College of Education Counselor Education Program Assessment Activities Report Spring 2008

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1 College of Education Counselor Education Program Assessment Activities Report Spring 2008 I. Introduction The Counselor Education Department has been engaged since the early 2000 s in establishing assessment processes that measure our student learning objectives. In response to our departmental efforts in meeting CACREP (Council for the Accreditation of Counseling and Related Educational Programs) standards, we have instituted several processes which provide qualitative and quantitative data relevant to our students skill development and theoretical knowledge. Some data is internally generated and provides an analysis of student progress during their development in the program. Another internal process, the exit survey, is utilized during our students final semester in our program and provides the means for them to rate the various attributes of the program in addition to providing an opportunity to give constructive feedback. The use of an external tool, the CPCE (Counselor Preparation Comprehensive Examination), is also administered during the final semester of our students enrollment in our program. It assesses student s knowledge in eight common content areas as defined by CACREP. To date, we have summarized the evaluation data from 2005 to (A hard copy of the Summary Report is attached). Raw data has been collected for fall of 2007 and spring of 2008 but has yet to be converted into meaningful outcome data for us to examine. We expect to have this information available to us for the faculty retreat which is scheduled for the last week of August. We will then be able to continue our examination of student and program progress. II. Inventory of Assessment Tools and Data Reports (Matrix Attached & Followed by Summary Report of Evaluations in the Program) III. Narrative Summary: (a) key findings that emerged from the data about candidate performance and program quality. Key Findings: Basic Skills Evaluation Assessment Tool: Supervisor Assessments in EDC 280 & EDC 475 Skill evaluation scores across the 3 specialization (MFCC, School and Career) reveal statistically significant increases in all clinical domains for within-semester EDC 280 scores, within-semester EDC 475 scores, as well as cross-sectional between-semester EDC 280 and EDC 475 end-of-semester Evaluation scores. This is true for but two clinical domains for withinsemester EDC 280 scores of the School Specialization subset. Key Findings: Theoretical Knowledge Assessment Tool: Written and Oral Case Study All students exiting our program have provided a written and oral case study. Employing this assessment allows us to evaluate students use of theory and its application to working with a client. There are several students who, in place of the written and oral case study, do a written

2 thesis under the supervision of a faculty member. There are a few exceptions of students who require an additional semester to write their Case Study or to rewrite particular sections based on input from faculty committee members. To date, however, we have a 100% pass rate for students graduating from our program. Key Findings: Theoretical Knowledge (Cont d) Assessment Tool: Counselor Preparation Comprehensive Examination In Table One below is a summary of the CPCE exam results for Spring 2008 and Fall 2007; for comparison purposes, national mean scores are provided for Fall 2006 (most recent available). While the sample for Spring is larger with 54 students taking the exam, the results are fairly similar to the previous semester s EDC290 students and are also similar to a national sample of Counselor Ed students from Unfortunately, out of 54 students taking the CPCE, four of our students did not pass the exam. These students were then required to write a second case study that was reviewed by the instructor of record, the Chair and a third faculty member. After faculty had the opportunity to review and discuss the results from the Fall 07 exam, a passing score was set at 68 for the Spring of 08 students. Drawing from the last subset of exam results, the highest score was 111 (a Career Counseling student) and next was 107 (a MFCC student). The four students who did not pass scored 48 (a School student), 63 (MFCC & School dual specialization student), 64 (MFCC student), and 65 (Career student). What is apparent from the two subsets of scores is that our students are scoring at or slightly above the national average on this exam in most sub-sections of the exam. Our faculty will evaluate the latest results at our upcoming faculty retreat in late August. TABLE ONE Categories Mean Score/ Sp 08 Mean Score/ F07 National Mean/ F06 C1: Human Growth & Development C2: Social & Cultural Foundations C3: Helping Relations C4: Group Work C5: Career & Lifestyle Development C6: Appraisal C7: Research & Program Evaluation C8: Professional Orientation & Ethics TOTAL

3 Key Findings: Students Program Assessment Assessment Tool: Student Exit Survey 90% of our graduating students reported overall satisfaction about their training. Among the highest appraisals were the individual counseling, group counseling, counseling diverse populations, ethical and legal issues, broad theoretical knowledge, integration of theory research and practice, consulting and supervision domains. The domains of marriage counseling, family counseling, and psychopathology received modest appraisals. In examining the results of the student survey by specialization, the Career Specialization students provided a majority of strong and modest appraisals of their oval training and specific domains, the strongest being career counseling domain with 95% of the appraisals falling in the 5, 6, and 7 ranges. Most critical appraisals were of the psychopathology, statistics and research design, consulting, human development, and knowledge of current healthcare market domains. The MFCC Specialization students provided modest-to-strong appraisals. Most critical appraisals were of the marriage counseling, family counseling, career counseling, professional identity, and knowledge of current healthcare market domains. (b) Ways in which the findings will be used (or have been used) to enhance program quality. Specific changes have already been implemented and are noted as follows: Given the results of the CPCE, our students have indicated that our offering of foundational theory is limited. Therefore, our department recently added an additional unit to EDC 216, Counseling Theory. We also restructured the class so that both sections would be team taught. These two changes should ensure consistency in delivery of learning objectives while also expanding the number of theories to which our students are exposed. After evaluating the reasons that students require remediation in writing and preparing for their final case study in EDC 290, the faculty has instituted a policy that all sections of EDC 480 (Field Study Seminar) will require that students write a Case Study. Because EDC 480 is taken before EDC 290, the faculty predict that this EDC 480 case study requirement will better prepare them to meet this exit exam criteria while taking EDC 290. One of the major concerns that faculty have had about those students who have not done well in the program is reflected in the students capacity to communicate effectively in writing. To better screen all of our applicants across all three specializations we have instituted an In-Person Evaluation in which students respond, in writing, to a pre-recorded counseling scenario. This allows our faculty to determine whether applicants possess counseling profession attributes in addition to needed writing skills. To develop the professional capacity of our students, we have made Law and Ethics a core class for students in all 3 specializations as opposed to only those in the Marriage, Family & Child Counseling specialization. A course in the school specialization, EDC 276 (Consultation and Supervision) has been replaced. The objectives from this course were already addressed in two other specialization courses, EDC 270 and EDC 274. In its place, the course, EDC 242,

