DEPARTMENTAL PLAN FOR PROGRAM ASSESSMENT INCLUDING ASSESSMENT OF STUDENT LEARNING UNIVERSITY OF NORTH DAKOTA OCCUPATIONAL THERAPY DEPARTMENT, SOMHS

Transcription

1 DEPARTMENTAL PLAN FOR PROGRAM ASSESSMENT INCLUDING ASSESSMENT OF STUDENT LEARNING UNIVERSITY OF NORTH DAKOTA OCCUPATIONAL THERAPY DEPARTMENT, SOMHS MASTERS OF OCCUPATIONAL THERAPY

2 UND Occupational Therapy Department Program Evaluation: Policy/Process The following policy and processes will be followed by the department in determining program success in preparing students who meet the goals and objectives as outlined in the student competencies. 1. The department continues to comply with the University of North Dakota required assessment of student learning process. 2. Evaluation instruments used for assessment of the curriculum and student competency achievement are program-specific in design. 3. Evaluation qualitative and quantitative data collection sources include, but are not limited to: students, fieldwork supervisors, faculty, employers, and NBCOT certification exam reports. 4. The department uses a variety of data collection methods; these include, but are not limited to the assessment tools described in the following section of this document. The data collection tools have all been revised in the past three years to match the student competencies which are based on the ACOTE 2006 Accreditation Standards. 5. The data collection is systematic and based on the review periods and processes set forth in the evaluation plan. Summary information compiled by the persons responsible for analyzing and reviewing the information is shared and discussed during scheduled faculty meetings and retreats and minutes of the meetings are kept to document plans of action and changes. 6. Data collected in the program evaluation and assessment process is reviewed by the assessment committee. Appropriate departmental committees (curriculum, fieldwork, student affairs, etc.) and work groups (practice, theory & foundations, management, etc.) use the data to address changes in the strategic plan, curriculum, and/or courses; these actions are documented in meeting minutes and shared with all faculty. Recommendations and conclusions are provided to the curriculum committee for further review regarding potential curriculum revision.

3 Evaluation Tools During the past three years, data collection tools which are program specific have been revised to interface with the UND OT Department Student Competencies which are based on the ACOTE 2006 Accreditation Standards. Data collection tools include, but are not limited to the following: 1. UND Student Assessment of Teaching: At the conclusion of each course, students are asked to evaluate the course organization, match of course goals/objectives to learning activities and examination methods, and course materials; the instructor s ability to communicate effectively, availability for assistance, and feedback provided is also evaluated. This tool helps collect data on the students perception of learning and faculty effectiveness for a specific course. This form is used across the UND campus. 2. Faculty Evaluation of Courses: The course review process occurs at the end of the fall and spring semesters; summer courses are reviewed with the fall courses. The purpose of this course review process is to assure that student learner s needs, including attainment of standards, are being met through a developmental progression within the curriculum at both program sites. This procedure enables faculty members to identify needed course changes, share new course development, and seek input on emerging concerns or issues. Individual faculty members utilize the course review form (CRF) to evaluate content, instructional methods, and assessment methods in the courses they taught. The form is used to describe results of course changes that were implemented during the semester, and to indicate concerns or document changes that are planned in the course based on information gathered during the semester. The information regarding each course is reviewed during a faculty meeting at the end of each academic semester and minutes of the meeting are kept. The forms are collected by the curriculum committee for further review. 3. Fieldwork Evaluations: The UND fieldwork coordinator compiles information from the following, and the data is forwarded to the assessment and fieldwork committees for analysis and review; recommendations and conclusions are then forwarded to appropriate departmental committees and work groups who use the data to address changes in the strategic plan, curriculum, and/or courses; it is also reviewed during faculty planning retreats each year. Actions and plans are documented in meeting minutes. a. The AOTA Student Evaluation of the Fieldwork Experience form is used to gather student perceptions of the fieldwork experiences. b. The fieldwork supervisor survey is sent out to each supervisor at the end of the time that they have had a Level II student at their site. The questions on this survey are designed to gather data on fieldwork supervisor s perceptions of student academic preparation for fieldwork and entry level practice. The survey questions interface with the student learning competencies. c. The UND fieldwork coordinator assesses the suitability of each fieldwork site and its ability to be compatible with the curriculum design of the program. This assessment takes place in the course of regularly scheduled fieldwork site visits

