PREPARED BY:
Caroline Ban, MSW, Bachelor of Social Work Program Director
CONTRIBUTIONS BY:
Barbara Dahl, MSW
Bethany Garling-Spychala ’14, MSW
Matthew Ringenberg, Ph.D.
The 2024–2025 academic year was full of gratitude, joy, new beginnings, and hard work. Some of the things we celebrated:
• Our students continue to contribute in all kinds of positive ways on campus. We were especially proud of our seniors. Together, our 12 graduating seniors contributed over 5,500 hours of supervised internship experience.
• Rhonda Collier ’25 worked to get a bill introduced in the Indiana legislature with Representative Mike Andrade, which would help support formerly incarcerated individuals reentering society.
• Grace Roberts ’25 and Abby Manak ’25, with political science major Elinor Grochowski ’25 and sociology major Kain Holderread ’26, testified in front of the Interim Committee on Education about attendance policies and social-emotional learning in schools.
• We had roughly 40 students and faculty attend the annual Town Hall meeting. Students asked us to work on a unified glossary of terms to improve multicultural conversations, integrate Competency 3 (Anti-Racism, Diversity, Equity, and Inclusion) more deeply into our curriculum, and consider regular courageous conversations where our students and faculty could practice these conversations.
• We ended the year with a collective 45+ Bachelor of Social Work and Master of Social Work (MSW) students.
• We will welcome 10 incoming Bachelor of Social Work students in fall 2025, and three more MSW students summer 2025. While enrollment declines elsewhere, social work enrollment continues to hold steady or climb.
• The Master of Social Work (MSW) program successfully led a site visit and achieved benchmark I approval for accreditation. This locks in our accreditation timeline. Kudos to Program Director Matthew Ringenberg, Ph.D., and director of practicum education Barbara Dahl, MSW, on their accomplishment!
• This year, the Bachelor of Social Work program did not receive any areas on its annual report where it scored below the benchmark. This is the first time in recent memory that this has happened.
• Our social work unit welcomed three professors this year: Barbara Dahl, MSW, Bethany Garling-Spychala ’14, MSW, and Matthew Ringenberg, Ph.D. Together, this group with Caroline Ban, MSW, makes a skilled and terrific, student-focused team.
• Professor Caroline Ban, MSW, received tenure and will be on sabbatical in fall 2025. All faculty on the social work team stepped up to help prepare for this sabbatical transition.
• Our capable administrative assistant, Wendy Paterson, helped support the department and keep us organized, even as her responsibilities grew.
• We were grateful to Selina Bartels, Ph.D., for serving as the chair of education and social work.
• We held a tree planting ceremony and blessing in honor of Lou Jeanne Walton ’60, MSW, at Wesemann Hall. This event replanted and blessed a new tree for Professor Walton, who was the long-time chair of social work and the first Black female tenured professor at Valpo. We celebrated with Professor Walton’s family, current students, alumni, Pastor James Wetzstein, M.Div., faculty, and friends. Over 35 people attended.
• We had a terrific alumni panel with Jessica Luth ’20, Storm Fleming ’23, Cylia Srmek ’24, and Erikah (Diaz) Roberts ’21 at Homecoming and Family Weekend in the fall of 2024.
• Alumna Katelynne Hillebrand ’24, Kris Delaney ’24, and Chris Gatlin ’24, policy practice minor, have their mural about belonging hung on the wall, thanks to a University Guild grant, our partnership with the Office of Multicultural Programs, Professor Caroline Ban’s, MSW, SOCW 456 class, and alumna Nicole Moy’s ’22, MSW, construction talents.
• The incredible clothing closet, started by alumna Nicole Moy ’22, MSW, continues to serve students in social work and across campus.
• Professor Caroline Ban, MSW, gave a keynote address about the new public safety social work program at the National Police Social Work Conference. This will be the first online certificate program of its kind in the country, for safer, healthier, and more integrated communities addressing the social needs of vulnerable populations with dignity and respect.
• Our Master of Social Work (MSW) and Bachelor of Social Work field placements continue to grow, due to the hard work of Professors Barbara Dahl, MSW, and Bethany GarlingSpychala ’14, MSW, and alumna Nicole Moy ’22, MSW.
• Valpo social work has created a memorandum of understanding (MOU) with Porter Starke Services to host the prospective continuing education series on campus at Wesemann Hall.
THINGS THAT WENT WELL — SOCIAL WORK
• MSW students happy with program
• More MSW students enrolling
• Students supporting students
• Cross-program support
• Half being new — doing well
• Cohesive
• Significant level of trust among faculty
• Experiential elements strong and enhance curriculum
• Individual skill sets
• Think creatively about who teaches what across programs
• Responding to student needs and adjusting in real time
• Respect for everyone’s personal needs/ opinions
• Building for future of program
• Making further connections with outside agencies
• Progress made with launch of Public Safety Social Work Certificate
THINGS THAT NEED TO BE BETTER — SOCIAL WORK
• Matthew Ringenberg, Ph.D. needs to have vision of Bachelor of Social Work classes
• Streamline better what is happening in each course
• The battle of Bachelor of Social Work workload
• Need a sixth person
• Look outward, recruitment, market so more people know about our programs
• Need to partner more with other agencies
• Intentional diversity recruitment
4
THINGS THE COLLEGE AND THE UNIVERSITY CAN HELP IMPROVE TO SUPPORT SOCIAL WORK
• Marketing
• Financial support for MSW recruitment
• University matching outside scholarships
• Financial commitment to meet the Council on Social Work Education (CSWE) for recruiting faculty
• Flat classroom space, movable seating arrangements
• Support administrative — pay more, space in schedule
GOALS FOR NEXT YEAR AND BEYOND — SOCIAL WORK
• Fully staffed
• Seven full-time faculty
• Securing more offices
• MSW needs to know Bachelor of Social Work course knowledge
• Observing class, see syllabus, peer observations
• Full curriculum audit by end of 2026 academic year
• Planned redundancy
• Benchmark II done by end of summer 2025
• End of 2026 explicit and implicit DEI
• Recruitment goals: Bachelor of Social Work maintaining 10 incoming students, and how to keep students. MSW 12 total next summer.
