Journal of Social Work Education

ISSN: 1043-7797 (Print) 2163-5811 (Online) Journal homepage: https://www.tandfonline.com/loi/uswe20

Curriculum Mapping in a Social Work Program

With the 2015 Educational Policy and Accreditation
Standards

Monit Cheung, Shu Zhou, Sarah C. Narendorf & Rebecca L. Mauldin

To cite this article: Monit Cheung, Shu Zhou, Sarah C. Narendorf & Rebecca L. Mauldin (2019):
Curriculum Mapping in a Social Work Program With the 2015 Educational Policy and Accreditation
Standards, Journal of Social Work Education, DOI: 10.1080/10437797.2018.1508392

To link to this article: https://doi.org/10.1080/10437797.2018.1508392

Published online: 12 Apr 2019.

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JOURNAL OF SOCIAL WORK EDUCATION
https://doi.org/10.1080/10437797.2018.1508392

Curriculum Mapping in a Social Work Program With the 2015

Educational Policy and Accreditation Standards
Monit Cheung , Shu Zhou, Sarah C. Narendorf, and Rebecca L. Mauldin

ABSTRACT ARTICLE HISTORY

In a curriculum mapping project, the mapping process of an MSW program Accepted: October 2017
is documented and linked with the Council on Social Works Education’s
2015 Educational Policy and Accreditation Standards competencies. It starts
with the background of creating a mapping process for sequencing and
integrating a series of assessment tasks with mapping exercises. An exam-
ple focusing on this program’s clinical specialization is provided. Curriculum
mapping is defined as a step-by-step process of visualizing and evaluating
teaching content for curriculum studies, from generalist to specialization.
This process explains how to map and improve social work curricula with
component analyses and provides suggestions for planning future mapping
visualization exercises prior to reaffirmation studies.

Curriculum mapping is a faculty-led process for examining an educational program’s curriculum

development, assessment planning, and curriculum revision (Kelley, McAuley, Wallace, & Frank,
2008; Lancaster, 2015; Uchiyama & Radin, 2009). For curriculum development, a mapping exercise
indicates where and whether a planned curriculum covers the desired content. During assessment
planning, a curriculum overview or visualization tool allows the thoughtful selection of courses
where embedded assessments can be used for programming purposes. In curriculum revision,
another mapping step of content analysis aims to identify how additional elements can be integrated
and which gaps and discrepancies can be examined for improving curriculum designs and delivery.
In higher education, curriculum mapping has been developed and highlighted in innovative
curriculum designs to enhance global competitiveness (Wang, 2015). As a technique that emphasizes
curricular transparency, curriculum mapping helps educators and students acquire a comprehensive
understanding of a curriculum plan and its expected outcomes (Harden, 2001). In addition, through
advanced technology, online matrixes or diagrams representing the unique curriculum design can
reach students from a variety of cultural and social backgrounds (Wang, 2015). In social work
education, professional accreditation governs where implicit contents such as professional aspira-
tions and socialization are placed and how explicit core contents and field-based learning are
integrated into the curriculum (Watts & Hodgson, 2015). Social work curriculum study is considered
a field-and-classroom teaching approach typically involving multiple stakeholders such as faculty
members, students, staff, field instructors and community representatives. Given this diverse range
of involvement in curriculum planning and delivery, facilitating and developing communication
about the curricula is extremely important to ensure that expected outcomes are evaluated with
input from all constituencies involved. As the field of social work is a leader in delivering culturally
sensitive services, a typical curriculum mapping process requires faculty to apply cultural compe-
tence principles and an equity-focused lens for evaluating the deliverables in a curriculum. The
curriculum of a social work program, including theories, contents, methods, learning processes, and
outcome-based activities, must be evaluated and measured by the Educational Policy and
Accreditation Standards (EPAS) competencies established by the Council on Social Work

CONTACT Monit Cheung mcheung@uh.edu Graduate College of Social Work, University of Houston, 3511 Cullen Blvd.,
#110HA, Houston, TX 77204-4013
© 2019 Council on Social Work Education
2 M. CHEUNG ET AL.

