GRADUATE LEARNING OUTCOMES FOR THE MS WITH A MAJOR IN COUNSELING (ref. CACREP Standards II.G.1-8)

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1 460 Waldo Hall, Corvallis, Oregon T F GRADUATE LEARNING OUTCOMES FOR THE MS WITH A MAJOR IN COUNSELING (ref. CACREP Standards II.G.1-8) 1. Conduct research or produce some other form of creative work Indicator: Student produces a quality action research proposal (quantitative or qualitative) set in their projected work setting Rubric: Missouri Action Research Scoring Rubric 1.3. Assessment Setting: Proposal is written and scored with a B or better grade as part of TCE Demonstrate mastery of subject material Social And Cultural Diversity Indicator: Can demonstrate knowledge of social and cultural diversity issues in counseling Rubric: Course grade (B or better) Assessment Setting: TCE Human Growth And Development Indicator: Can demonstrate knowledge of human growth and development issues in counseling Rubric: Course grade (B or better) Assessment Setting: TCE Career Development Indicator: Can demonstrate knowledge of career development issues in counseling Rubric: Course grade (B or better) Assessment Setting: TCE Helping Relationships Indicator: Demonstrates competent and effective counseling skills at the conclusion of both practicum and internship Practicum (TCE 514) Exit Rubric: Gazda Global Rating Scale (3.0 or better over three videos of actual counseling) Internship (TCE 515) Exit Rubric: Gazda Global Rating Scale (4.0 over three videos of actual counseling) Assessment Setting: Last quarter of TCE 514 (practicum) and TCE 515 (internship) Group Work

2 Indicator: Can demonstrate knowledge of group work issues in counseling Rubric: Course grade (B or better) Assessment Setting: TCE Assessment Indicator: Can demonstrate knowledge of assessment issues in counseling Rubric: Course grade (B or better) Assessment Setting: TCE Be able to conduct scholarly or professional activities in an ethical manner Indicator: Student is able to clearly describe three common ethical challenges in the profession and competently apply the ACA and ASCA ethical standards to resolution of these challenges Rubric: OSU Counseling Ethics Paper Scoring Rubric 3.3. Assessment Setting: Paper is written and scored as part of TCE 541.

3 GRADUATE LEARNING OUTCOMES FOR THE MS WITH A MAJOR IN COUNSELING (ref. CACREP Standards II.G.1-8) FINAL ORAL EXAM GLO CHECKLIST FOR GLO # GLO Text Evidence Completed Successfully (Yes or No) 1 Conduct research or produce some other form of creative work 2.A Demonstrate mastery of subject material Grade on Action Research Proposal was a B or better (TCE 562) Social and Cultural Diversity: Grade in TCE 532 was a B or better 2.B Human Growth & Development: Grade in TCE 531 was a B or better 2.C Career Development: Grade in TCE 568 was a B or better 2.D.1 Practicum Exit Score on the Gazda Global Rating Scale of at least a D.2 Internship Exit Score on the Gazda Global Rating Scale of at least a E Group Work: Grade in TCE 571 was a B or better 2.F Assessment: Grade in TCE 567 was a B or better 3 Be able to conduct scholarly or professional activities in an ethical manner 460 Waldo Hall, Corvallis, Oregon T F Grade on Ethics paper was a B or better (TCE 541)

4 460 Waldo Hall, Corvallis, Oregon T F I. Academic Development Assessment: MS WITH A MAJOR IN COUNSELING DEVELOPMENTAL ASSESSMENT FOR (ref. CACREP Standard I.P) GLO # GLO Text Assessment of Development (place X on scale) 1 Conduct research or produce some other form of creative work 2.A Demonstrate mastery of subject material: Social & Cultural Diversity 2.B Demonstrate mastery of subject material: Human Development 2.C Demonstrate mastery of subject material: Career 2.D.1 Demonstrate mastery of subject material: Counseling Skills I 2.D.2 Demonstrate mastery of subject material: Counseling Skills II 2.E Demonstrate mastery of subject material: Group Work 2.F Demonstrate mastery of subject material: Assessment 3 Be able to conduct scholarly or professional activities in an ethical manner

5 II. Assessment of Professional Development and Personal Development: # GLO Text Assessment of Development (place X on scale) A Professional Comportment B Personal Fit to the Profession Key: 0= has not commenced activity toward target skill/knowledge/behavior. 20= developmental trajectory does not suggest student will acquire target skill/knowledge/behavior. 40= developmental trajectory is unclear in reference to acquisition of target skill/knowledge/behavior. 60= developmental trajectory suggests student will acquire target skill/knowledge/behavior. 80= developmental trajectory indicates the student will soon acquire target skill/knowledge/behavior. 100= student has acquired the target skill/knowledge/behavior. Signature: Advisor Printed Name: Advisor Signature: Cass Dykeman, PhD Cass Dykeman, PhD Date:

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