4 by the coordinator or assigned faculty and through regular communication via telephone, , or mail. 4. End of the Curriculum Evaluation: At the end of each Level II Fieldwork experience, each student is required to complete the AOTA Student Evaluation of the Fieldwork Experience form; this form has a section for the student to rate their perceptions of academic preparation for fieldwork. The questions on this section interface with the student learning competencies. Additional end of the curriculum data is collected through the 3 rd year mid-term student evaluation process. This information is reviewed and summarized by the assessment and fieldwork committees and recommendations and conclusions are forwarded to appropriate departmental committees and work groups who use the data to address changes in the strategic plan, curriculum, and/or courses; it is also reviewed during faculty planning retreats each year. Actions and plans are documented in meeting minutes. 5. Student Midterm Evaluations Student Satisfaction: Part of the program evaluation process includes tracking student satisfaction of the program. Faculty advisors routinely meet with students at the midterm evaluation point and use this form to track students perceptions of things that are going well, things they are struggling with, and suggestions for program enhancement in general and across the competency areas. Individual students are not identified on the form, but faculty record themes that emerge from the student papers and interview by student year in the program. This information is summarized by the assessment committee and recommendations and conclusions are forwarded to appropriate departmental committees and work groups who use the data to address changes in the strategic plan, curriculum, and/or courses; it is also reviewed during faculty planning retreats each year. Actions and plans are documented in meeting minutes. 6. Student Retention and Progress in the Program: This form is used to track student retention and progress in the program. It is completed by the chairperson of the assessment committee each time student a student withdraws or is dismissed from the program; and includes the date and reason for the withdrawal or dismissal.. Students who are placed on academic or professional probation are also tracked with this form by recording the date the student was placed on probation, the reason for the probation, and the date that the student was taken off of probation. This form is maintained electronically of the OT Department s secure drive and numbers are included in the annual evaluation report. 7. One Year Post-Graduation Evaluation: Approximately one year post graduation, each graduate is provided with an opportunity to reflect on their educational preparation for practice. This survey is designed to measure the graduates perceptions of their educational experiences and preparation for their role as an occupational therapist after they have been in a practice setting for approximately one year. This information is reviewed and summarized by the assessment committee; recommendations and conclusions are then forwarded to the appropriate committee(s) and work group(s) for

5 further consideration regarding potential course or curriculum revisions; this information is also reviewed during faculty planning retreats each year. 8. Employer Evaluation: This tool is used to gather information from employers on their perceptions of the preparation of UND Occupational Therapy Program graduates that they currently employ or have employed in the past. Data is collected using this survey once every three years. This information is reviewed and summarized by the assessment committee recommendations and conclusions are then forwarded to the curriculum committee for further consideration regarding potential curriculum revisions; it is also reviewed during faculty planning retreats each year.

6 Student Learning Goals: Occupational Therapy Student Competencies Relationship to the Curriculum Design The program competencies are outcomes of the UND occupational therapy educational program. Mastery of these competencies makes it possible for a graduate of the program to assume the role of an entry-level occupational therapist. The student is guided through the learning process using the Occupational Adaptation model. This progression is reflected in the curriculum design and sequence, course expectations, and the semester student self-evaluation process. As a student progresses through the program, each semester he/she is asked to reflect on his/her adaptive capacity, adaptive responses and relative mastery in relationship to the program competencies and objectives. The final outcome of the occupation adaptation process is for the student to be a self-directed and self-initiating lifelong learner with a balanced approach to sensorimotor, cognitive, and psychosocial aspects of occupations. Purpose: To determine the effectiveness of the occupational therapy curriculum through systematic collection and analysis of qualitative and quantitative data. This evaluation will be based on the Department s mission, philosophy, departmental student competencies, and curriculum design (ACOTE, AOTA). Theory/Foundational Knowledge for Occupational Therapy Goal 1: Students will be able to analyze and apply the occupation-based theories, models of practice and frames of reference used to guide occupational therapy evaluation and intervention. Objective 1.1: Students will demonstrate an understanding of the terminology and concepts of occupation. Objective 1.2: Students will demonstrate an ability to apply occupation-based theories, models of practice and/or frames of reference and the Occupational Therapy Framework: Domain and Practice to selected case scenarios. Objective 1.3: Students will be able to demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society and the impact of these factors on the occupational therapy process. Objective 1.4: Students will be able to articulate an understanding of the philosophical and historical base of the profession of occupational therapy. Objective 1.5: Students will be able to articulate an understanding of theory development and its importance to occupational therapy.