Education (CSWE, 2008; see also, Block, Rossi, Allen, Alschuler, & Wilson, 2016). As a curriculum
planning tool, social work curriculum mapping provides documentations of outcome-based learning
in generalist and specialized practice. These documentations are completed in the context of working
with diverse populations on human behavior and social justice issues.

Curriculum mapping as a methodology in social work education

Focusing on an MSW program in a southern state, this article uses a clinical specialization as an example
in the curriculum mapping process to illustrate how course designs are linked to program goals, EPAS
(CSWE, 2015) competencies, and future self-study steps. In higher education, curriculum mapping is
most often conducted in an academic program by the faculty who are responsible for curriculum
development (Lancaster, 2015). Typically, these maps are constructed in a cyclical process based on
reviews of course syllabi and reports from faculty and group discussions (Uchiyama & Radin, 2009). In
social work education, curriculum approaches are examined at the course level (Watts & Hodgson,
2015). The term curriculum mapping refers to a curricular assessment process with documented out-
comes that match the teaching content. In this MSW program, a series of matrixes are designed to map
teaching topics in conjunction with the EPAS competencies in five stages.
In Stage 1, a general matrix (Table 1) is distributed to the faculty to map their courses in terms of
goals, objectives, contents, learning processes, and competency measures. Stage 2 begins with all
instructors of a particular course working together to aggregate information to create the course map
(Table 2) with the description of the cognitive and affective processes for the achievement of each
competency identified in Stage 1. In Stage 3, faculty members invite alumni and community leaders
to review all course maps to examine overlapping areas against the differential functions of each
overlap. In Stage 4, all faculty members who teach in the program review the mapping results and
identify areas in need of alignment, revision, and elimination for goal achievement. In Stage 5, the
mapping group develops a curriculum plan with suggestions for curriculum improvement. The
process then begins a new cycle with another curriculum mapping exercise, that is, the return to
Stage 1, when new or revised contents are added to required courses, then electives. The result is a
curriculum that is fluid and adaptable as the needs of students, faculty expertise, curriculum policies,
and new research findings on knowledge and skills change over time.
This mapping example is informed by Watts and Hodgson (2015), whose whole curriculum approach
uses existing curriculum documents such as descriptions of course contents, objectives, and learning
processes to first identify current patterns and issues then to guide the development of future curricular
innovations with evaluative results. The goal of this whole curriculum is to provide a comprehensive
picture of how and where all required components are connected to build a teaching-practice integration
platform (Watts & Hodgson, 2015). As a study framework, this approach is used for evaluating
curriculum mapping, from generalist to specialized, in the major social work practice areas: critical
thinking, nonjudgmental attitude, creativity, reflective practice, social and emotional intelligence, pro-
blem solving, and communication. With this concept, all required components in an MSW curriculum
from generalist to specialization are mapped. A coding dictionary is developed to clarify contested or
obscure terms identified in each of these curricular construct criteria. The dictionary aims to enable
instructors to share and access teaching content with key terms for describing learning outcomes.
Content is entered into a master document with instructions and tasks for curriculum assessment.