Board of Accreditation (BOA)
Department of Social Work Accreditation (DOSWA)
Baccalaureate and Master ’s Social Work Program Accreditation
2022 EPAS Form AS B5.0.1(d) | Public Reporting of Assessment Outcomes
Competency Instrument
Competency 1
Competency 2
Competency 3
Instrument 1: 2022 EPAS SWEAP Post-Graduate Knowledge Exam
Instrument 2: VUSW Evaluation Matrix for Practicum Education Competencies
Instrument 1: 2022 EPAS SWEAP Post-Graduate Knowledge Exam
Instrument 2: VUSW Evaluation Matrix for Practicum Education Competencies
Instrument 1: 2022 EPAS SWEAP Post-Graduate Knowledge Exam
Instrument 2: VUSW Evaluation Matrix for Practicum Education Competencies
Instrument: Expected Level of Achievement for Instrument
Instrument: Expected Level of Achievement for Instrument
Competency 4
Competency 5
Competency 6
Instrument 1: 2022 EPAS SWEAP Post-Graduate Knowledge Exam
Instrument 2: VUSW Evaluation Matrix for Practicum Education Competencies
Instrument 1: 2022 EPAS SWEAP Post-Graduate Knowledge Exam
Instrument 2: VUSW Evaluation Matrix for Practicum Education Competencies
Instrument 1: 2022 EPAS SWEAP Post-Graduate Knowledge Exam
Instrument 2: VUSW Evaluation Matrix for Practicum Education Competencies
Competency 7
Competency 8
Competency 9
Instrument 1: 2022 EPAS SWEAP Post-Graduate Knowledge Exam
Instrument 2: VUSW Evaluation Matrix for Practicum Education Competencies
Instrument 1: 2022 EPAS SWEAP Post-Graduate Knowledge Exam
Instrument 2: VUSW Evaluation Matrix for Practicum Education Competencies
Instrument 1: 2022 EPAS SWEAP Post-Graduate Knowledge Exam
Instrument 2: VUSW Evaluation Matrix for Practicum Education Competencies
Assessment Data Collected on: May, 2025
Competency 2
Competency 4
Competency 6
Competency 8
Memo
Date: April 8, 2025
To: Social Work Department Faculty
From: Town Hall (2025) Team
Subject: Recommendations for Social Work Faculty
The Social Work Town Hall took place on Thursday, April 3, 2025, in the Brown & Gold Room of the Harre Union, and hosted around 30 students and faculty. The purpose of this memo is to review the historical background of Town Hall, the details of planning the event, the survey results/data from the social work community, the overview of the day of Town Hall, and the recommendations and/or suggestions for the social work department faculty. We hope the department faculty will take our recommendations to create shared definitions within the program, expand ADEI explicit curriculum, and implement Courageous Conversations.
The Council of Social Work Education (CWSE) curriculum requires the social work program to review ADEI policies and practices annually. The way the Valparaiso University social work department completes this evaluation is by holding a Town Hall. Town Hall is a student-led, program-wide event facilitated by social work majors and minors where we discuss implicit curriculum and focus on anti-racism, diversity, equity, and inclusion (ADEI) outside of the classroom and within the social work department. Previous Town Halls have tackled a variety of topics, and this year’s had a focus on engagement between cohorts, white supremacy, and the current political climate. In addition to a survey sent in advance, Town Hall consists of activities that build community within the program, analysis of the survey, and focus group questions to dig deeper into the survey results. We sent out the survey that assessed the department’s implicit curriculum. Implicit curriculum is defined by the 2022 Educational Policy and Accreditation Standards (EPAs) as “...the values, behaviors, and experiences students learn through the program environment, including policies, faculty, governance, and resources” (pg. 24). Town Hall not only serves to improve ADEI within the program but also encourages taking ADEI practices across campus and everyday life. Town Hall, being student-led, allows evaluation to come from those being affected by exclusive policies and practices.
Planning for the Town Hall event started with a meeting with the Town Hall team and Professor Caroline Ban, MSW, to go over what Town Hall was like, what the event was like last year, and some ideas for this year. After this, we determined how we would stay in contact with each other throughout the planning of this event. We decided to use GroupMe and created a Google Drive to share our work. Our conversation shifted to topics we wanted to focus on for this year’s Town Hall. We assigned different aspects of the event, such as the icebreaker, food, an activity, the survey, and the overall presentation, to different people. Next was figuring out the timeline of when everything needed to be done. Throughout the weeks, the team ordered the food, researched other colleges’ anti-racism, diversity, equity, and inclusion (ADEI) survey questions, sent out the survey, and reviewed the data results. The Town Hall team spent time reviewing the data together and took notes on themes that stood out. We then sent out an email inviting students to join with an RSVP form. We made sure we had all the supplies needed for the event. The day before Town Hall, the team went through who would say what during the presentation and what the day would look like.