7 Evaluation Process for Occupational Therapy Goal 2: Students will be able to demonstrate an understanding of the use of screening and evaluation tools used to determine the need for occupational therapy intervention. Objective 2.1: Students will have the ability to select appropriate assessment tools based on client need, contextual factors, and psychometric properties of tests including considerations of factors that might bias assessment results, such as culture and disability status. Objective 2.2: Students will demonstrate the ability to administer a variety of assessment tools according to appropriate procedures and protocols (standardized and non-standardized) in the classroom and clinic setting. Objective 2.3: Students will demonstrate the ability to interpret criterion referenced and norm referenced standardized test scores based on an understanding of sampling, normative data, standard and criterion scores, reliability, and validity in both an oral and written format. Objective 2.4: Students will demonstrate the ability to interpret and document evaluation data in relation to the professional and theoretical frameworks. Objective 2.5: Students will demonstrate the ability to document assessment results to effectively communicate the need for, effectiveness of, and rational for occupational services. Intervention Process for Occupational Therapy Goal 3: Students will be able to formulate and implement the therapeutic intervention plan to facilitate occupational performance. Objective 3.1: Students will be able to formulate and implement interventions that are culturally and contextually relevant. Objective 3.2: Students will have the ability to formulate and implement interventions that are reflective of current occupational therapy practice. Objective 3.3: Students will demonstrate the ability to utilize available evidence when formulating intervention plans. Objective 3.4: Students will be able to incorporate theoretical perspectives, models of practice, and frames of reference into intervention plans. Objective 3.5: Students will have the ability to selectively apply preparatory methods, purposeful, and occupation-based activities appropriate to a treatment context. Objective 3.6: Students will be able to monitor, document, and modify intervention plans or initiate discharge planning based on client or population response to support optimal occupational participation.

8 Management Process for Occupational Therapy Goal 4: Students will be able to apply principles of management and systems in the provision of occupational therapy services to individuals and organizations. Objective 4.1: Students will recognize how legislation, credentialing, and reimbursement affect occupational therapy practice. Objective 4.2: Students will explain how contextual factors and various practice settings affect the delivery of occupational therapy services. Objective 4.3: Students will describe the mechanisms, systems, and techniques need to maintain, organize, and prioritize workloads and intervention settings. Objective 4.4: Students will be able to plan, develop, organize, and market the delivery of services to include the determination of programmatic needs, service delivery options, and formulation and management of staffing for effective service provision and quality improvement. Objective 4.5: Students will have the ability to compare and contrast occupational therapist and occupational therapist assistant roles within the process of occupational therapy evaluation, intervention, and outcome. Research Process for Occupational Therapy Goal 5: Students will organize, collect, analyze and evaluate clinical data, research evidence, professional literature, and measures of outcome in order to make informed, evidence-based decisions in occupational therapy practice, including improving practice outcomes. Objective 5.1: Students will articulate an understanding of the types of research and levels of evidence necessary for decision-making within practice and important to the continued development of the profession of occupational therapy. Objective 5.2: Students will locate, read, understand, analyze and critique research studies validity for applicability to occupational therapy practice. Objective 5.3: Students will understand and use basic research analysis: descriptive statistics, correlational, and inferential quantitative statistics and coding, analysis, and synthesis of qualitative data. Objective 5.4: Students will design a research proposal and implement at least 1 aspect of research in both quantitative and qualitative research methodologies: instrument design, data gathering, analysis and synthesis of data collected.

9 Ethics, Values, and Responsibilities for Occupational Therapy Practice Goal 6: Students will demonstrate knowledge and understanding of the AOTA Code of Ethics, Core Values and Attitudes of Occupational Therapy, and AOTA-Standards of Practice as guides for professional interactions in academic and practice settings Objective 6.1: Students will demonstrate an understanding of personal and professional abilities and competencies as they relate to the practice of occupational therapy; including professional responsibilities related to liability concerns under current models of service provision. Objective 6.2: Students will be able to justify and discuss how the role of a professional is enhanced by continued learning, involvement in professional organizations at all levels, and through promotion of the profession and advocating for the profession and for clients. Objective 6.3: Students will be able to explain strategies for making decisions to resolve personal and organizational ethical conflicts, and be able to explain a variety of informal and formal ethical dispute-resolution systems that have jurisdiction over occupational therapy practice. Communication for Occupational Therapy Practice Goal 7: Students will demonstrate effective communication skills, both oral and written, across multiple contexts important to the practice of occupational therapy. Objective 7.1: Students will articulate the unique nature and value of occupation to multiple audiences to explain the role of occupation in the promotion of health and prevention of disease and disability. Objective 7.2: Students will demonstrate the ability to use effective verbal communication skills to establish and maintain therapeutic use of self in both individual and group interactions within the therapeutic process. Objective 7.3: Students will effectively document and communicate the need and rationale for occupational therapy services, demonstrating professional accountability and understanding of multiple reimbursement standards. Objective 7.4: Students will demonstrate the ability to use effective written, oral, and nonverbal communication to establish positive working relationships with client/family/significant others, colleagues and other health care providers, and the public in a professionally acceptable manner.