Table 1. Course-by-course matrix: Linking Educational Policies and Accrediting Standards competencies from generalist to
specialization.
Course 1. Ethical and 2. Diversity 3. Human 4. Research- 5. Policy 6. 7. 8. 9.
List professional in practice rights and informed practice Engage Assess Intervene Evaluate
behavior Justice practice practice
Competency areas reflect knowledge, skills and attitudinal and value educational contents with a target for specialization
advancement.
Table 2. Mapping cognitive and affective processes specified in the curriculum.
Course 1: ________________ () Generalist () Specialist
EPAS 2015 With Cognitive and Affective Processes Generalist Focus Specialist Focus
Competency 1: Demonstrate ethical and professional behavior
● Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and Knowledge derived from ethical standards Clinical and macro case analyses
regulations, models for ethical decision making, ethical conduct of research, and additional codes of
ethics as appropriate to context
● Use reflection and self-regulation to manage personal values and maintain professionalism in practice Self-awareness reflective exercises Self-exploration skill practice
situations
● Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic Interview skills Interpersonal communication critical
communication analyses like motivational interviewing
● Use technology ethically and appropriately to facilitate practice outcomes Field notes as addressed in supervision Clinical staffing or legislative analytical
skills
● Use supervision and consultation to guide professional judgment and behavior Field practice objectives with an emphasis Supervisory learning on practice ethics
on professionalism
Competency 2: Engage diversity and difference in practice
● Apply and communicate understanding of the importance of diversity and difference in shaping life Practice with various clients and in various Clinical, organizational, and macro
experiences in practice at the micro, mezzo, and macro levels settings practice skills in diverse client systems
● Present themselves as learners and engage clients and constituencies as experts of their own Learning theories Engagement skills
experiences
● Apply self-awareness and self-regulation to manage the influence of personal biases and values in Self-examination Strategies for oppression confrontation
working with diverse clients and constituencies
Competency 3: Advance human rights and social, economic, and environmental justice
● Apply understanding of social, economic, and environmental justice to advocate for human rights at Systems Theory Application of social systems theory to
the individual and system levels practice
● Engage in practices that advance social, economic, and environmental justice. Field practice Advanced field practice,
social justice case analyses
Competency 4: Engage in practice-informed research and research-informed practice
● Use practice experience and theory to inform scientific inquiry and research Evaluation of practice methods Goal-setting skills applied in practice
field
● Apply critical thinking to engage in analysis of quantitative and qualitative research methods and Critical thinking, research proposal Practice evaluation in field
research findings
● Use and translate research evidence to inform and improve practice, policy, and service delivery Systematic review Connection between evidence-based
practice and practice-based research
Competency 5: Engage in policy practice
● Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and Policy analysis models Policy practice in field education and
access to social services organizational structure analysis
● Assess how social welfare and economic policies impact the delivery of and access to social services Legislative tracking and research Social justice focused policy analysis
● Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and Policy analysis skills Critical policy analysis skills with a focus
social, economic, and environmental justice. on justice
JOURNAL OF SOCIAL WORK EDUCATION

Competency 6: Engage with individuals, families, groups, organizations, and communities

● Apply knowledge of human behavior and the social environment, person-in-environment, and other Social work processes and practice models Transtheoretical practice skills
multidisciplinary theoretical frameworks to engage with clients and constituencies organizational leadership
(Continued )
3
 4

Table 2. (Continued).
Course 1: ________________ () Generalist () Specialist
EPAS 2015 With Cognitive and Affective Processes Generalist Focus Specialist Focus
● Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and Human diversity and needs Needs assessment skills
M. CHEUNG ET AL.