There were 32 respondents to the ADEI survey. The first part of our survey collected data on various demographic factors within the social work community, including race, gender, and housing status. We found that 88% of survey respondents were white, while 12% identified as Latinx or Hispanic. 28% of respondents identified themselves as belonging to the LGBTQ+ community, and 81% of respondents indicated they had a job. The second part of our survey measured student opinions and experiences related to ADEI. 91% of students reported that they knew what white supremacy was, and 9% answered that they “maybe” knew what it was. 44% of students indicated that they had personally witnessed white supremacy, while 19% answered “maybe,” and 38% responded that they had not seen it. Not all respondents answered the questions regarding white supremacy. The majority of students felt comfortable expressing their identity in the social work program and felt that their religious and political views were accepted. The question of whether students “were aware of how many students did or did not look like them” received mixed responses, as did the question of whether students felt their ethnicity impacted how others viewed them. Students indicated they would feel more comfortable discussing financial difficulties with their professors than with other students. Our data results may have been skewed due to different interpretations of the questions and/or understanding of the questions.
The Town Hall event on April 3, 2025, hosted roughly 30 social work students and five faculty members. All who attended had name tags and were seated randomly to ensure everyone was getting different perspectives and interacting with varying members of different cohorts. The Town Hall project manager welcomed everyone, and we moved into an icebreaker. After that, we moved on to the definition and examples of ADEI policies, then to the ADEI survey results. After sharing the results of the data, we had two discussion questions, shown at different times, and had 10 minutes for table group discussions and five minutes for a large group discussion. After this, we had lunch from Parkhurst, Valpo's on-campus dining option, which took around 45 minutes. After lunch, we began part two of the presentation about how ADEI is shown within the department. We then moved to a different set of discussion questions, which took the same amount of time. We ended with a final brainstorming session and recapped the overall themes and recommendations that we heard throughout the day. We then moved to the Servant Scholar Award, in which the senior social work cohort was recognized for their efforts and successes this school year. The Town Hall team also recognized a faculty member for the Servant Scholar Award, which was Bethany Garling-Spychala ’14, MSW. The Town Hall team thanked everyone for coming, displayed the Town Hall evaluation survey for attendees to take, gifted goodie bags, and ended the event.
1. Shared Definitions: We recommend that the Valparaiso University social work department adopt formal, shared definitions of terms such as diversity, white supremacy, race, and ethnicity. This will facilitate a common understanding among faculty, staff, and students within the department and promote better communication.
Faculty Discussion: Set aside time at the annual program meeting to discuss scholarly, vetted definitions and arrive at a set of agreed-upon definitions that can be added to the Valparaiso University Social Work handbook.
CONTINUED
2. Explicit Curriculum: While everyone agreed that the SOCW 260 class is necessary and valuable to further our understanding of diversity and social justice issues, we also feel that one class is not enough. We recommend expanding the ADEI curriculum to continue throughout a student’s educational journey with a major or minor in social work. This could be in the form of additional course options for specific topics such as white supremacy, critical race theory, current events, etc. Another option could be amending the curriculum of current social work courses to include a module on ADEI.
Faculty Discussion: Identify gaps in current courses, determine how to expand the explicit curriculum; possibly add topics and additional texts to current courses.
3. Courageous Conversations: One of the most important ways to create inclusion and comfort for people in an environment is to get to know them. We recommend that Valparaiso University social work host a series of Courageous Conversations that focus on discussions on a variety of topics, such as advocacy, current events, ADEI, etc. The activity could take place once a month at Wesemann Hall. The format could involve questions or talking points that are submitted in advance by students. Discussions could begin within pairs or small groups, and then fan out to a large group discussion, such as how it worked at Town Hall. Moving beyond politeness and friendliness and really getting to know people will expand our cultural competency and create lasting connections.
Faculty Discussion: This is a heavy lift. The purpose and structure must be carefully outlined so as to prevent potential misunderstandings or harm. Possible options include: SOCW 455 students lead sessions in lieu of cross-cohort groups; co-facilitate with Office of Multicultural Programs (OMP); provide training on how to properly facilitate discussion.
The Valparaiso University social work evaluation matrix for field education competencies assesses students’ demonstration of key field competencies, as evaluated by their assigned agency field instructors (AFIs). The nine competencies of the Valparaiso University program of social work are measured by looking at associated practice behaviors. AFIs rate students on a five-point Likert Scale, where a score of three indicates “Basic/Moderate Competence.” The program’s goal is for at least 80% of graduating students to achieve a minimum score of three in all competency areas.
All graduating students were evaluated by their agency field instructors (AFI) using the Valparaiso University social work field education evaluation matrix. 100% of the students met or exceeded the benchmark score of three across all behaviors. Cohort-wide, students averaged scores in the four range for each of the nine competencies.
Lowest-Rated Practice Behavior (Cohort Average):
• 2a (scored 4.25): Advocate for human rights at the individual, family, group, organizational, and community levels.
• 9a (scored 4.25): Select and use culturally responsive methods for evaluation of outcomes.
• 4a (scored 4.33): Apply research findings to inform and improve practice, policy, and programs.
• 4b (scored 4.33): Identify ethical, culturally informed anti-racist, anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.
• 9b (scored 4.33): Critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities.
Highest Rated Practice Behaviors (Cohort Average):
• 1d (4.92): Use supervision and consultation to guide professional judgment and behavior.
• 1c (4.83): Use technology ethically and appropriately to facilitate practice outcomes.
• 1b (4.75): Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.
• 1a, 3b, 6a, and 7b (each scored an average of 4.67)
• 1a: Make ethical decisions by applying the standards of the National Association of Social Workers (NASW) code of ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.
