus that actively and annually participates in IEW. It conducts an evaluation and assessment of global learning of IEW activities.

2. International Visiting Scholars: The SSW had one visiting professor from Kuwait University during AY 2009-2010, and another from Germany during AY 2011-2012. The faculty assisted in planning presentations of the visiting professors within the school, either through guest lectureships in classes or brown bag lunches. Apart from working on their research, international visiting scholars also participated in SSW meetings and events. International visiting scholars in recent years include: Malak Al-Rashid (Kuwait University School of Social Work); Kiwook Um (South Korea); and Tatjana Leipersberger (University of Hamburg).

3. International Scholars Forum: The School of Social Work hosted international scholar forums that served as venues for visiting scholars to present their work. In addition to the visiting scholars listed above, other presenters at the forum include: Mahesh Upadhyaya of International Partners in Mission (IPM) South Asia; and Felipe Ramiro, Jr. of Oxfam-UK. The first one was with Malak Al-Rashid, visiting professor from Kuwait University School of Social Work; while the second one was with Mahesh Upadhyaya of International Partners in Mission (IPM) South Asia. Last year, the School of Social Work hosted a Colloquium on “Forgotten Populations of Colombia: Internal Displacement of Indigenous and Afro-Descendants”. The colloquium featured Colombian scholar Dr. Adriana Elisa Parra-Fox, who works with Indigenous Colombian women in the areas of micro-finance and community activism.

4. Study Abroad Program: The AUCIP approved a proposal for a study abroad program in the Phillippines for MSW students. The program involved a summer (minimum of 10 weeks) internship with Community and Family Services International (CFSI), a non-governmental organization (NGO) based in the Phillippines, with operations around Southeast Asia, and focused on human assistance projects. The program had to be suspended soon after approval due to a policy from the CSU Chancellor’s Office calling for the suspension of all study abroad programs in countries with a State Department travel warning.

24

9.0 The Faculty Experience 9.1 Faculty Statistics Table 9. Social Work Faculty Distribution by Rank and Gender (Fall 2013)

Gender Breakdown

Rank

Professor 1 Female & 1 Male

Associate Professor 5 Females

Assistant Professor 1 Female

TOTAL 8

Tables 10 and 11. Faculty Distribution by Age and Ethnicity

Demographics Count

Age < 30 30-34 35-39 40-44 45-49 50+

1 1 6

Ethnicity Native American African American Asian American East Indian/Pakistani Latino White (non-Latino)

0 0 3 2 0 3

25

Table 12. Faculty Workload Matrix All faculty teach 3 courses per semester (Fall and Spring) in both the MSW and BASW programs. This grid includes only Fall 2013-Spring 2014 MSW course assignments, and does not include BASW course assignments:

Courses Gupta Hermoso Lee Lenz-Rashid

Redman Shapiro Takahashi Lecturers

SW 700 Fall (1)

SW 701 Fall (1) Fall (1)

SW 710 Fall (1)

SW 720 Spring (1)

Spring (1)

SW 721 Fall (1)

SW 730 Fall (1)

SW 741 Fall and Spring (1)

Fall and Spring (3)

SW 760 Spring (1)

SW 770 Fall (1)

SW 780 Spring (1)

SW 810 Spring (1)

SW 820 Fall (1)

SW 830 Spring (1)

SW 831 Fall (1)

SW 832 Spring (1)

SW 840 Fall (1)

SW 843 Spring (1)

SW 855 Fall (1)

SW 865 Fall (1)

26

9.2 Research and Professional Engagement of the Faculty Table 13. Faculty Honors, Grants and Awards (2007-2013)

PI Name Sponsor or Org. Award Title Grant or Honor

Lee, Yeon-Shim CSWE- Korean Social Work Educators Association

Junior Career Achievement Award 2012

San Francisco State University, Presidential Award

An exploratory study on elder abuse among Asian immigrants

2009

California State University Summer Stipend Award

$5,303 2008

National Institute on Aging (NIA), Resource Centers on Minority Aging

PI, Elder Mistreatment among Chinese and Korean Immigrants

$18,250 2008-2010

National Institute of Mental Health (NIMH)

New Investigator Award 2007

Lenz-Rashid, Sonja Guardian Scholars Program

PI on more than 40 grants, gifts, and donations that are made to the Educational Opportunity Program (EOP) to support Guardian Scholars.