constituencies.
Competency 7: Assess individuals, families, groups, organizations, and communities
● Collect and organize data, and apply critical thinking to interpret information from clients and Core research skills Practice evaluation and data analysis
constituencies
● Apply knowledge of human behavior and the social environment, person-in-environment, and other Human behavior and the social Practice theory application and field
multidisciplinary theoretical frameworks in the analysis of assessment data from clients and environment theory description and integration
constituencies analysis
● Develop mutually agreed-on intervention goals and objectives based on the critical assessment of Goal setting in field education; program Practice strengths-based clinical or needs
strengths, needs, and challenges within clients and constituencies development skills assessment skills
● Select appropriate intervention strategies based on the assessment, research knowledge, and values Assessment skills for various systems Assessment skills with a specialized focus
and preferences of clients and constituencies on clinical or macro systems
Competency 8: Intervene with individuals, families, groups, organizations, and communities
● Critically choose and implement interventions to achieve practice goals and enhance capacities of Skill use analysis Utilization of evidence-based practice
clients and constituencies skills
● Apply knowledge of human behavior and the social environment, person-in-environment, and other Client system analysis Application of tested interventions to
multidisciplinary theoretical frameworks in interventions with clients and constituencies clinical or macro client systems
● Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes Differentiation between outputs, Practice outcome measures; professional
outcomes and impact collaboration skills
● Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies Advocacy Client-focused advocacy skills
● Facilitate effective transitions and endings that advance mutually agreed-on goals Goal setting skills Goal setting and outcome measures
Competency 9: Evaluate practice with individuals, families, groups, organizations, and communities
● Select and use appropriate methods for evaluation of outcomes Evaluation methods and selection Practice evaluation, field goal setting on
practice evaluation
● Apply knowledge of human behavior and the social environment, person-in-environment, and other Systematic review with outcome data Practice framework and modalities
multidisciplinary theoretical frameworks in the evaluation of outcomes
● Critically analyze, monitor, and evaluate intervention and program processes and outcomes Evaluation of practice Evaluation as practice skills in field of
practice
● Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels Practice skill analysis Practice skill enhancement and
transtheoretical applications
Note. EPAS=Educational Policy and Accreditation Standards. NASW=National Association of Social Workers. From Council on Social Work Education (2015).
 JOURNAL OF SOCIAL WORK EDUCATION 5

Next, the content assessment of each course is mapped alongside affirmation competencies. The contents
are then analyzed in comparison with all competencies across curriculum areas. Finally, curricular
constructs are incorporated to evaluate the contents, methods, and learning processes and activities for
cohesive learning. Learned results from mapping six required courses of the clinical specialization
curriculum in an MSW program are briefly reported here to illustrate the mapping stages from
incorporating generalist competencies to describing cognitive or behavioral processes and then outlining
the knowledge, skills, and attitude and value components for the design of course activities.

Curriculum mapping exercises

The clinical specialization was initially designed with objectives based on the 2008 EPAS (CSWE,
2008) following the five-stage process. To remap the specialization with the revised EPAS (CSWE,
2015), the first stage of the curriculum mapping process was the return to Stage 1, forming a
mapping team, prompting the faculty to revisit the required course objectives, and mapping each
course’s goals and objectives against the EPAS competencies. This process involving the following
tasks took four semesters to complete.

Setting the purpose

Because 80% of the MSW students have been specializing in clinical practice, it was decided that
after mapping the foundation curriculum, the first mapping exercise would focus on the college’s
clinical specialization. The curriculum mapping task force was formed by the specialization chair,
teaching faculty, and two doctoral students who were also MSW alumni. The preparatory steps of
this mapping process focused on two goals: identifying teaching credentials and improving curricu-
lum quality. Assessment questions were used to identify gaps in three areas: when (focusing on the
logistics of course scheduling), where (addressing overlapping curricular areas and progressive
approaches in course delivery), and how (describing the intentional and systematic planning process
in terms of how the content and delivery methods were used among sections and how required
courses were integrated in the process of content deliveries). The two parallel goals and the
assessment process addressed the overarching clinical specialization goals. Specific intentions were
designed broadly across the curriculum. The goals of the clinical specialization aim to prepare
graduate social work students to

(1) Identify as a social worker in the clinical setting.

(2) Use critical thinking skills in applying theories, methods, skills, values, and ethics needed to
enhance the cognitive, mental, emotional, behavioral, physical, and social well-being of
individuals, couples, families, groups, and communities.
(3) Analyze practice from a transtheoretical framework that is strengths based, contextualized,
relationship centered, culturally sensitive, biopsychosocial, and evidence based.
(4) Integrate multiple theories in a variety of social work practice settings.
(5) Integrate current evidence-based practices related to co-occurring mental health and
substance abuse disorders into assessment and treatment.
(6) Demonstrate knowledge and skills in assessment and intervention, diagnosis and treat-
ment, education and prevention, advocacy, counseling and psychotherapy, supervision,
and consultation.
(7) Develop a culturally sensitive approach in working with diverse clients and communities.
(8) Evaluate self-development and the effectiveness of professional practice.
(9) Demonstrate leadership in promoting human rights and social, economic, and political
justice in society.
(10) Recognize and respond to the evolving organizational, community, and societal contexts of
clinical practice.
6 M. CHEUNG ET AL.