• 3b: Demonstrate cultural humility by applying critical reflection, self-awareness, and selfregulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences.
• 6a: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.
• 7b: Demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.
There were 12 senior students in the 2025 graduating class. The program will continue to monitor performance in individual practice behaviors to determine whether any trends emerge across cohorts.
Because this is the first formal evaluation of junior students at this point in their academic career, it is not yet clear whether these results reflect individual developmental stages, cohort-specific patterns, or program-wide trends. Future cohort data will help contextualize these findings.
COMMENTS FROM STUDENTS THAT WILL BE ADDRESSED NEXT YEAR:
The following recommendations are drawn directly from student feedback collected through the 2025 student evaluation of Valpo field education experience surveys, completed by both junior and senior cohorts. These themes were echoed not only in the anonymous survey responses but also during class discussions and one-on-one check-ins with the interim director of practicum education, required meetings that each practicum student completed during the spring semester. Taken together, this feedback reflects the lived experiences of our students and serves as the foundation for the recommendations outlined below.
Students report that the practicum manual is seen as redundant, and that the amount of information provided on Canvas pages is overwhelming and underutilized. Students requested clearer, more digestible documents, clearer assignment instructions, and more in-class time to review them.
Streamline and clarify written materials.
Students expressed a desire for more experiential practice opportunities, especially around cultural competence. Students reported that they appreciate and hope to highlight real-world application of materials in seminar.
Students reported that orientation felt rushed or too information dense. Students expressed a desire for more time to digest key materials and expectations. Students reported that Midpoint Check-Ins felt too early in the semester.
Enhance experiential opportunities in seminar class.
1. Conduct an audit and revision of practicum-related documents to consolidate and revise content, removing redundancies
2. Remove any unnecessary or duplicate resources from Canvas pages to reduce visual overwhelm
3. Integrate assignment walk-throughs into early seminar sessions
1. Build experiential learning opportunities into seminar classes through structured roleplays, case studies, and mock scenarios
Refine orientation and feedback structures.
1. Solicit feedback from Valparaiso University social work faculty on how to modify Practicum Orientation to create more breaks in information giving and enhance interactive components
2. Push back the midpoint check-in scheduling date range by one week
GARLING-SPYCHALA ’14, MSW
• SOCW 151
• SOCW 220
• SOCW 240
• SOCW 455
• SOCW 376
• SOCW 386
• SOCW 476
COURSE STRENGTHS FOR SOCW 151:
• Students described a supportive and engaging learning environment: students consistently noted the instructor ’s openness, empathy, and ability to create a safe, welcoming space that encouraged participation, reflection, and connection.
• The course emphasized group discussions, projects, journaling, and hands-on activities that helped students stay engaged and apply concepts meaningfully. Students expressed that they found interactive and hands-on teaching components valuable and enjoyable.
• Students reported that guest speakers and real-world insights gave them a clearer understanding of social work careers and how the material applies to both social work and related fields.
SOCW 151
• SOCW 486 Problem
Pacing of instruction.
Students reported that the pacing of some information felt rushed.
Students reported that they would like more clarity around guest speaker ’s role before presentation.
Enhance structure and clarity around guest speakers.
COURSE STRENGTHS FOR SOCW 220:
Aim to slow down transitions between slides, revisit key content more intentionally, and ensure assignment instructions and quiz formats are clear, relevant, and appropriately challenging.
Provide a brief overview of each guest speaker’s role and professional background before they begin, and consider replacing required questionasking with a short reflection or response assignment to promote more thoughtful engagement.
• Students described a welcoming classroom atmosphere where they felt comfortable participating in discussions, even around complex or controversial topics. They reported that the instruction approach emphasized empathy, flexibility, and respect for diverse perspectives.
• Students shared that they appreciated the regularly updated syllabus, well-structured modules, and accessible slide materials. The clarity and consistency of the course layout supported student learning and engagement.
• Students reported that the instructor effectively connected course content to professional social work experience, using real-life examples and interactive discussions to promote deeper understanding and critical reflection.
Limited structure and clarity at the start of the semester.
Improve upfront course planning and communication.
Uneven workload and unclear expectations for certain assignments.
Reevaluate pacing and clarity of assignments.
Ensure a full syllabus and course schedule are finalized and shared at the beginning of the term, even if adjustments are anticipated. Include clear timelines for major assignments and exams from the outset.
Space out major assignments more evenly and consider revising or replacing interteach assignments with activities that ensure shared responsibility among students while maintaining peer engagement.
Lacking research component in curriculum.
Add more research into the class.
COURSE STRENGTHS FOR SOCW 240:
Add explicit research-related content to case study two.
• The instructor ’s enthusiasm for counseling was consistently noted and contributed to a warm, motivating, and enjoyable classroom experience.
• Student identified role-play exercises and opportunities to practice both client and therapist roles as highly effective in helping them understand and apply micro skills in a counseling setting.
• Student reported that the small class size, combined with the instructor ’s facilitation skills, created space for meaningful discussions where all voices were valued and students felt supported. Problem
Inconsistent advance preparation of course materials.
Improve course planning and content management.
Difficulty balancing session length requirements - students reported that they need greater feedback related to recorded interviews.
Provide expanded structured guidance for recorded/practice sessions.
Upload assignments, presentations, and module updates at least one week ahead of time to provide students with clearer expectations and preparation time.
Offer additional, specific strategies or frameworks for session pacing and depth.
COURSE STRENGTHS FOR SOCW 455:
• Students reported that the instructor effectively connected course content to professional practice, using real-life examples and interactive demonstrations that made complex group work concepts more tangible and memorable.
