Social Work: Curriculum Mapping & Accreditation Support

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Katy Allen,an Exxat account manager who is also a social worker and the former Director of Field Education for the Department of Social Work at Western Carolina University. She used Exxat Prism for about eight years before joining Exxat full-time, and led the session on accreditation support and curriculum mapping (David Stocker, a project manager at Exxat, hosted/moderated).

Five key takeaways:

1. New Accreditation Support Guide inside Prism. Under Reports there's now an "Accreditation Reports" tab mapping CSWE's 2022 EPAS standards directly to relevant Prism reports, complete with compliance statements, screenshots, and step-by-step navigation pathways for each standard.
2. Curriculum mapping connects your teaching to CSWE standards. It links curriculum components (courses, course measures/objectives) to attributes (competencies, behaviors, dimensions of learning, client system levels), letting programs show a complete, data-driven picture instead of anecdotal examples in their self-study.
3. Setup is a three-step process. (1) Activate/build your standards and attributes (generalist competencies are pre-loaded; specialization competencies and custom attributes like Bloom's taxonomy or assignment type can be added); (2) add course measures (objectives, core assignments) either manually or via the new Leo AI course import; (3) build a curriculum grid mapping courses to each program level/year, then map each course's measures to the relevant standards.
4. New AI features (Leo) can speed up setup but are opt-in. "Course Import with Leo" and "Course Measure Review with Leo" can read syllabi and suggest mappings, but all AI features are off by default and must be enabled by a Super Administrator in the Program Details > AI Feature Hub, reflecting Exxat's emphasis on data control and consent.
5. Reports reveal curriculum distribution for program improvement, not just accreditation. Visualizations (bar charts, heat maps, interactive competency/course breakdowns) show how often each competency, client system level, or dimension of learning is addressed — helping faculty spot potential under-teaching vs. under-documenting and make intentional curriculum decisions well before a reaffirmation cycle.