Faculty members were not asked to make immediate or complete changes in this step because the
goals were not designed to revamp the entire curriculum but rather to organize specific content areas
for MSW students’ clinical practice preparation. The faculty used this method to identify ways for
modifying the curriculum according to current standards. This step focused on procedural barriers
such as pending curriculum changes and additional faculty input at the college level. In the past 4
years, one objective (number 5) was added to the overall goal of the clinical specialization curricu-
lum. To make curriculum changes, the curriculum committee was directly involved, and the chair
made a motion to pass the final version at a meeting of the faculty association.

Preparing a mapping matrix

The creation of a map (matrix) to outline curriculum contents of the studied area marked an important step
forward. In Project Semester 1, the faculty-led committee consisted of a full professor as the chair, four
assistant professors, and one clinical professor. The committee discussed the specialization contents and
drafted a matrix matching the course goals containing the EPAS (CSWE, 2015) competencies. At this point,
the term curriculum mapping was used to indicate this matrix creation and content matching. The faculty
members in this committee marked changes on the matrix and then inserted the curriculum contents of
each course under each the teaching area. They then shared and discussed noticeable gaps in the curriculum
with attention to each course’s contributions to the integrative whole. The mapping subcommittee
composed of the clinical chair, teaching faculty, doctoral students (who were MSW alumni and interested
in this mapping project), and licensed clinical social workers, addressed how the concern might have
affected the course design and delivery and how well the clinical course content had prepared students for
future practice. This step formed a curriculum-outcome framework for further discussion and course
planning. The goals and objectives for the mapping matrix were discussed in each curriculum meeting.
To implement the curriculum mapping process using Watts and Hodgson’s (2015) approach,
(described earlier with its emphasis on completeness), faculty must buy into the idea that the
curriculum is an integrative whole that links generalist competencies to the enhancement of knowl-
edge, skills, and attitude and value in the specialization curriculum. With this approach, a teaching
grant was then applied to support faculty involvement in this curriculum mapping process and to
design a master spreadsheet. This spreadsheet included goals and EPAS (CSWE, 2015) competencies
organized according to knowledge, skills, and values. Table 1 shows an example listing all courses
with EPAS competencies in the generalist curriculum. Similarly, all courses in a specialization were
cross-listed by competency (Table 2).