~$500,000 per year 2006-2013

Gupta, Rashmi Association of Gerontological Education in Social Work (AGE-SW)

Faculty Achievement Award Nov, 2010 National Award

United States & India Scholars Program

Fulbright Senior Research Scholar, 8 month -International Award

Fall 2012-Spring 2013 ~ $32,000

Hermoso, Jocelyn Clare R.

International Social Work Frank Turner Award 2007 Best article for Volume 49

Levy, Eileen University of California-Berkeley

Title IV-E Child Welfare Training Co-Principal Investigator

$693,931 2011-2012

University of California-Berkeley

Title IV-E Child Welfare Training Co-Principal Investigator

$883,277 2012-2013

University of California-Berkeley

Mental Health Education Stipend Project, Co-Principal Investigator

$809,064 2011-2014

27

FACULTY SCHOLARSHIP Rashmi Gupta Pillai, V., & Gupta, R. (in press). Sustainability and Social Work. International Journal of Sustainable Society. Pillai, V., & Gupta R. (May 2013). The Greening of Social Work. On Council on Social Work Education website: http://www.cswe.org/CentersInitiatives/KAKI/50754/66942.aspx Gupta, R. & Pillai, V. (Fall, 2012). Elder care giving among South Asians in the United States and India. Social Work and Society. 1-16. Gupta, R., Pillai, V. & Levy, E. (2012). Relationship quality and elder caregiver burden in India. Journal of Social Intervention: Theory and Practice, 21(2), 39-62. Gallagher-Thompson, D., Tzuang, M., Au, A., Brodaty, H., Charlesworth, G., & Gupta, R., Lee, S., Losada, A., & Shyu, Y. (2012). International perspectives on non-pharmacological interventions for dementia family caregivers. Clinical Gerontologist, 35(4), 316-355. Pillai, V. & Gupta, R. (2011). Reproductive Rights Approach to Reproductive Health in Developing Countries. Global Health Action, 4, 33-41. Gupta, R. (2011). Cultural beliefs and practices on death: From an Asian Indian American Hindu perspective in the United States. Death Studies, 35(3), 244-266. Pillai, V., & Gupta, R. (2011). Adolescent pregnancy in India: medical, psychosocial and public health responses. In Cherry and Dillon (eds.), International handbook of Adolescent pregnancy: Medical, psychosocial and public health responses. NY: Springer Pillai, V., & Gupta, R. (2010). Child spacing and contraception among the poor in Zambia. Journal of Contraception. Open Access Full Text Article.http://www.dovepress.com/child-spacing-and-contraception-among-the-poor-in-zambia-peer-reviewed-article-OAJC-Cached. Gupta, R. (Winter, 2010) Minor Operational Adjustments Will Make Nursing Home Life More Appealing to Asian Indian Elders. 2(3). http://www.asaging.org/ATOnline/nl/2_3/noma_adjustments_make_nursinghomes_appealing_to_indian_elders.cfm Gupta, R. & Melichar-Yee, D. (2009). Transforming social work education: The first decade of the Hartford Geriatric Initiative. Edited by Nancy Hooyman, Chicago: CSWE Press. Pillai, V. & Gupta, R. (2009). Social Development and Rise of the Rest: A Scrutiny. International Review of Modern Sociology, 35(2), 241-245. Gupta R. (2009). Systems Perspective: Understanding care giving of the elderly in India. Health Care for Women International, 30(12), 1040-1054 Lead article http://0-ejournals.ebsco.com.opac.sfsu.edu/Issue.asp?IssueID=1145647 Gupta, R., & Chaudhuri, A. (2009). Motivation for care giving of the elderly in India. Journal of Aging in Emerging Economies, (1) 1-15. http://www.kent.edu/sociology/DepartmentResources/JAEE/index.cfm