• Students consistently praised the instructor ’s openness to feedback, adaptability to student interests, and ability to create a collaborative and respectful learning environment.
• Students stated that the instructor built a strong sense of community through experiential group activities, personal engagement with students, and clear, actionable feedback — contributing to high levels of participation and emotional safety.
Limited coverage of specific areas of interest within the field.
Expand topical depth within course constraints
Opportunity for expansion of experiential group activities.
Course content related to family practice is limited.
Increase regularity of hands-on learning.
Add new family content.
COURSE STRENGTHS FOR SOCW 376:
Integrate optional readings, guest speakers, or mini-lessons on niche topics based on cohort-articulated interests and needs.
Aim to incorporate at least one brief experiential or group-based activity in each class session to reinforce course concepts through applied learning.
Add a whole new unit on family practice.
• Students consistently reported that the instructor was encouraging, approachable, and responsive, offering clear guidance and support throughout the course.
• According to student feedback, the integration of group activities — particularly the PSAG groups — and regular class discussions helped foster engagement and deepen understanding of course material.
• Students noted that the instructor clearly communicated expectations and helped them strengthen their understanding of professionalism in field settings.
Some assignments and workbook activities felt repetitive or lacked depth.
Refine the assignment structure to emphasize meaningful reflection.
Reevaluate the use of the workbook and certain activity prompts to reduce perceived “busy work.” Consider modifying assignment questions to allow for concise, substantive responses rather than lengthbased requirements.
COURSE STRENGTHS FOR SOCW 386:
• Students consistently reported that the instructor prioritized mental health, offered ongoing encouragement, and provided individualized support throughout the field experience.
• Instructor feedback was noted as clear, thoughtful, and helpful in promoting student growth and professional development.
• Components such as PSAG groups, one-on-one meetings, and regular check-ins were highlighted as valuable tools for reflection, accountability, and connection.
Ambiguity in learning plan language.
Increase clarity and variety in reflection and planning tools.
COURSE STRENGTHS FOR SOCW 476:
Consider rewording learning plan tasks for clarity and alignment with student understanding.
• Students consistently noted that the instructor ’s professional background enriched class discussions and deepened their understanding of social work roles across settings.
• Students reported that the instructor fostered a warm, encouraging atmosphere where students felt heard, valued, and safe to ask questions and make mistakes.
• Students reported that they appreciated the balance of structure and autonomy, including the instructor ’s willingness to check in, offer support, and adapt to the needs of the cohort.
SOCW 476
Limited opportunities for applied practice within the course.
Increase experiential learning activities.
Integrate more case analyses and role-play scenarios into the seminar structure to complement written assignments and better prepare students for real-world agency situations.
COURSE STRENGTHS FOR SOCW 486:
• Students consistently highlighted the instructor ’s patience, kindness, and responsiveness, which contributed to a classroom culture where students felt safe to learn, ask questions, and make mistakes.
• The instructor was praised for her willingness to adapt and listen to student input, adjusting the course experience based on cohort needs.
• Students noted the instructor ’s consistent communication, availability, and encouragement, fostering a strong sense of support throughout their field experience.
Limited constructive feedback provided by students.
Continue to actively solicit feedback and create opportunities for course improvement.
Although students did not identify areas for improvement in this iteration of the course, the instructor will continue to invite regular, structured feedback throughout the semester (e.g., anonymous check-ins, midterm surveys) to ensure ongoing responsiveness to student needs and continuous course refinement.
• SOCW 475
• SOCW 485
• SOCW 151
• SOCW 220
• SOCW 240
• SOCW 690
COURSE STRENGTHS FOR SOCW 151:
• Is knowledgeable, engaging, and made the classroom a safe space.
• Organization, clear expectations/grading rubrics, and helpful feedback given on assignments.
• A variety of teaching methods are utilized, including small group activities, discussion with peers, lectures, a flipped classroom, and guest speakers.
Students getting connected with agencies for volunteer hours. Canvas was more like a shell.
Course content related to family practice is limited.
Update agency volunteer availability. Include more formatted elements.
Identify how to better utilize classroom space.
COURSE STRENGTHS FOR SOCW 220:
• Is passionate, engaging, and knowledgeable.
• Allowed opportunities for students to actively engage in learning.
• Good variety/balance of lecture, experiential, and groupwork.
Connect with agencies to verify ability to host volunteers, update the list provided, and include possible things to keep in mind (ex., Hilltop can only be 8 hours/week, etc.)
Update Canvas with module template and assignment descriptions.
Brainstorm how to have students sit in classroom space to avoid them spreading out as much (in room 155).
• Worked well in open classroom space (Wesemann Hall second floor).
Too lecture-heavy at the beginning.
More overt connection for how some content overlaps.
Integrate more experiential or student-led elements.
Provide opportunities for students to collaborate sooner.
Create more opportunities for overt connections of content.
Add more opportunities for a flipped classroom or experiential elements.
Plan out a set amount of time for lecture content before adding in experiential elements.
Update Canvas with module template and assignment descriptions.
Brainstorm how to have students sit in classroom space to avoid them spreading out as much (in room 155).
• Was flexible and worked with students, created a space where they felt safe to not be perfect ’ as they were learning new skills.
• Created opportunities to try different skills and role-play scenarios, providing feedback that promoted student growth.
• Allowing space for open discussion and student feedback.
Classroom space.
More opportunities for direct feedback during role play.
Clearer directions in the grading scale and description of assignments document.
Change classroom location.