Mapping the goals and objectives

In Project Semester 2, a blank mapping spreadsheet was given to four instructors of six required
clinical specialization courses: Assessment, Brief Clinical Interventions, Cognitive Behavioral
Interventions, Evaluation of Practice, Clinical Applications of the Diagnostic and Statistical
Manual of Mental Disorders in Social Work, and Policy Analysis. Teaching instructors were given
time to map course goals and objectives according to their course syllabi and teaching content. The
team spent 3 months receiving input from the instructors. The team also asked for clarification to
ensure the appropriateness of information being included in the knowledge, skills, and values areas.
The team then reallocated information to the appropriate spaces on the spreadsheet. Second, the
team changed wording and clarified terminology to make the content clearer and keep the format
more consistent. Third, when an overlap was found between courses, instructors discussed how to
best distribute the overlapping content. After information from all required courses was integrated
into the master spreadsheet, the team updated the spreadsheet design by adding EPAS (CSWE, 2105)
competency areas to the map for generalist linkage visualization (Table 3).
Table 3. Goals and objectives mapping matrix.
Attitudinal
GCSW Components and
EPAS Course Course Objectives From Syllabus Knowledge Skills Values
Goal 1: Effectively assess and diagnose individuals, families, and groups
1.1 Demonstrate knowledge and skills in assessment and diagnosis
Competency Assessment ● Compare and contrast the differences and ● Describe the process of ● Conduct assessment interviews to elicit pre- ● Infuse profes-
7. Assess in social similarities between problem-based and assessment senting problems and symptoms, functional sional values in
work strengths-based assessment ● Identify the steps needed to impairment, historical problems, and the the assessment
practice ● Determine the validity and reliability of differ- arrive at a strengths-based broader context within which these occur process
ent assessment tools perspective in assessment ● Formulate psychosocial assessment documents ● Engage in activ-
● Choose appropriate assessment tools for use ● Describe strategies for to support interventions ities to promote
with clients at the individual, group, family, assessment and the informa- ● Evaluate the validity and reliability of various dignity and worth
organizational, and community levels tion needed to present a assessment tools of the people
● Describe how assessment informs all levels of thorough psychosocial ● Present written summary of assessment and involved
social work practice assessment recommended interventions
● Delineate the tasks involved in the process of ● Name and define the com-
assessment ponents needed when evalu-
● Discuss the collaborative nature of assessment ating a strengths-based
and its relationship to social work values assessment tool
● Conduct a strengths-based assessment with ● Describe the development of
clients at the individual, group, family organi- a strengths-based assessment
zational, and community levels tool
● Determine the validity and reliability of differ-
ent assessment tools

1.2 Develop a culturally sensitive approach in working with diverse clients and communities (to conduct assessment and diagnosis)
Competency Assessment ● Use culturally sensitive models for assessment ● Understand the components ● Evaluate the validity and reliability of various ● Identify client’s
7.—Assess in social of racial and ethnic minority clients, families, needed to evaluate for cul- assessment tools values relevant to
work and communities tural sensitivity of assessment cross-cultural
practice ● Demonstrate assessment skills that take into documents assessments
account special client considerations including, ● Describe the components
but not limited to, race and ethnicity, social needed when developing a
class, gender, and sexual orientation culturally sensitive assess-
● Determine the validity and reliability of differ- ment document
ent assessment tools

Note. This example uses the first two items to illustrate the linkage between knowledge, skills, and attitude and value and cognitive and affective processes. Additional items are included in the
JOURNAL OF SOCIAL WORK EDUCATION

complete mapping matrix.

EPAS = Educational Policy and Accreditation Standards.
7
8 M. CHEUNG ET AL.

Mapping course assignments

After the first mapping exercise, the team wanted to see which specific assignments were used in
each course to gain the necessary knowledge and skills while the value components were being
infused. This step aimed to describe how the learning objectives were measured by these assignments
so that the cognitive or behavioral processes of learning could be documented for further discussion
for curriculum revisions. In Project Semester 3, the same instructors were invited to fill out an
assignment mapping form. Table 4 shows an excerpt from the general assignment mapping form
with initial input from faculty on a course titled Assessment.
The assignments varied from course to course, whereas the course objectives were standardized.
There was no policy for assignment standardization or education collaboration. The form for course
assignment mapping was therefore designed differently, with prefilled course goals, objectives, knowl-
edge, and skills. It was important that information describing each course was consistent with a common
set of expectations as a result of the first mapping exercise. In this step, information was not obtained
from multiple sessions as each course was designed by a full-time faculty member. These faculty
members served as course liaisons to record how changes were reflected in various course syllabi.
All completed forms were collected at the beginning of Project Semester 4. In addition, six clinical
social workers were invited to two focus group meetings to provide feedback on the clinical
curriculum. The assignment mapping outcome demonstrated how faculty members examined
their teaching materials that were used to measure learning processes and outcomes. Finally, results
were represented by visualized matrixes detected through examinations of content gaps and measur-
able objectives.