10 UND OT PROGRAM GENERAL EVALUATION PLAN 2006 STANDARDS Program Goal and Related Outcomes Measurement Criteria Assessment Tool Review Period ** Review Process Who analyzes and reviews data Assure that all faculty are effective in their assigned roles including: teaching, service, scholarly activity/research, and administration Meet School of Medicine and Health Sciences criteria in the 4 areas based on percent of effort forms and faculty development plans 1. UND Student Assessment of Teaching form 2. Peer teaching review 3. Faculty Development Plan / faculty CV 4. Chairperson review 5. Departmental Committee on Promotion and Tenure review 1. Completed by individual students at the end of each semester 2. 1 time per year 3. updated and reviewed annually 4. spring semester of each academic year years depending on faculty position Faculty materials are reviewed by the OT Department Committee on Promotion and Tenure OT Department Chairperson, & SMHS Committee on Promotion and Tenure An unsatisfactory review would result in the development of a plan for improvement by the faculty member and departmental chairperson Assure that students are meeting the occupational therapy student competencies (learning goals and objectives) 1. Students will pass individual courses with competency at a minimum of 78% 2. Students will maintain an overall 2.75 GPA 1. End of semester course grades 2. End of semester transcript review 1. End of each academic semester 2. End of each academic semester 1& 2 Faculty report to the department chairperson if a student is failing a course during the semester. A transcript review is completed at the end of each semester. department chairperson, administrative assistant, & all faculty

11 Program Goal and Related Outcomes Measurement Criteria Assessment Tool Review Period ** Review Process Who analyzes and reviews data 3. Students will successfully pass Level II Fieldwork 3. AOTA FW Performance Evaluation 3. Review at the end of student level 2 FWs 3. Fieldwork coordinator reviews the individual AOTA FW Performance Evaluation & summarizes for the evaluation report % of students will complete the selfevaluation paper and meet with their advisor at mid-term of the fall and spring semester (year 3 students will meet with their advisor during their oncampus semester) 4. Student Mid-Term Evaluation Student Satisfaction Form 4. On time each semester of the regular academic year 4. Faculty advisor doing the evaluation with each student documents themes of students perceptions of what they feel is going well, what they are struggling with in each of the competency areas as appropriate. This information is summarized by the assessment committee % of students will pass the NBCOT exam as first time test takers 5. NBCOT exam pass rates report 5. Annually as reports are received 5. Department chairperson & assessment committee summarize for the evaluation report. 6. The end of semester course review form will be completed for 100% of courses taught during each academic year. 6. End of Semester Course Review Form 6. End of each academic semester fall & spring (summer information reviewed with fall forms) 6. Individual faculty present information during a faculty meeting at the end of each semester. Curriculum

12 Program Goal and Related Outcomes Measurement Criteria Assessment Tool Review Period ** Review Process Who analyzes and reviews data committee reviews and summarizes. Maintain and review records of student progression in the program 1. Students will pass individual courses with competency at a minimum of 78% 2. Students will maintain an overall 2.75 GPA 1. End of semester course grades 2. End of semester transcript review 1. End of each academic semester 2. Review at the end of student level 2 FWs 1& 2 Faculty report to the department chairperson if a student is failing a course during the semester. A transcript review is completed at the end of each semester. department chairperson, administrative assistant, & all faculty 3. 85% of students will pass level II FW 3. AOTA Fieldwork Performance Evaluation 3. Review at the end of student level 2 FWs 3. Fieldwork coordinator reviews the individual AOTA FW Performance Evaluation & summarizes for the evaluation report % of students will complete required coursework for graduation 4. Graduation rates 4. Spring of each academic year 4. Department graduate student director, all faculty review records and approve completion of requirements for graduation.

13 Program Goal and Related Outcomes Measurement Criteria Assessment Tool Review Period ** Review Process Who analyzes and reviews data 5. Satisfactory student and faculty perceptions of progression 5. Student Evaluation in the OT Program (selfevaluation paper and faculty evaluation comments) Student Mid-Term Evaluation Student Satisfaction Form 5. One time each semester of regular academic year 5. Academic advisors meet with students and document student perceptions of things that are going well & things that are challenges on the Student Satisfaction Form, meeting comments are also documented on the student s mid-term evaluation form. This information is summarized by the assessment committee. Students who fail a course or a fieldwork experience are placed on probation, they develop a set of goals for remediation, and are given support by the faculty to help them make satisfactory progress This is documented on the Student Retention and Progress in the Program form along with student dismissals and withdrawals by the

14 Program Goal and Related Outcomes Measurement Criteria Assessment Tool Review Period ** Review Process Who analyzes and reviews data chairperson of the assessment committee. This information is summarized for the evaluation report % of students will pass the NBCOT exam as first time test takers 6. NBCOT exam pass rates report 6. Annually as reports are received 6. Department chairperson & assessment committee summarize for the evaluation report. Assure that students express satisfaction with their overall fieldwork experiences % of students will return the Student Evaluation of Fieldwork Experience (SEFW) form 1. SEFW form (AOTA, 2006) Each student completes a SEFWE form upon conclusion of each level 2 FW which is reviewed annually The fieldwork coordinator & committee will summarize the data for inclusion in the evaluation report 2. 80% of respondents will score 3s or 4s on FW environment section Assure fieldwork supervisors perceptions of student academic preparation for fieldwork experiences is satisfactory. 80% of respondents will report adequate to excellent academic preparation for fieldwork across all areas on the survey Fieldwork Educator s Survey Survey was sent out in hard copy Summer 09 and as of Summer 2010 data is collected from fieldwork supervisors through Survey Monkey at the conclusion of each student s Level II fieldwork experience. The fieldwork coordinator & committee will summarize the data & comments for inclusion in the evaluation report