28

Gupta R., Rowe, N., & Pillai, V. (2009) Perceived Caregiver burden in India: Implications for social services. Affilia: Journal of Women and Social Work, 24, 69-81. Gupta, R. (2009). Revised Relationship Quality Scale for caregivers of the elderly in India. Clinical Gerontologist, 32(1), 15-25. Gupta, R. & Chaudhuri, A. (2008). Elder Abuse in a Cross-Cultural Context: Assessment, Policy and Practice. Indian Journal of Gerontology, 22(3 & 4), 373-393. http://www.gerontologyindia.com/pdf/vol-22-3-4.pdf Lee, Y. & Gupta, R. (2007). Ageism and Social Exclusion in the United States: Implications for Social Policy and Social Work Practice. Indian Journal of Gerontology, 21(2), 128-151. http://www.gerontologyindia.com/articles.htm Gupta, R. (2007). Perceived caregiver burden scale for caregivers of the elderly in India. Journal of Applied Gerontology, 26(2), 120-138. Pillai, V. & Gupta, R. (2007). Applied Sociology and Demography. In Samir Dasgupta (Ed.) Discourse on Applied Sociology. Delhi: Anthem Press. Gupta, R., & Chaudhuri, A. (2007). What motivates care giving of the elderly relatives? Evidence from Allahabad. In Pramod Verma, P. Bala Bhaskaran., & Pankaj Madhani. (Eds.), Globalization: Opportunities and Challenges. (pp.22-42). Ahmedabad: Wisdom Press.

Jocelyn Hermoso Hermoso, J., & Luca Sugawara, C. (Accepted for publication). Promoting a gender perspective to peacemaking: A framework for policy evaluation of U.N. Security Council Resolution 1325. Social Development Issues. Hermoso, J., & Dombo, E. (2013). Exploring the justice dimensions of U.N. Security Council Resolution 1325. Social Work Review, XII (2) Luca Sugawara, C., Hermoso, J., Popescu, M., Dichter, T. (2013). Strengthening democracy through local capacity development: The case of Moldova. Social Work Review, XII (2) Luca Sugawara, C.; Hermoso, J.; Delale, E.A.; Hoffman, K.; & Lupšic, D. (2012). Parental involvement in an emerging democracy: The case of Croatia. Advances in Social Work, Vol. 13(2). Hermoso, J. & Yee-Melichar. (2011). [Review of the book Social Work Practice in Nursing Homes: Creativity, Leadership, & Program Development by Julie Sahlins. Educational Gerontology, 37. 10. 942-943. Hermoso, J. (2009). [Review of the book Keepers of the Flame: Understanding Amnesty International, by Stephen Hopgood]. Non-Profit & Voluntary Sector Quarterly, 38, 538, DOI: 10.1177/0899764008329932. Hermoso, J.; Rosen, A.; Overly, L.; & Tompkins, C.J. (2007). Increasing Aging and Advocacy Competency: The Intergenerational Advocacy Pilot Project. Fostering Social Work Gerontology Competence: A Collection of Papers from the First National Gerontological Social Work Conference. Binghamton, NY: Haworth Press.

29

Yeon-Shim Lee Lee, Y.S. (In press). Risk and protective factors of elder mistreatment among Chinese and Korean immigrants. Journal of Elder Abuse and Neglect. Lee, Y.S., Park, S., Roh, S., & Koenig, H. (In press). Religiosity and social support: Optimal predictors of depression among older Korean immigrants. Journal of Applied Gerontology. Roh, S., Lee, Y.S., Lee, J., & Martin, J. (In press). Typology of religiosity/spirituality in relation to perceived health, depression, and life satisfaction among older Korean immigrants. Aging and Mental Health. Roh, S., Lee, Y.S., & Lee, K.H. (In press). Moderating roles of informal social support on the relationships between depressive symptoms and life satisfaction among Korean American older adults. Social Work in Public Health. Lee, Y.S., Moon, A., & Gomez, C. (2013). Elder mistreatment, culture, and help-seeking: A cross-cultural comparison of Chinese and Korean immigrants. Journal of Elder Abuse and Neglect. Lee, Y.S., Perez-Stable, E., & Kaplan, C. (2013). Elder mistreatment among Chinese and Korean immigrants: The roles of sociocultural contexts on perceptions and help-seeking behaviors. Journal of Aggression, Maltreatment, and Trauma. Lee, Y.S. (2011). Program evaluation: Lesbian, gay, bisexual, and transgender (LGBT) cultural humility training in geriatric services in San Francisco. Institute on Aging. National Kaiser Foundation. Hadeed, L., & Lee, Y.S. (2010). Intimate partner abuse and women’s employment: A study on Afro-Trinidadian women. Journal of Poverty, 14(3), 285-307. Lee, Y.S., & Hadeed, L. (2009). Intimate partner violence among Asian immigrant communities: Health / mental health consequences, help-seeking behaviors, and service utilization. Journal of Trauma, Violence, and Abuse, 10(2), 143-170. Lee, Y.S., & Nievera, M-A. (2009). Transnational families and caregiving. In Yoo, G. (2nd Eds.). Encyclopedia for Asian American issues today. San Francisco: Greenwood Press. Lee, Y.S. (2009). Statistical analysis of efficacy of Y.O.U.T.H. Training project trainings. In L. Korwin (Ed.), Building the capacity of child welfare departments to use strength-based strategies for transition age foster youth. U.S. Department of Health and Human Services, Administration for Children, Youth, and Families (Children’s Bureau). Lee, Y.S. (2009). Program evaluation and quality assurance analysis on domestic violence prevention training for faith and spiritual community leaders. Korean Community Center of East Bay. California Department Public Health, Epidemiology and Prevention for Injury Control Branch Violence Prevention Unit. Lee, Y.S., & Gupta, R. (2007). Ageism and social exclusion in the United States: Implications for social policy and social work practice. Indian Journal of Gerontology, 21(2), 128-151. Lee Y.S. (2007). Child and family policy: South Korea profile. Clearinghouse on International Developments in Child, Youth and Family Policies. Columbia University.