Next steps
As a follow-up, the faculty members who teach the generalist and specialization curricula in this
MSW program will continue mapping each curriculum component before meeting as a group to
discuss the integrated mapping outcomes. First, when analyzing these components, the faculty
will emphasize the use of critical thinking skills as examples to validate the components in line
with the EPAS (CSWE, 2015) and specify measurable outcomes demonstrated through the
learning processes. This additional step includes further analyses of the cognitive and behavioral
components of learning processes and outcomes. During the initial stages not all faculty
members were involved, so a comprehensive review will obtain input from the entire faculty
with an aim to find evidence to support the integrated whole of the curriculum. This review can
be facilitated using a round-robin technique with a group of cloud files organized by curricular
areas. Second, the link between the generalist and the specialization curricula will be documen-
ted with attention to the nine required generalist competencies being integrated into specializa-
tion mapping (CSWE, 2015). Third, the content analyses of the entire curriculum will focus on
social work creativity and reflective practice. Group discussions will take place to focus on the
mapping matrixes with gaps found in the mapping process. In other words, in any mapping
matrix when a section is blank, the faculty will focus on questions such as, Where might this
missing part be in the MSW curriculum? What should be included to fill this apparent gap?
When can new curricular areas be implemented? How would the faculty describe the outcome-
based learning elements to connect with the program goals.
Fourth, a lead mapping liaison will provide a guide for self-study discussions. With feedback and
revisions in place, the final step in the mapping process will produce a review report about the implementa-
tion of the revised curriculum. Additional questions may include, What does curriculum mapping mean to
MSW program development? What types of evaluation should be implemented after the curriculum has
been changed and course syllabi have been revised to help achieve a high level of social work competencies?
How would the faculty document the integration between foundation and specialization and its outcomes.
Table 4. Course assignment mapping matrix.
Goal 1: Effectively assess and diagnose individuals, families, and groups
1.1 Demonstrate knowledge and skills in assessment and diagnosis
SYLLABUS OBJECTIVES Knowledge Assignments
Compare and contrast the differences and similarities between Describe the process of assessment Integrate lecture materials in all assignments
problem-based and strengths-based assessment Identify the steps needed to arrive at a strengths-based
Determine the validity and reliability of different assessment perspective in assessment
tools Describe strategies for assessment and the information needed
Choose appropriate assessment tools for use with clients at the to present a thorough psychosocial assessment
individual, group, family, organizational, and community Name and define the components needed when evaluating a
levels strengths-based assessment tool
Describe how assessment informs all levels of social work Describe the development of a strengths-based assessment
practice tool
Delineate the tasks involved in the process of assessment Skills Assignments
Discuss the collaborative nature of assessment and its Conduct assessment interviews to elicit presenting problems Analyze rapid biopsychosocial assessment
relationship to social work values and symptoms, functional impairment, historical problems, and
Conduct a strengths-based assessment with clients at the the broader context within which these occur
individual, group, family organizational, and community levels Formulate psychosocial assessment documents to support Use biopsychosocial assessment form
Determine the validity and reliability of different assessment interventions
tools Evaluate the validity and reliability of various assessment tools Include tools in paper discussion
Present written summary of assessment and recommended Use the biopsychosocial assessment form in field practice
interventions
1.2 Develop a culturally sensitive approach in working with diverse clients and communities (to conduct assessment and diagnosis)
SYLLABUS OBJECTIVES Knowledge Assignments
Use culturally sensitive models for assessment of racial and Understand the components needed to evaluate for cultural 1. Create a poem titled “I Am From” using the framework
ethnic minority clients, families, and communities sensitivity of assessment documents of Mary Pipher’s “Writing to Change the World.”
Demonstrate assessment skills that take into account special 2. Prepare a cultural chart based on your own life and
client considerations including, but not limited to, race and assessing your own cultural influences
ethnicity, social class, gender, and sexual orientation Describe the components needed when developing a culturally 1. Write a poem to include cultural components including
Determine the validity and reliability of different assessment sensitive assessment document but not limited to social norms, religious influences,
tools culturally specific customs, food, holidays, etc.
2. Present the cultural chart to class for review and
discussion
Skills Assignments
Evaluate the validity and reliability of various assessment tools Include discussions of tool applications in paper
Note. This matrix contains the initial input to the assessment course in the specialization curriculum. Additional items are included in the complete mapping matrix.
JOURNAL OF SOCIAL WORK EDUCATION
9
10 M. CHEUNG ET AL.