15 Program Goal and Related Outcomes Measurement Criteria Assessment Tool Review Period ** Review Process Who analyzes and reviews data All data are compiled and reviewed annually at the end of the spring semester Assure that students perceptions of their overall learning experiences in the OT program are satisfactory 80% of respondents will rate satisfaction with learning experience on surveys 1. SEFWE-academic preparation section 2. Curriculum evaluation survey of alumni one year postgraduation 3. Curriculum evaluation survey of graduating students 4. Student Assessment of Teaching 5. Student Evaluation in the OT Program (selfeval. section) 1. completed after finishing level 2 FW 2. completed 1 year post graduation 3. completed after finishing coursework prior to graduation 4. completed at the end of each semester 5. One time each semester of regular academic year Data collected in the program evaluation and assessment process will be reviewed & summarized by the assessment committee. Appropriate departmental committees (curriculum, fieldwork, student affairs, etc.) and work groups (practice, theory & foundations, management, etc.) use the data to address changes in the strategic plan, curriculum, and/or courses; these actions are documented in meeting minutes and shared with all faculty. Recommendations and conclusions will be provided to the curriculum committee for further review regarding potential curriculum revision.

16 Program Goal and Related Outcomes Measurement Criteria Assessment Tool Review Period ** Review Process Who analyzes and reviews data Maintain and review records of student job placement at 1 year post graduation 90% employment rate 1 year post graduation for graduates who want employment in the field Curriculum evaluation survey of alumni one year post-graduation spring of each year Assessment Committee will summarize for fall annual report and for faculty review during planning retreats Assure that employer feedback regarding student preparation for employment is positive. 75% of respondents will indicate satisfaction with student preparation for employment Employer evaluation of program graduates Completed once every 3-5 years Assessment Committee will summarize and report for accreditation review and for faculty review ** Assessment summary information and the plan of action from each area is used for reporting purposes for the SOMHS annual report and for ACOTE reports, but the information is also use by faculty as formative and summative feedback on curriculum and program effectiveness. This information is shared with and used by the faculty during planning retreats to help identify strengths and concerns. The data and feedback is also used to identify issues and discuss the potential impact of curriculum/course changes; a plan of action is developed if further data is needed, or changes are implemented based on faculty decisions during annual faculty planning retreats. Minutes of faculty planning retreats are kept to document plans of action and changes that are made. Please see the following pages for a further narrative description of the evaluation process that is used if significant curriculum or student competency issues are identified through the process outlined in the program evaluation plan above.

17 Stage 2 of the UND OT Department Assessment Plan Stage 2 Overview Stage 2 of the UND OT Department Assessment Plan is structured according to the OT department competencies, which include seven goal areas followed by objectives for each goal. The OT accreditation standards were embedded in each goal and objective during development of the competencies. A collaborative method was used to build stage 2 of the assessment plan by soliciting input from all faculty members to identify educational experiences offered in the courses they instruct as related to the competencies. This is followed by a description of assessment methods they use, timelines for assessment, indication of responsible person for collecting assessment data, and a description of how assessment outcomes are used for documentation and decision-making in the courses. The role of the assessment committee was to direct collaboration for development of stage 2. The assessment committee organized the information into the following chart, which presents stage 2 of the assessment plan. *Note: The chart used to present stage 2 of the assessment plan is intended to be used as a general guide to facilitate exploration of areas in the curriculum that may be of concern after analysis of data from Stage 1 of the assessment/evaluation plan. The assessment committee did not want an overly structured format of educational experiences and assessment methods per objective, but rather preferred to identify courses, educational experiences, and assessment methods used for the goal area. Many educational experiences and assessment methods target multiple objectives in the competencies. This serves to facilitate faculty reflection and communication about overall curricular content as related to goal areas during faculty retreats. The chart is not designed to be read in a linear manner across the chart. Use of Stage 2 Chart The chart is organized into columns. Column 1 identifies the goal areas with competencies listed for each goal area. This assists each course instructor to compare course content with goals and competencies. Column 2 lists courses and educational experiences for each course that address the goal area listed in column 1. Column 3 lists the assessment methods used in the course identified in column 2. Columns 2 and 3 may be read in a linear method. Column 4 identifies the timeline for assessment. Column 5 indicates responsible person for assessment. Finally, column 6 describes the assessment process. Columns 3, 4, and 5 present the same process for all courses, therefore, the descriptions are repeated verbatim for all goal areas in the chart. Occupational Therapy Department Plan for Assessment of Student Learning Stage 2: In-depth Assessment of Student Learning

