Annual Learning Outcomes Assessment Report

Transcription

1 Annual Learning Outcomes Assessment Report Degree Program Information Academic Degree Program (Major) Degree (BS, BA, BFA, MFA, MBA, etc.) Department/ School Number of students currently enrolled (as majors) in the program: Contact Person Name (Person coordinating program s assessment effort) Title address Marriage and Family Therapy (MFT) Program M.A. Crean College of Health and Behavioral Sciences 65 Brennan Peterson, Ph.D. Program Director and Associate Professor bpeterson@chapman.edu

2 Learning Outcome #1 portfolio Collecting and Analyzing the Data How did you select the sample? Provide the percentage of the sample size as compared to the relevant Possible Tools: rubric, exam Competence in conceptualizing ethical, systems-oriented and culturally-aware assessments, diagnoses, mental health treatments for individuals, couples, and families. This outcome supports the University theme of internationalization by focusing on treatments for individuals, couples, and families who have varying cultural backgrounds, socioeconomic status, disabilities, racial differences, religious affiliations, and sexual orientations. This outcome supports the theme of oral communication. Students sit before a three-member faculty committee and must demonstrate competence in orally communicating an assessment, diagnosis, and treatment plan of an individual, couple, child or family needing mental health services. 4) Syllabi 618, 610, 516, 541, 556, 561, 565, 570, 573, 578, 583 Learning Outcome #1 is measured by a student's successful completion of Advancement to Candidacy. Evidence of learning is required by their performance during the assessment. Students must demonstrate competence in the core areas of: Assessment Legal/ethical issues Treatment planning and treatment All graduate students in the MFT program must advance to candidacy status before beginning their clinical practicum training. The evidence of learning is assessed through a rubric titled Advancement to Candidacy Committee Scoring Sheet (see appendix 1). All students who have completed 40 hours of courseework and desire to participate in the clinical practicum portion of their training must complete the advancement. 20 students participated in the advancement during the academic year. Students are given a detailed clinical vignette and have 20 minutes to prepare to discuss the case with a three-member faculty committee. The committee is chaired by the MFT Clinic Director. Students are asked to discuss the details of the case using each of the 5 outcome areas. All three members of the committee assess the students ability using the benchmarks on the assessment rubric. The MFT program expects that at least 85% of the students advancing to

3 What was your target(s) for student candidacy in a given academic year will pass the oral advancement to candidacy procedure. Learning Outcome #2 portfolio Collecting and Analyzing the Data How did you select the sample? Provide the percentage of the sample size as compared to the relevant Competence in delivering mental health services to the public including assessing and diagnosing mental disorders, and in providing empiricallysupported and ethical mental health treatments to individuals, couples, and families. This outcome supports the University theme of personalized education. Students delivering mental health services to the public are closely supervised by graduate faculty. Students are supervised weekly in groups of 4 students, and also in weekly individual sessions with supervisors. This highly intensive supervision model ensures that concentrated personalized education is provided in terms of mentoring, teaching, and professional development. This outcome supports the theme of oral communication. Students meet with member of the public in weekly 50 minute sessions. The course of treatment typically ranges between sessions. Thus, students provide treatment through oral communication by discussing client histories, symptoms, and presenting issues, as well as orally providing empirically-supported mental health treatments. 4) Syllabi 688, 516, 541, 556, 561, 565, 570, 573, 578, 583 Appendix 3 provides the assessment tool for this learning outcome. Each semester, students are anonymously evaluated by the the clients they provide mental health services to in the MFT training clinic. The clients anonymously complete the assesment form in the final weeks of each semester. Scores at the individual level are summarized and are given to each student s supervisors. Aggregated data are reviewed by program administrators at the conclusion of each year to assess the student s competence in delivering mental health services to the public. The assessing is conducted using the Chapman University MFT Counseling Services form. Numeric scores are given to each student using a five-point Likert scale ranging from strongly disagree to strongly agree (attachment 3). The number of trainees per semester in our training clinic was 25 in 2013 and 11 in the spring of Between 2013 and 2014, 312 members of the public receiving mental health services at our on-site MFT training clinic completed the survey.

4 Possible Tools: rubric, exam What was your target(s) for student We expect that students will maintain a high level of performance in this area. Student scores should meet a minimum standard of 4.0, with average scores being above 4.5 or greater. Learning Outcome #3 Mastery of core knowledge in six core professional domains as identified by the California state licensing board (Board of Behavioral Sciences) and national professional organizations vital to an MFT (American Association for Marriage and Family Therapy). These include: Assessment of psychological disorders Ethical and legal issues Treatment planning Treatment for individuals, couples, and families The University theme of internationalization is supported by Learning Outcome #3. Internationalization is supported by the focus on diversity in treatment for individuals, couples, and families who have varying cultural backgrounds, socioeconomic status, disabilities, racial differences, religious affiliations, and sexual orientations. The WASC core competency of critical thinking is necessary to demonstrate competence on the graduate comprehensive examination. 4) Syllabi 516, 541, 556, 561, 565, 570, 573, 578, 583 The Graduate Program Comprehensive Examination is a 150 multiple-choice question exam. All students in the MFT program must pass this exam as a requirement for graduation. Student learning outcomes are assessed by the Comprehensive Examination which models the national and state MFT licensing exams and measures

5 portfolio proficiency in: Psychological assessment Legal and ethical issues Treatment planning Treatment for individuals, couples, and families. Collecting and Analyzing the Data The individual scores of the comprehensive examination are examined. How did you select the sample? Students must score over 70% to pass the examination. The exams are scored using statistical software that measures the reliability of the exam and also provides an item-analysis to identify questions that measure the intended Provide the percentage of the sample domain of knowledge, as well as questions that need revision. The Program size as compared to the relevant Director and Program Manager assess the student scores, prepare summary reports, and notify students of their final results using a total score and subscores of each of the six exam content areas. The text continues to demonstrate reliability (.80). Possible Tools: rubric, exam What was your target(s) for student It is expected that at least 85% of students pass the examination during the first administration, and 100% of students pass the exam after three administrations. All students must successfully demonstrate mastery of core knowledge by successfully passing the Comprehensive Examination before qualifying for graduation.