Challenges
This example aims to provide support that curriculum mapping is a definable process for the
purpose of describing the content, goals, objectives, learning processes, and outcomes of each course
in relation to the entire curriculum. The main challenge learned from this mapping exercise is the
limited time commitment from faculty because mapping is not a part of faculty’s regular workload.
The core mapping team does not have the administrative power to demand faculty’s full participa-
tion. Specifically, it is difficult to set a deadline when this exercise is not yet part of the reaccredita-
tion process. Consequently, mapping matrixes may be submitted later than expected for reasons
related to busy schedules and availability. In addition, the specific purpose and mapping tasks may
not be fully described at the first stage of mapping because some steps may be created after the
mapping of contents is completed. In this example, the assignment mapping exercises in reference to
the EPAS (CSWE, 2015) and the cognitive and affective processes have not been completed because a
new curriculum goal is yet to be included. Nonetheless, the mapping exercises have helped faculty
appreciate how learning outcomes are connected to the course delivery processes. The matrixes form
a visualization tool for the faculty to prepare for the program’s reaffirmation self-study.

Conclusion and recommendations

Through a mapping example of a MSW curriculum, the faculty learned three lessons. First, it is
essential to involve more tenured faculty as they can serve as the mapping liaison for each of the
program’s curricular areas. Senior professors who have already acquired their experience in previous
reaccreditation processes can use their knowledge to design the format of mapping so that the
exercise is based on a specific framework in line with the latest, updated EPAS (CSWE, 2015)
competencies for self-study purposes.
Second, it is helpful to appoint an administrative staff member to serve as a point person to work with
the team of mapping liaisons to promote and implement the mapping process. A clear faculty structure and
a set of measurable objectives and expected outcomes are to be provided from the initial stage to ensure full
commitment from the entire faculty. With specific goals and deadlines to encourage progress, this point
person can collect relevant data to document the process and specify assigned tasks for future reference.
Third, it is recommended that an integrative perspective from faculty, staff, alumni, students and
community leaders should be included in the curriculum analyses. In this example, teaching faculty,
MSW alumni, and clinical social workers were invited to provide feedback to the clinical curriculum.
It was a valuable experience to involve doctoral students in the core mapping team. This exercise
provided learning opportunities and preparation for future educators to become mapping leaders.
Although the faculty found that the input from clinical social workers was extremely valuable, it
would have been more helpful to include at least one of them as a representative in the core team
throughout the mapping exercise.
In sum, curriculum mapping has been defined through this experience as an integrative study
documented by the course-by-course analyses in reference to the EPAS (CSWE, 2015) criteria. A set
of visualization tools are used to ensure teaching goals, and objectives are accomplished with process and
outcome measures. An important learning from this study is that when internal to the program, mapping
can initiate new changes and create specific measures to document the cognitive and affective processes
occurring in each required course. Faculty meet to share their ideal curriculum elements course by course
for developing a plan to integrate the generalist competencies into the specialization curriculum as a
starting point for conducting a successful reaccreditation process. Externally, to promote a program’s
global attractiveness, we suggest posting the visualized mapping results on the program’s website to
inform potential students about its curriculum and to facilitate current students’ communication
regarding their competencies with potential employers. With internal and external expectations, this
mapping process continues.
 JOURNAL OF SOCIAL WORK EDUCATION 11

Notes on contributors
Monit Cheung, Shu Zhou, and Sarah C. Narendorf are at University of Houston. Rebecca L. Mauldin is at University of
Texas at Arlington.

ORCID
Monit Cheung http://orcid.org/0000-0002-0433-4767
Rebecca L. Mauldin http://orcid.org/0000-0002-7820-9141

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