Consider more fishbowl or observational role play of skills earlier on.
Provide additional opportunities to discuss assignment expectations.
Identify a classroom space that allows for mobile seating to be able to go into small groups as well as in a circle formation, which is more appropriate for groups.
Generate opportunities for realtime practice of skills as they are being learned.
Identify any areas of confusion between the syllabus, Canvas, and description of assignments document, and provide additional detail and have more overt questions regarding assignments.
COURSE STRENGTHS FOR SOCW 475:
• Encourages self-advocacy and creates space for students to be more involved.
• Is enthusiastic about content, engaging, and supportive.
• Course provides a lot of opportunity for debriefing and skills building.
PowerPoint slides are too dense/word-heavy.
Some information still referenced Blackboard.
Too many assignments.
Pare down the content on slides so it isn’t overwhelming.
Make updates to fully integrate to Canvas.
Review assignments to determine what/if any, adjustments should be made.
COURSE STRENGTHS FOR SOCW 485:
• Was knowledgeable and supportive.
Go through each slideshow and determine what information is relevant/more succinct.
Go through each document to make sure it is updated with Canvas information and location.
Determine what assignments can be condensed/combined/ more experiential.
• Always available to meet, provide feedback, and connect content to life after graduation.
• A lot of hands-on opportunities for growth.
Assignments and content felt overwhelming at times.
Review assignments to determine what/if any, adjustments should be made.
Not addressing antiracism as overtly (integrating C#2).
Classroom space.
Assess what and where the best areas are for this integration (assignment, activity, etc).
Identify how to make the classroom more conducive to type of classroom engagement desired.
Determine what assignments can be condensed/combined/more experiential.
Assess where content can be folded in that more overtly discusses antiracism and the role it plays in the profession/practicum.
Identify different classroom or way to utilize current one that is more conducive to changing class need.
COURSE STRENGTHS FOR SOCW 690: INTRODUCTION TO TRAUMA-INFORMED CARE CLASS:
• Is passionate and knowledgeable about topic.
• A lot of experience with content and comfortable with material.
• Good balance of reading/video, modules, assignment, and experiential learning.
New course – could be built out more Assessment.
Journal reflections stopped too soon.
Build out course more to create more robust reading/video/media.
Create an opportunity for a beginning end-ofcourse assessment for measurable data on growth.
Create journal prompts that go through week seven.
Take feedback provided from students and integrate them into course update.
Provide either reflective assignment or survey to help measure growth from beginning of course to end.
Create journal prompts that encourage reflection and overt connection for the length of the course.
• SOCW 210
• SOCW 290–LEAD
• SOCW 410
• SOCW 456
COURSE STRENGTHS FOR SOCW 210:
• Students like the level of written feedback on assignments (source: course evaluations).
• Students like experiential learning (SNAP, debate assignments) and find them useful for learning (source: course evaluations).
• Students like class discussions and find them useful for learning (source: course evaluations).
The new patchwork method approach to lit review, while impactful, took much longer in the course than anticipated.
Students do not like it when we shift to writing mode only in class.
Provide a new level of detail on the legislative letter assignment.
Reduce workload to accommodate the new assignment and consider the schedule.
Revise the schedule to build in more space during intensive writing classes.
Create new instructions for students.
COURSE STRENGTHS FOR SOCW 290–LEAD:
Consider introducing the lit review sooner and permanently cut the policy position paper.
Be sure to sprinkle policy info throughout the course (source: student class discussion).
Make a more specific instructions sheet that includes the kinds of decision-makers that can be solicited.
• Students like experiential learning nature of the Capitol trip and find it useful for learning (source: course evaluations).
• Level of self-reported learning pre- and post-class is very high (source: class surveys).
• Cohort engagement between SOCW 290 and SOCW 456 improved this year (source: professor observation, report from SOCW 456 students who have been in SOCW 290 before).
A few students took the course asynchronously, but expectations on attendance were not always clear, and students had a different experience.
Weather created a shorter trip than planned.
A senior student missed the trip and this meant two SOCW 290 students were without a clear leader.
Create a new model for students who wish to take the course asynchronously.
Have a backup weather plan.
Have a backup plan.
Only junior social work majors can take the course asynchronously, and a meeting with them twice before the trip is required. And designate two classes they must attend.
Plan the trip such that it could be reduced to one day if needed.
Assign students to a primary and secondary group, such that students are prepared for two topics.
• Students like the experiential learning nature of the Capitol trip, pitch day, and legislator zoom meetings, and find it helpful for learning (source: course evaluations).
• Scaffolding in the class helps students achieve difficult goals (sources student evaluations, professor observation).
• The level of self-reported learning pre- and post-class is very high (source: classroom assessment technique).
• Course organization was clear (source: student evaluation).
Problem
Scheduling the trip is always difficult because the interim committee meetings are not posted early (professor observation).
The Interim Education Committee was extremely busy, and students didn’t get any questions/feedback on their presentation (professor and student in-class discussion).
Minors are not as prepared (typically) with presentations.
Try different engagement methods.
Reach out to a couple of committees early on — not just one.
Try different committees.
Ensure that most testimony givers are social work majors, and/or ensure that public speaking ability is present for minors.
Previously, smaller committees tended to work better and were a more robust learning experience because their agendas were smaller.
Select three students. Two of three should be majors, unless public speaking (not just research) abilities are obvious.
• Project-based learning is effective for learning about communities (source: student course evaluation).
• Asking student feedback on lecture content is effective through interteach (source: student evaluations and peer observation).