30

Sonia Lenz-Rashid Lenz-Rashid, S. (2013). Evaluating a Transitional Living Program for Homeless Families: Child Welfare Outcomes, Cost Analysis, and Best Practices. Sacramento: Sierra Health Foundation. Lenz-Rashid, S. (2012). Emancipating from Foster Care in Santa Clara County: What Programs and Services are Available for Youth? San Jose: Santa Clara County Department of Family and Children’s Services. Lenz-Rashid, S. (2009). Developing Permanent, Supportive Connections While in Care: Foster Youth’s Perspectives. Sacramento: Child and Family Policy Institute of California. Available on-line at www.cfpic.org and http://www.adoptioninstitute.org/newsletter/2010_03.html and on the childwelfare.org website. http://www.childwelfare.gov/cwlibrarian/index_act.cfm?topicId=5&pubMonth=01&pubYear=2010 Austin, M., Carnochan, S., Rashid, S., et al. (2007). Child Welfare and the Courts: An Exploratory Study of the Relationship Between Two Complex Systems. Journal of Public Child Welfare, 1(1), p. 117-136. Lenz-Rashid, S. (2007). Leaving Foster Care in Solano County: How is the County Helping Youth Transition to Adulthood? Berkeley, CA: University of California at Berkeley Bay Area Social Services Consortium. Available on-line in October 2007.

Eileen Levy Gupta, R. Pillai, V. & Levy, E.F. (2012). Relationship quality and elder caregiver burden in India. Journal of Social Intervention: Theory and Practice, Vol. 21(2).

Dina Redman Redman, D. (Submitted). Social work in Palestine: The role of women as providers, recipients, and political activists. Affilia: Journal of Women and Social Work. Redman, D., & Yee-Melichar, D. (2011). Health promotion and aging: Practical applications for health professionals (4th ed.), David Haber. Springer Publishing Company. Redman, D. (2010). The Student Success Program at San Francisco State University: Enhancing access and retention among consumers, family members, and members of underserved communities. Recovery to Practice Weekly Highlights, U.S. Department of Health and Human Services, SAMHSA, 27, 1-2. Redman, D. (2010). A community engagement orientation among people with a history of substance misuse and incarceration. Journal of Social Work, 12 (3), 246-266. Redman, D. (2009). Substance use motives related to social reinforcement among people with a history of incarceration. Journal of Social Work, 10 (1), 1-19. Redman, D. (2008). Coping-related substance use motives and stressful life experiences among people with a history of incarceration. Journal of Social Work Practice in the Addictions, 8 (4), 490-510. Redman, D. (2008). Stressful life experiences and the roles of spirituality among people with a history of substance abuse and incarceration. Journal of Religion, Spirituality and Social Work: Social Thought, 27 (1/2), 47-67.