4 Play and Art Therapy is now required by all school specialization students which provides future counselors further training on age specific strategies. Based on results of the CPCE, the two instructors of Multicultural Counseling (EDC 210) are adopting textbooks that will strengthen students knowledge base in this area. In the past, there has not been this kind of collaboration between instructors teaching EDC 210, thus the common textbook adoption and integration of CPCE standards mark a promising change to be incorporated for upcoming semesters. (c) Significant insights about the assessment cycle and the ways in which program faculty and staff participated in the cycle; With the outcome data that we have, to date, we have determined that we have ample processes and benchmarks for measurement. What we are looking to adapt, however, is a more efficient tool in which students and faculty can input the data before conversion to evaluative summaries. We have discovered that a few of our faculty who have already been overburdened with workload issues have been unable to take the last step in entering student evaluation data.. Additionally, student responses to exit surveys could also be provided electronically if we had a system that allowed this to transpire while ensuring student confidentiality. The Written and Oral Case Studies involve all faculty in the evaluative process. All faculty are committed to at least one set (consisting of between 8 to 9 students) of Case Studies in which they not only read the Case Study in advance but are present during the oral presentation. Whereas the EDC280 & EDC475 instructors see students during the initial and mid-phase of a students tenure within our department, the participation of all faculty at the culmination of our students tenure allows us all to observe common strengths, themes and areas of improvement. Outcome data is shared with adjunct faculty during the orientation sessions that take place prior to the start of each semester. (d) Next steps in the implementation of this program assessment process including plans to develop any new assessment tools and/or strategies. On May 27, 2008, the Chair called together the program coordinators of the department to discuss the continuance and integration of assessment processes. There was a major suggestion that came from the team on improving our current system and that was to convert data collection systems to WebCT. Dr. Al Levin will be working with Dr. Lou Downs on this particular endeavor and will report to the rest of the faculty during our August Retreat.

5 Inventory of Program Assessment Activities for Academic Year (Partial Summary Results in One Domain for ) Contact Person(s): Rose Borunda Date: May 28, 2008 Program or Concentration and Department: Counselor Education: Marriage, Family & Child Counseling School Counseling Career Counseling List all major learning objectives for this program or concentration 1. Basic Skills Evaluation Timeframe for Assessment (e.g., year end, mid semester, annually, semi annually, biannually, etc.) Midterm and Final Evaluation in EDC 280 (Pre Practicum) at beginning of program. Midterm and Final Evaluation in EDC 475 (Practicum) in the middle of the program. Methods/Strategies for Assessing the Attainment of Each Objective (e.g., Exit Survey, PACT Item #, Field Experience Evaluation Form Item #, Grades, Rubric, etc.) 1) Supervisor Assessment of Clinical Skills in EDC ) Supervisor Assessment of Clinical Skills in EDC 475. Hard Copy Attached and can be found at our website: html Status of Assessment Data [indicate Electronic (E) or Non Eletronic (NE)] Collected Analyzed Aggregated Disaggregated X X X X 2. Theoretical Knowledge consisting but not limited to the following content areas: Human Growth and Development Social and Cultural Foundations Helping Relationships Group Work Career and Lifestyle Development Appraisal Research and Program Evaluation Professional Orientation and Ethics Final Course (EDC 290) provides opportunities for students to demonstrate mastery of theoretical knowledge and application. Written and Oral Case Study Presentation. Administration of CPCE X X X X

6 Program or Concentration and Department: Counselor Education: Marriage, Family & Child Counseling School Counseling Career Counseling List all major learning objectives for this program or concentration Timeframe for Assessment (e.g., year end, mid semester, annually, semi annually, biannually, etc.) Methods/Strategies for Assessing the Attainment of Each Objective (e.g., Exit Survey, PACT Item #, Field Experience Evaluation Form Item #, Grades, Rubric, etc.) Status of Assessment Data [indicate Electronic (E) or Non Eletronic (NE)] Collected Analyzed Aggregated Disaggregated 3. Students Program Assessment Final Course (EDC 290) Student Exit Survey X X X X

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