• Leadership Education Across Departments (LEAD) trip and Town Hall are a highlight for student leadership and learning (source: student evaluations).
• Canvas course was organized.
Some students completed and sent their memo to the liaison before peer review, which created a lessthan-polished project in some cases (source: professor observation).
Some students did not like the textbook (source: course evaluation).
Be overt with students about when these should be sent.
Consider a new way for students to engage with the textbook, since the professor thinks the content is good.
Put instructions at the top of the assignment clearly stating that these may not be sent until after peer review and after instructor feedback.
Find a more interesting way to engage in the textbook readings (each student reports on a section of the text on the day we read).
Some students were frustrated over their grades on presentations (source: student email).
Increase communication proactively.
Overtly communicate that presentations will be graded more difficultly than other assignments that are assessed based on observed effort.
• SOCW 290–COHORT
• SOCW 356
• SOCW 510
• SOCW 520
• SOCW 557
MATTHEW RINGENBERG, PH.D.
COURSE STRENGTHS FOR SOCW 290–COHORT:
• Hull House trip sparked interest and quality learning.
• Students were able to develop meaningful relationships across cohorts.
• Students reported that the licensure presentation was very helpful.
Students felt a bit adrift about the purpose of the course. Professor should select the course materials based on what knowledge, skills, or values they wish to cultivate.
COURSE STRENGTHS FOR SOCW 356:
• Students gained better understanding of applying theoretical material to practice skills.
• Students refined interviewing skills in a low-pressure environment.
• Students had the opportunity to meaningfully practice using the generalist intervention model.
Problem
The assignments (all biopsychosocial-spiritual-related) were not sufficiently connected to the interviews until after the interviews were conducted.
Intervention strategies students chose for interviews were sometimes too general. There was insufficient time for course content.
Students need earlier and clearer information.
Content and skills associated the assignments need to be presented earlier and professor needs to explain assignments earlier and more clearly.
Students need more information about intervention strategies.
Increase course time.
COURSE STRENGTHS FOR SOCW 510:
A new biopsychospocial-spirtual (BPSS) assignment will be added devoted to selecting an intervention and student counseling theory presentations will be early in the semester, not late.
Currently, class was cancelled to allow time for students to do interviews. This will be reduced or eliminated.
• Activities in class allow students to apply ideas from reading and lecture.
• Encouraged students to ask questions.
SOCW 510
SOCW 356 Problem
None identified by students.
Not entirely clear how SOCW 510 contributes to the rest of the curriculum.
N/A
Plan how SOCW 510 content can contribute to later courses.
COURSE STRENGTHS FOR SOCW 520:
N/A
Complete curriculum mapping.
• Activities in class allow students to apply ideas from reading and lecture. This allowed for greater understanding beyond only discussing the ideas.
• Encouraged students to ask questions.
Problem
None identified by students.
Not entirely clear how SOCW 520 contributes to the rest of the curriculum.
N/A
Plan how SOCW 520 content can contribute to later courses.
COURSE STRENGTHS FOR SOCW 557:
N/A
Complete curriculum mapping.
• Activities in class allow students to apply ideas from reading and lecture.
• Encouraged students to ask questions.
Would like to understand how recordings in class inform similar assignments in later courses.
Communicate recording expectations and how they will build toward future learning more thoroughly.
Explain future assignments (future courses) and discuss how this course builds toward others.
COURSES TAUGHT BY FACULTY MEMBER:
• SOCW 260
• SOCW 556
BARBARA DAHL, MSW
• SOCW 560
COURSE STRENGTHS FOR SOCW 260:
• The biggest strength of this course was class discussions that were engaging and helped in understanding.
• Exams that reflect lecture and textbook content.
• Her openness to admitting her own shortcomings made the class be more realistic, she talked about how we should act but as humans we will make mistakes and bound to slip up at times (source: student evaluations).
SOCW 260
Problem Action Needed Specific Proposed Action
Lack of clear access to previous material made for fragmentation and lack of time to dedicate to a major project (Fall 2024).
Inability to grasp technology which created more time spent on process rather than content of the course.
Some identified too much lecture and not enough group discussion.
More familiarity with this specific content to create opportunities for time needed for students.
Become more proficient in the Canvas platform.
Be more intentional in content building with a better balance of class/ group discussion.
COURSE STRENGTHS FOR SOCW 556:
Modify, or create a new project that would still address competencies and objectives.
Enroll in individual trainings and seek out guidance and assistance as needed.
Incorporate a group activity/classroom discussion one time per week.
• The most effective aspects was the weekly scenarios we had to complete and then discussing them in class (source: student evaluation comment).
• Her expertise in her field as well as her patience with us through the class as we adjusted to things that were new, and sometimes uncomfortable for us (source: student evaluation comment).
Number of students in class caused limitations with role plays.
Textbook may not be the best for depth of content.
Create opportunities for more creative role playing.
Evaluate competencies and student learning outcomes (SLOs) and textbook.
• Class went well for the first time I have ever taught a class online.
Solicit colleague, professor for role play to widen range for practicing skills.
Intentional chapter and content match of book and student learning outcomes (SLOs).
• Encouraged us to have uncomfortable conversations which I think is an important part of DEI and Social Justice (source: student evaluation comment).
• Having those uncomfortable conversations about DEI help me grasp a better understand about DEI (source: student evaluations).
Class was delayed to second half of semester.
Lots of content to cover in a short (seven week period of time).
Teach class as soon as possible.
Organize content for best possible use of time and prioritize content.
Ensure clarity in advance reteaching responsibilities.
Prioritize and provide access to supplemental information.