31

Rita Takahashi Takahashi, R. (2013). “Japanese American and Japanese Canadian Redress” (originally “Qualitative Research: Life Histories of Japanese Canadian and Japanese American Seniors.”). Article peer reviewed and accepted for publication in the International Journal of Community Diversity. Confirmation of publication acceptance, 24 May 2013. Takahashi, R. (2013). “Restorative Justice Almost 50 Years Later: Japanese American Redress for Exclusion, Restriction, and Incarceration,” Chapter 24 (pp. 225-232) in van Wormer, Katherine S. & Walker, Lorenn (Eds.). Restorative Justice Today: Practical Applications. Thousand Oaks, CA: Sage Publications. This article was also previously published in 2008 in van Wormer, Katherine (Ed.). Restorative Justice Across the East and the West. Chapter 8, pp. 103-112. Takahashi, R. (2011). Japanese American Resistance to World War II: Executive, Legislative, and Judicial Policies. Chapter 6 in Schiele, Jerome (Ed.). (2011). Social Welfare Policy: Regulation and Resistance among People of Color. Thousand Oaks, CA: Sage Publications. Takahashi, R. (2009). Reflections on Meaning and Applications of Social Justice. Chapter 14 in De Anda, Diane. Culturally Diverse Populations: Reflections from Pioneers in Education and Research. New York (and London): Routledge. pp. 177-186. Also previously published as follows: Twenty Years of SFSU Social Work Student Activism: Power through Published Words, Then and Now. Social Work Perspectives. Simmons, Clara; Diaz, Leticia; Jackson, Vivian & Takahashi, Rita. (2009). NASW Cultural Competence Indicators: A New Tool for the Social Work Profession. Journal of Ethnic and Cultural Diversity in Social Work. Volume 17, Number 1, pp. 4-20. Takahashi, R. (2008). Restorative Justice Almost 50 Years Later: Japanese American Redress for Exclusion, Restriction, and Incarceration. In van Wormer, Katherine (Ed.). Restorative Justice across the East and the West. Chapter 8, pp. 103-112. Takahashi, R. (2008). SFSU Social Work Alumni Featured at San Francisco Event. NASW California News. Volume 34, No. 4, pp. 9 & 11. Takahashi, R. (2007). Reflections on Meanings and Applications of Social Justice. Journal of Ethnic and Cultural Diversity in Social Work. Volume 16, Nos. 3/4, pp. 179-188. Co-published simultaneously in: de Anda, Diane (Ed.). (2007). Culturally Diverse Populations: Reflections from Pioneers in Education and Research. Binghamton, NY: Haworth Press, pp. 179-188. Takahashi, R. (2007). The Metaphoric Field Journal of an Asian American Woman: From Farm to Academe. Book chapter in Vakalahi, Halaevalu F. Ofahengaue; Starks, Saundra Hardin; & Hendricks, Carmen Ortiz (Eds.). Women of Color as Social Work Educators: Strengths and Survival. Alexandria, VA: Council on Social Work Education, pp. 231-247. Takahashi, R. (2007). Foreword: Need for Activism in Confronting Social Darwinism. Social Work Perspectives, Volume 18, pp. 8-9.

9.3 Supervision of Culminating Experience The research component of the School of Social Work is focused both on qualitative and quantitative research content to provide students with an understanding of scientific,

32

analytic, and ethical approaches to building knowledge for practice. MSW students have two options related to their culminating experience. They can enroll in either SW 895, Research Projects in Social Work, or SW 898, Master’s Thesis. Each student enrolled in SW 895 has two faculty readers assigned to monitor and evaluate the student projects, while SW 898 requires a committee of three faculty members as per University regulations. The three faculty who teach SW 895 or SW 898 divide the students evenly among themselves, e.g. 27 students would yield a ratio of 1:9. 9.4 Discipline-Specific Standards for Teaching Graduate Courses The MSW Program employs some temporary faculty to teach graduate courses. In accordance with CSWE accreditation standards, faculty who teach social work practice courses must have an MSW degree and at least two years of practice experience in the area in which they are teaching, and teaching experience is preferable. Temporary faculty who teach in the Title IV-E Child Welfare Training Program all possess the MSW degree and have significant practice experience in the child welfare field. In addition, many of them, including the Project Coordinator, are former Title IV-E students themselves, and bring a unique perspective to their role as educator. 9.5 Interdisciplinarity The School of Social Work includes both the Master of Social Work Program and the MA Program in Gerontology. An advanced curriculum focus in Gerontological Social Work was developed by both Social Work and Gerontology faculty, and approved in Spring 2013. The new curriculum focus underscores the value of working with individuals, families and groups through direct practice, as well as navigating systems and structures through community practice within the field of aging, and incorporates existing courses in both the MSW and MA in Gerontology programs to create the curriculum in Gerontological Social Work. Additionally, faculty will continue to infuse content on aging into existing foundation and advanced MSW courses by creating additional course modules and assignments that have an aging focus. Given the demographic shift in the population over the coming decades and the demand for social workers to develop competence in working with the older adult population, there is strong evidence that supports the creation of an advanced practice focus in aging. Social Work students currently have the option of enrolling in Gerontology courses as electives, as do the Gerontology students with Social Work courses. 9.6 Overview of Faculty Quality Indicators The School of Social Work faculty continues to serve the mission of the program and ensure its academic excellence based on the following indicators: A. Qualifications and competence of graduate program coordinator