18 Student Learning Goals & Objectives Goal 1: Theory/Foundational Knowledge for Occupational Therapy Students will be able to analyze and apply the occupation-based theories, models of practice and frames of reference used to guide occupational therapy evaluation and intervention. Objectives: 1.1: Students will demonstrate an understanding of the terminology and concepts of occupation. 1.2: Students will demonstrate an ability to apply occupation-based theories, models of practice and/or frames of reference and the Occupational Therapy Framework: Domain and Practice to selected case scenarios. 1.3: Students will be able to demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and Educational Experiences OT 427: Orientation to OT Theory: occupations display, research papers, reflection papers, integration activities, lectures, case studies, readings. OT 433: Group Leadership Skills in OT: lectures, group problem solving exercise, shared leadership experience, group protocol leadership, exams, reflection papers, discussion OT 454 Gerontics: lecture, discussion, case studies, role play, Assessment Methods Exams, occupations display, research papers, reflection papers, research proposal theory paper, participation shared leadership experience, group protocol leadership, exams, participation, reflection papers Exams, interview assignment, book reflection, research paper, consumer Timeline This will be done when stage 1 data indicates this is an area of concern. Data will be collected in semester when courses are offered until the concern has been addressed. Person(s) Responsibl e Individual course data will be collected by faculty members responsible for the course. Data will be analyzed and results prepared for review at the annual faculty retreat Use of Results and Process for Documentation & Decision- Making Results will be communicated in writing and will become a part of the agenda for discussion at our annual Departmental retreat. Faculty will use the Course Review Form to share course outcomes, changes, and plans. Discussions about and decisions on program or curricular change will be made by the faculty based on the data. Summaries of assessment activities and decisions made (If any, will be

19 diversity factors and lifestyle choices in contemporary society and the impact of these factors on the occupational therapy process. demonstration, lab, readings presentations included in the Departmental Annual Report due October : Students will be able to articulate an understanding of the philosophical and historical base of the profession of occupational therapy. 1.5: Students will be able to articulate an understanding of theory development and its importance to occupational therapy. Department files with all the data and documentation will be maintained and available for reference..

20 Student Learning Goals & Objectives Goal 2: Evaluation Process for Occupational Therapy Students will be able to demonstrate an understanding of the use of screening and evaluation tools used to determine the need for OT intervention. Objectives: 2.1: Students will demonstrate the ability to select appropriate assessment tools based on client need, contextual factors, and psychometric properties of tests. 2.2: Students will demonstrate the ability to administer a variety of assessment tools according to appropriate procedures and protocols (standardized and nonstandardized) in the classroom and clinic setting. 2.3: Students will demonstrate the ability to interpret criterion Educational Experiences Courses: OT 425: OT With Infants and Pre- School Children: Laboratory experiences, Lecture & Discussion, Administration of evaluations and writing evaluation reports OT 429: OT With School Age Children & Young Adults: Laboratory experiences, Lecture & Discussion, Administration of evaluations and writing evaluation reports Assessment Methods Laboratory practical examinations, Course examinations, Student written assignments based on clinical case scenarios and well population experiences. Participation, exams, observation documentation, library assignment, intervention plan. Participation, exam, analysis of leisure Timeline This will be done when stage 1 data indicates this is an area of concern. Data will be collected in semester when courses are offered until the concern has been addressed. Person(s) Responsibl e Individual course data will be collected by faculty members responsible for the course. Data will be analyzed and results prepared for review at the annual faculty retreat Use of Results and Process for Documentation & Decision- Making Results will be communicated in writing and will become a part of the agenda for discussion at our annual Departmental retreat. Discussions about and decisions on program or curricular change will be made by the faculty based on the data. Summaries of assessment activities and decisions made (If any, will be included in the Departmental Annual Report due October 15. Department files

21 referenced and norm referenced standardized test scores based on an understanding of sampling, normative data, standard and criterion scores, reliability, and validity in both an oral and written format. 2.4: Students will demonstrate the ability to interpret and document evaluation data in relation to the professional and theoretical frameworks. 2.5: Students will demonstrate the ability to document assessment results to effectively communicate the need for, effectiveness of, and rationale for occupational therapy services. OT 430: Psychosocial Aspects of OT for Children, Adolescents & Young Adults: readings, lecture, small group activities, class discussion, lecture, simulation, observation of evaluation administration, role-play. OT 453: Physical Aspects of OT with the Maturing Adult: readings, lecture, group discussion, observations and performance of evaluation procedures, home visit checklist, lab, case study. activity, documentation of initial observation, assessment administration, library assignment, treatment summary, treatment plan, attend AA meeting Evaluation Lab test, initial evaluation assignment, home assessment assignment, written exam. with all the data and documentation will be maintained and available for reference. OT 455s soon to be OT 462: Physical Resource journal assignment, Intervention plan, Case Study, Student

