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Abstract
This article is Part 2 in a 2-part series discussing the new guidelines for Educational Policy and Accreditation Standards (EPAS) issued in April 2008 by the Council on Social Work Education. The 2008 EPAS shifted the focus of assessment for accreditation or reaffirmation from the evaluation of program objectives to assessment of educational outcomes and student achievement of practice competencies. Because major accreditation challenges for social work programs derive from the 2008 EPAS, this article continues the discussion of a model for sequencing accreditation tasks that began in Volume 30, Issue 2 of this journal. In this article, Part 2, the authors discuss the program's implicit curriculum and its assessment under the 2008 EPAS. The articles in this 2-part series are intended to be companion pieces.
Notes
1. These include the 2008 Educational Policy and Accreditation Standards (http://www.cswe.org/NR/rdonlyres/2A81732E-776-v4175-AC42-65974E96BE66/0/2008EducationalPolicyandAccreditationStandards.pdf); Compliance, Concern, and Noncompliance Statements—2008EPAS (http://www.cswe.org/NR/rdonlyres/E35AE036-E09C-46F8-A29E-54E2085864E0/0/CCNCStatements2008EPAS06262009LAW.pdf); the Field Education in the 2008 EPAS (http://www.cswe.org/NR/rdonlyres/B83FAE8B-ECDE-47B5-884E-BA9AF61E3A0B/0/2008EPASFieldEducation.pdf), and other resources referred to throughout these two companion articles.