33

Dr. Eileen Levy, Director of the School of Social Work, currently serves as graduate coordinator for the MSW program. Dr. Levy holds an MSSW degree, as well as a Ph.D. in Social Welfare. She has been a social work educator since 1981, and a member of the SF State Social Work faculty since 1991. She taught extensively in the MSW program prior to becoming the School’s Director and Graduate Coordinator for the MSW program. B. Percent of academic unit’s faculty who participate in the graduate program Currently, 100% of the social work faculty participates in the graduate program. All faculty teach both in both the undergraduate and graduate social work programs over the course of the academic year. All faculty serve as advisors to MSW students. C. Core faculty credentials and disciplinary affiliations All tenured/tenure-track social work faculty hold the MSW and PhD degree in Social Work, and some possess other advanced degrees as well. All social work faculty are required to complete two years of post-MSW social work experience in order to teach social work practice courses, and all faculty possess at least this minimum level of experience. D. Qualifications of adjuncts teaching in the program All social work lecturers hold the MSW degree plus many years of experience as social work practitioners. Our current social work lecturers have worked in the School of Social Work for a number of years and have broad experience working with our students in both the classroom and the field as field instructors and liaisons. E. Faculty capacity to respond to student needs All faculty are housed in on-campus offices and are regularly available to meet with students. In addition, students access faculty via email, iLearn, and other technologies. Several faculty members volunteer each year to advise social work student organizations and mentor students in community projects. Faculty are familiar with campus resources for referral of students who need additional services, and make regular use of the CHSS Student Resource Center and Student Success Program. F. Diversity of faculty The School of Social Work faculty is diverse and has been committed to diversity in all forms since its inception. The current (Fall 2013) social work T/TT faculty configuration is seven women and one man, and 67% persons of color, representing a variety of cultures, including East Indian/Pakistani, Korean, Filipina, and Japanese-American.

34

G. FTE/SFR for the MSW Program and Faculty Teaching Load The MSW Program currently has eight FTE faculty (one of whom serves as Director of the School of Social Work), as well as 2.5 grant-funded positions through the Title IV-E Child Welfare Training Program and the Mental Health Stipend Program, with an SFR of approximately 12:1. Faculty teach a 3-course load per semester, and have a one-course release allocated to scholarly activity. H. Faculty Thesis Supervision Load, Advising, Committee Work, and Chairing Three full time faculty members are responsible for thesis/culminating experience supervision for the current cohort of 25 second-year MSW students. All faculty are assigned advising responsibilities for MSW students, and these are divided equally among T/TT faculty each year. All faculty serve on and rotate chair duties for committee work each academic year. Faculty committees meet at least monthly, along with a monthly all-School meeting. I. Faculty professional development and development opportunities, research, and scholarship and publications, community service All faculty are provided resources to pursue a variety of professional development options during the academic year. Each faculty is allocated a fixed amount of funding at the beginning of each year, which can be increased if both funds and justification exist. All faculty take advantage of professional development opportunities throughout the year depending upon their interest and availability. Most School of Social Work faculty are involved in research and scholarly endeavors in a variety of areas, including international social work, child welfare, caregiving for elderly in India, social action participatory research, community engagement, and others. Many faculty have published in a variety of journals within Social Work and other disciplines, and have been nationally recognized for their contributions by a variety of professional associations. In addition, faculty are consistently involved in service to the community through a variety of activities. These include service on community boards, professional organizations, clinical supervision, community organizing work, program development, and more. The School of Social Work faculty have increasingly been collaborating on a variety of projects both within the university and in the community. Dr. Jocelyn Hermoso collaborated with Ethnic Studies faculty to write a journal article on fostering peace and justice; Dr. Rashmi Gupta collaborated with faculty within the School of Social Work as well as nationally and internationally, to produce journal articles and conference presentations. Most recently, Dr. Gupta was awarded a Fulbright Award to conduct