22 Disabilities Practicum Seminar & Level 1 FW: Lectures, integration activities, guest speakers, lab, Intervention Plan and Case Study assignments based on clients from FW, and resource journal assignment, review of documentation, completion of 1 week of fieldwork. OT 456: Psychosocial Aspects of OT with the Maturing Adult: Readings, simulation, small group activities, discussion, lecture, exams. Performance Eval Adult development assignment, case study, personality and anxiety disorders library assignment, cognitive disabilities activity analysis and Intervention plan, occupation-based interview assessment, community-based practice research article assignment,

23 therapeutic modality presentation. T 457(s) Soon to be OT 463: Psychosocial Seminar: Discussion, Blackboard discussion, demonstration, lab, reading, assignments, journaling, student learning contracts, self-evals, completion of 1 week fieldwork. OT 585 Fieldwork in Psychosocial Dysfunction: Completion of 3 months of fieldwork. OT 587 Fieldwork in Physical Dysfunction: completion of 3 months of fieldwork. Participation, journaling, contracts, self-eval, moderator discussion, Intervention plan and Case study based on level 1 fieldwork. Student Performance Eval AOTA Student Performance Evaluation AOTA Student Performance Evaluation

24 Student Learning Goals & Objectives Educational Experiences Assessment Methods Timeline Person(s) Responsibl e Use of Results and Process for Documentation & Decision- Making Goal 3: Intervention Process for Occupational Therapy Students will be able to formulate and implement the therapeutic intervention plan to facilitate occupational performance. Objectives 3.1: Students will be able to formulate and implement interventions that are culturally and contextually relevant. 3.2: Students will have the ability to formulate and implement interventions that are reflective of current occupational therapy practice. 3.3: Students will demonstrate the ability to utilize available evidence when formulating intervention plans. 3.4: Students will be able to incorporate theoretical perspectives, OT 425: OT With Infants and Pre- School Children: Laboratory experiences, Lecture & Discussion, Administration of evaluations and writing evaluation reports OT 429: OT With School Age Children & Young Adults: Laboratory experiences, Lecture & Discussion, Administration of evaluations and writing evaluation reports Laboratory practical examinations, Course examinations, Student written assignments based on clinical case scenarios and well population experiences. Student written assignments, SOAP notes, Intervention plans, Documentation activities - based on clinical case scenarios This will be done when stage 1 data indicates this is an area of concern. Data will be collected in semester when courses are offered until the concern has been addressed. Individual course data will be collected by faculty members responsible for the course. Data will be analyzed and results prepared for review at the annual faculty retreat Results will be communicated in writing and will become a part of the agenda for discussion at our annual Departmental retreat. Faculty will use the Course Review Form to share course outcomes, changes, and plans. Discussions about and decisions on program or curricular change will be made by the faculty based on the data. Summaries of assessment activities and decisions made (If

25 models of practice, and frames of reference into intervention plans. 3.5: Students will have the ability to selectively apply preparatory methods, purposeful, and occupation-based activities appropriate to a treatment context. 3.6: Students will be able to monitor, document, and modify intervention plans or initiate discharge planning based on client or population response to support optimal occupational participation. OT 430: Psychosocial Aspects of OT for Children, Adolescents & Young Adults: readings, small group activities, class discussion, lecture, simulation, observation of evaluation administration, role-play. OT 453: Physical Aspects of OT with the Maturing Adult: readings, lecture, group discussion, observations and performance of evaluation procedures, home visit checklist, lab, case study, group activities. Participation, exam, analysis of leisure activity, documentation of initial observation, assessment administration, library assignment, treatment summary, treatment plan, attend AA meeting Exams, lab practicals, home program assignment, presentation of adaptation/compens atory techniques, fabrication of 4 orthotic devices, case study intervention plan, w/c plan assignment, activity analysis. any, will be included in the Departmental Annual Report due October 15. Department files with all the data and documentation will be maintained and available for reference. Resource journal assignment,

26 OT 455s ( ) OT 462 (2009-): Physical Disabilities Practicum Seminar & Level 1 FW: Lectures, integration activities, guest speakers, lab, Intervention Plan and Case Study assignments based on clients from FW, and resource journal assignment, review of documentation, completion of 1 week of fieldwork OT 456: Psychosocial Aspects of OT with the Maturing Adult: Readings, simulation, small group activities, discussion, lecture, exams. Intervention plan, Case Study, student performance eval Adult development assignment, case study, personality and anxiety disorders library assignment, cognitive disabilities activity analysis and Intervention plan, occupation-based interview assessment, community-based