WHAT IS YOUR RACE AND/OR ETHNICITY? SELECT ALL THAT APPLY.
32 responses
HISPANIC/LATINX ASIAN AMERICAN, NATIVE HAWAIIAN, OR PACIFIC ISLANDER
HOW WOULD YOU DESCRIBE YOUR GENDER IDENTITY?
32 responses
DO YOU IDENTIFY WITH THE LGBTQ+ COMMUNITY? 32 responses
WHAT IS YOUR CURRENT YEAR IN SCHOOL? 32 responses
32 responses
ARE YOU A SOCIAL WORK MAJOR, MINOR, OR ARE YOU JUST TAKING A SOCIAL WORK CLASS/CLASSES?
32 responses
DO YOU HAVE A JOB?
32 responses
YES, AND IT’S SEASONAL (MEANING I DON’T WORK DURING THE SCHOOL YEAR.)
AND I WORK DURING THE SCHOOL YEAR.
NO, I DO NOT CURRENTLY HAVE A JOB.
IF YOU CURRENTLY WORK DURING SCHOOL, HOW MANY HOURS DO YOU WORK ON AN AVERAGE WEEK?
28 responses
MINORS ONLY:
IF YOU HAVE A MINOR IN SOCIAL WORK, WHAT IS YOUR MAJOR? (4 responses)
• Sociology and Leadership Development
• Humanities
• Psychology
• Psychology major
DO YOU HAVE FEEDBACK ON HOW CAN WE ASK THE QUESTIONS TO BE MORE INCLUSIVE? PLEASE LET US KNOW HERE. (4 responses)
• No.
• No :)
• nope!
• No, the questions were clear and concise.
Diversity and Belonging (ADEI)
Please indicate whether you agree or disagree with these statements using a Likert scale for this section.
(1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree)
I AM COMFORTABLE EXPRESSING MY IDENTITY WITHIN THE SOCIAL WORK PROGRAM
32 responses
and Belonging
Please indicate whether you agree or disagree with these statements using a Likert scale for this section.
(1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree)
I FEEL SAFE TO EXPRESS MY POLITICAL VIEWS IN THE SOCIAL WORK PROGRAM.
32 responses
Diversity and Belonging (ADEI)
Please indicate whether you agree or disagree with these statements using a Likert scale for this section.
(1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree)
RELIGIOUS
Diversity and Belonging (ADEI)
Please indicate whether you agree or disagree with these statements using a Likert scale for this section.
(1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree)
I FEEL ISOLATED BECAUSE OF MY SOCIAL ECONOMIC STATUS IN THE SOCIAL WORK PROGRAM.
32 responses
Diversity and Belonging (ADEI)
Please indicate whether you agree or disagree with these statements using a Likert scale for this section.
(1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree)
MY ETHNICITY INFLUENCES THE WAY OTHER PEOPLE PERCEIVE ME IN THE SOCIAL WORK PROGRAM.
32 responses
Diversity and Belonging (ADEI)
Please indicate whether you agree or disagree with these statements using a Likert scale for this section.
(1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree)
I AM COMFORTABLE WHEN DISCUSSING RACE AND EQUITY ISSUES IN THE SOCIAL WORK PROGRAM.
32 responses
Diversity and Belonging (ADEI)
Please indicate whether you agree or disagree with these statements using a Likert scale for this section.
(1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree)
I AM SUPPORTED BY FACULTY/STAFF IN THE SOCIAL WORK PROGRAM RELATED TO MY IDENTITY.
32 responses
CAN YOU GIVE YOUR DEFINITION OF WHITE SUPREMACY? (26 responses)
• White people have power over minorities because of government, economic, and societal power
• The belief that the white race is superior to all other races.
• White privilege in society/superiority over all other races.
• The socieatal bias that favors white americans.
• The belief that Whites are superior in all ways compared to other ethnicities.
• The belief that white people are better than other races on the basis of their skin color.
• The belief that the Caucasian race is superior over all other races. This can result in acting on that belief in a way that belittles, demeans, or attempts to make someone from a diverse background feel inferior.
• White supremacy is the systematic raciam that privileges white people in America - White Supremacy is the belief that white people are the superior race in comparison to other races.
• White supremacy is the systemic suppression geared towards those who are not white. Its white priveledge and feeling as though white people are better than others. - White people going out of their way to prove they are the superior race, purposefully discriminating against all other races.
• White supremacy is the belief and microaggressions that favor those who are white, therefore white is the superior race according to white supremacy..
• That Whites have more power in society
• I see white supremacy as the belief that white people are superior due the their race.
• White supremacy is the white race thinking they are superior than other races.
• The lack of barriers on those of white race and barriers to others.
• White Supremacy is when a group white people believe that their norms and values are superior to other races and identities.
• white people are supireoir beased on their skin color
• White Supremacy is the belief that white people are the superior race - The pervasive influence that White people have had socially an politically throughout history - has influenced policies, interactions, and more
• White people are superior to anyone
• Believing that white is the superior race
• The idea that the white race is superior to any other and should be “in charge” of things in the world.
• I’d rather not get into that
• White supremacy is the action/thought of individuals who identify as white/Caucasian to believe they are superior than other ethinicities.
Valparaiso University admits students of any race, color, national or ethnic origin, age, gender, disability, sexual orientation, or religion. (For a full statement, see valpo.edu.)
Valparaiso University is built on the traditional homelands of several indigenous peoples, most notably the Potawatomi (Bodéwadmik) Nation. We meet in this place indebted to this forced generosity. (For a full statement, see valpo.edu/chapel/our-history.)
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