35

research on caregiving in India through a university partnership with Allahabad University, a result of her multiple collaborations with researchers throughout the world. She also sponsored several student thesis research projects over the past several years, which has enabled her to collaborate on conference presentations and journal articles with recent MSW graduates. Dr. Dina Redman’s collaborative work in the mental health field culminated in her being awarded a multi-year grant to establish student mental health services at San Francisco State. Her Student Success Program in the College of Health and Social Sciences has been a great success and funding was recently extended to broaden this program in the University. Dr. Sonja Lenz-Rashid has collaborated with community partners, philanthropic funders, and various campus constituents to develop the Guardian Scholars Program for former foster youth on campus, and continues to outreach to the community to broaden support for this significant program. Dr. Rita Takahashi continues to collaborate with and outreach to the Japanese-American community in her long term study of internment of Japanese-Americans during World War II. Dr. Jerry Shapiro facilitates a clinical social work professional development network among MSW alumni throughout the Bay Area. His professional collaborations with the legal community have informed his course materials and instruction for our Child Welfare and School Social Work MSW students. The School of Social Work Director, Dr. Eileen Levy, has been working closely with a variety of professional and community organizations and constituents to increase the visibility of the School and its faculty, and reestablished the School of Social Work Community Advisory Board. She currently serves as President of the California Association of Deans and Directors of Schools of Social Work, which meets three times a year in conjunction with CalSWEC (CA Social Work Education Center) meetings, and focuses on relevant issues and projects to further social work education in the state. She collaborated with several faculty to develop a grant proposal for a partnership between the university and county child welfare agencies, co-authored an article with a member of the social work faculty, and has developed opportunities for faculty collaboration within the School of Social Work, such as the Spring Brown Bag Lunch Series, during which faculty present their scholarly work to the university community. The School of Social Work recognizes and honors faculty contributions by attending each other’s colloquium and conference presentations whenever possible, and by financially supporting faculty to attend professional conferences and workshops to broaden their knowledge and skills. 10.0 Resource Support for the Program 10.1 Internal Support In its current configuration as stated throughout this report, the MSW program has a sufficient number of faculty to coordinate the program, deliver the curriculum and properly serve students. However, as also stated throughout the self-study, the MSW Program is committed to serving the social service needs of the Bay Area communities and beyond, including internationally, and strongly desires to work with university

36

administration to increase enrollment to the MSW program in the future. With consistently over 400 applications for 25 available spaces, it is clear that the MSW program remains in great demand, and that the applicant pool contains many extremely qualified candidates who could make significant contributions to our communities if they were provided the opportunity for admission to our MSW program. With future growth in the student body, the School of Social Work would request new tenure-track positions to replace those that have been lost during the last five years of attrition. The School of Social Work currently has sufficient staff resources to support the school’s programs, due in part to the full-time administrative position provided by the Title IV-E Child Welfare grant. We are well-allocated in the areas of technology and technical support from the College. Overall, the MSW Program has suffered from the lack of internal support from the university administration over the past three years. While the faculty understands and has taken responsibility for past circumstances of internal conflict and lack of support for those in leadership positions within the program, there has been forward movement on the part of the School of Social Work faculty for the past two years. Faculty are working more cooperatively, collaboratively, and creatively to better the student experience, and are invested in making the program more responsive to community needs, as well as new CSWE accreditation standards that will be in effect for our next reaffirmation in 2018. Faculty have developed new courses, revised old courses, attended technology-related workshops to better incorporate academic technology in their classrooms, attended and presented at national conferences, been granted a Fulbright Award to research abroad, and developed significant programs on the San Francisco State University campus, including Guardian Scholars and Student Success Programs. The faculty is continually working to move forward in a positive spirit, and hopes that the university administration validates the significant work that has been accomplished within the School of Social Work. 10.2 External Support Our current MSW external funding streams include the following:

1. Title IV-E Child Welfare Training Grant - $900,000-1,000,000 per year (renewed annually with no stated end date)

2. Mental Health Stipend Grant - $400,000 per year (2011-2014; renewed for three more years as of 2/14)

These training grants provide student stipends of $18,500 for two years (Title IV-E), or $18,500 for one year (Mental Health). Students payback their awards by making a commitment to work in the field of Child Welfare for two years, and in Public Mental Health for one year. Most of the recipients of these grants remain in these fields beyond

37

the payback period, and especially in Child Welfare, go on to become agency and internship supervisors. Several faculty have written grant proposals during the past three years, some of which have been successful (Drs. Gupta, Lee, Lenz-Rashid, and Redman).