27 practice research article assignment, therapeutic modality presentation. OT 457(s) Soon to be OT 463: Psychosocial Seminar: Discussion, Blackboard discussion, demonstration, lab, reading, assignments, journaling, student learning contracts, self-evals, completion of 1 week of fieldwork OT 452 Assistive Technology I: computer lab, lecture, discussion, presentations, w/c mobility lab, switch fabrication, robotics demonstration Participation, journaling, contracts, self-eval, moderator discussion, Intervention plan and Case study based on level 1 fieldwork, Student Performance Eval AT activity presentation, creation of AT device project, reflection, communication assignment, w/c mobility assignment, visual impairment assignment,

28 presentations, OT 590 Scholarly Project: Includes introduction, literature review, methodology, project, and summary Project is graded and presented in oral comps to faculty members and students. Students also present poster display at professional venue

29 Student Learning Goals & Objectives Goal 4: Management Process for Occupational Therapy Students will be able to apply principles of management and systems in the provision of occupational therapy services to individuals and organizations. Objectives 4.1: Students will recognize how legislation, credentialing, and reimbursement affect occupational therapy practice. 4.2: Students will explain how contextual factors and various practice settings affect the delivery of occupational therapy services. 4.3: Students will describe the mechanisms, systems, and techniques needed to maintain, organize, and prioritize workloads and intervention settings. 4.4: Students will be able to plan, develop, organize, and market the delivery of services to include the determination of programmatic Educational Experiences OT 460 Intro to Management Leadership: lecture, discussion, case studies, role play, book readings (3) with reflections OT 461 Management in US Healthcare: Videos on healthcare delivery systems, Lectures, insurance charts, case studies, integration activities, program plan assignment which includes needs assessment, strategic planning, marketing, and evaluation, Promoting OT Assignment. Assessment Methods Exams, promoting OT assignment, reflections, participation Exams, program plan assignment, promoting OT assignment, in class learning activities (budget spreadsheet, mission statement and goals). Timeline This will be done when stage 1 data indicates this is an area of concern. Data will be collected in semester when courses are offered until the concern has been addressed.. Person(s) Responsibl e Individual course data will be collected by faculty members responsible for the course. Data will be analyzed and results prepared for review at the annual faculty retreat Use of Results and Process for Documentation & Decision- Making Results will be communicated in writing and will become a part of the agenda for discussion at our annual Departmental retreat. Faculty will use the Course Review Form to share course outcomes, changes, and plans. Discussions about and decisions on program or curricular change will be made by the faculty based on the data. Summaries of assessment activities and decisions made (If any, will be included in the

30 needs, service delivery options, and formulation and management of staffing for effective service provision and quality improvement. 4.5: Students will have the ability to compare and contrast occupational therapist and occupational therapist assistant roles within the process of occupational therapy evaluation, intervention, and outcome. OT 507 Innovative Management & Leadership: discussion, readings, career portfolio development, business or program plan, grant application, case study. Career portfolio, business or program plan with marketing component, grant application, critique of policies and procedures, case study with summary, strategy presentation. Departmental Annual Report due October 15. Department files with all the data and documentation will be maintained and available for reference..

31 Student Learning Goals & Objectives Goal 5: Research Process for Occupational Therapy Students will organize, collect, analyze and evaluate clinical data, research evidence, professional literature, and measures of outcome in order to make informed, evidence-based decisions in occupational therapy practice, including improving practice outcomes. Objectives 5.1: Students will articulate an understanding of the types of research and levels of evidence necessary for decision-making within practice and important to the continued development of the profession of occupational therapy. 5.2: Students will locate, read, understand, analyze and critique research studies validity for applicability to occupational therapy practice. 5.3: Students will understand and use basic research analysis: Educational Experiences OT 428 Quantitative Research Methods in Occupational Therapy: Lecture/Lab Experiences, In-Class Activities/Case Studies,Written- Examinations, Literature Searches, Reflections on Learning, Literature Critiques, Research Proposals, Research Proposal Presentations, Data Collection/Analysis Assignment or Exercises OT 458 Qualitative Research Methods Assessment Methods Written- Examinations, Literature Searches, Reflections on Learning, Literature Critiques, Research Proposals, Research Proposal Presentations, Data Collection/Analysis Assignment or Exercises, Pretest/Retrospective Pre-test/Post-test using a Quantitative Research Questionnaire, Student end-of-thesemester evaluations. Reflective journal, domain proposal, Timeline This will be done when stage 1 data indicates this is an area of concern. Data will be collected in semester when courses are offered until the concern has been addressed. Students end-of-the semester evaluations are usually available in February of the Spring semester. Person(s) Responsibl e Individual course data will be collected by faculty members responsible for the course. Data will be analyzed and results prepared for review at the annual faculty retreat Use of Results and Process for Documentation & Decision- Making Results will be communicated in writing and will become a part of the agenda for discussion at our annual Departmental retreat. Faculty will use the Course Review Form to share course outcomes, changes, and plans. Discussions about and decisions on program or curricular change will be made by the faculty based on the data. Summaries of assessment activities and decisions made (If any, will be included in the