1 List of Program Level Learning Outcomes (generally five)

Transcription

1 Template 1 AY PLO Cycle: Five-Year Program-Level Assessment Plan Clinical Psychology Department: Master of Science in Clinical Psychology (MSCP) Master of Science in Clinical Psychology/Marriage and Family Therapy (MSCP/MFT) Master of Science in Clinical Psychology/Marriage and Family Therapy/Licensed Professional Clinical Counseling (MSCP/MFT/LPCC) Helen Marlo, Ph.D. April 15, List of Program Level Learning Outcomes (generally five) 1. Clinical Psychology Domain: Learning Outcome 1 2. Diversity and Cultural Competence Domain: Learning Outcome 2 3. Psychotherapy Domain: Learning Outcome Clinical, Professional, and Ethical Competence: Learning Outcome 5. Research Domain: Learning Outcome 5 The assessment procedure should include at least one measurable, quantitative assessment instrument for each PLO assessed e.g. objective test, rubric applied to essay, etc. Please describe in detail the measurement of the outcome(s) to be assessed in on the attached Assessment Proposal template. Please do a separate Assessment Proposal for each PLO assessed. 1

2 2. Curriculum Map Course Number and Name CPY 4216 Psychopathology Required Courses and Select Electives Program Level Learning Outcomes: Students will Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 (optional).. I, P CPY 4221 Cross Cultural Issues I,P CPY 4240 Psychodynamic Psychotherapy; 4222 Family Systems and Relational Therapy; CPY 4275 Couples Therapy; CPY 5200 Group Psycohtherapy I, P CPY 4420 Clinical Practicum I and CPY 4422 Clincal Practicum II; and CPY 4430 Clinical Seminar I and CPY 4432 Clinical Seminar II I, P, M CPY 4896: Methods and Proposal; CPY 4897: Research Project: Thesis Completion or CPY 5897 Research Project: Capstone Completion I, P, M Level of Delivery of Material: I=students introduced to content; P=students practice/apply; M=students demonstrate level of mastery 2

3 3. Assessment Timeline The table below indicates the learning outcome to be assessed, the identified course, and the year that the assessment will occur. Learning Outcome Year CPY CPY4221 CPY4240 CPY4275 CPY4420 CPY 4422; CPY 4430; CPY CPY4896 CPY 4987; CPY

4 . 2014/15 Assessment Proposal Template Program-Level Learning Outcome #xxx: (please spell out PLO) I. Planned Signature Assignment [What will be assessed? Example: Near the end of the course, students will be assigned an essay on XXXX with expectation that students document the required research using APA style. ] II. Individuals Responsible for Assessment [Who will conduct the assessment? List name & position.] III. Planned Assessment Methods [How will the learning be assessed? How will data be gathered and analyzed? What will be done to compare the performance of different kinds of students (i.e., gender, ethnicity, transfer students, etc.) Example: A rubric which aligns with the learning outcome will be used to score the essay. What descriptive statistics will be generated from this data (mean, median, range, etc.) (to be displayed on a table or a chart.] IV. Expected Levels of Achievement [What has the program defined as the expected level of student achievement relative to the learning outcome and assessment method?] V. Review and Action [When and how will faculty in the program review, discuss, and take action on the results of the assessment?] VI. Retention and Use of Assessment Results [How will samples of student work be retained, either for comparative purposes or in order to demonstrate how a rubric was applied in a previous assessment?] NOTE: Please submit the plan and proposal to your assessment coordinator by April 15,

5 Clinical Psychology Department: 2014 Program Learning Outcomes Clinical Psychology Domain: Learning Outcome 1-- Students will acquire a broad, integrative, and comprehensive foundation in the field of clinical psychology that integrates theoretical, clinical, and empirical findings particularly geared for the mental health professional. This domain emphasizes understanding factors that mediate human behavior, development throughout the lifespan, psychological health, and psychopathology. Diversity and Cultural Competence Domain: Learning Outcome 2-- Students will be educated on diversity through diverse teaching methods, courses, theoretical perspectives, and topics throughout the program, that directly embody and address issues of diversity. This domain will also include education on cultural and cross-cultural issues and their impact on human behavior. Psychotherapy Domain: Learning Outcome 3--Students will comprehend, integrate, and apply the major theories and basic empirical findings of psychotherapy practice, including theories and topics that are germane for MFT and LPCC licensure. Students will also acquire training in specialized clinical topics emphasized in clinical practice. Students will be versed in tenets of evidence based practice and findings from psychotherapy research. Clinical, Professional, and Ethical Competence: Learning Outcome 4--Students will develop clinical, professional, and ethical competencies through academic coursework and clinical training/practicum experiences. Through such courses tenets germane to professionalism; ethical development; and clinical practice will be accented. Students will be able to recognize the ethical and legal codes for mental health professions; demonstrate personal and professional awareness for their relevancy; and apply them in their clinical work. Research Domain: Learning Outcome 5--Students will understand research designs and parameters of psychological research, particularly within the field of clinical psychology and become more critical consumers of psychological research. They will create and implement an original research project via a capstone project or thesis that is relevant to their scholarly professional interests. The final research project aims to contribute to the field and/or community in a meaningful way. 5

6 2014/15 Assessment Proposal Template Program-Level Learning Outcome #1: Clinical Psychology Domain Clinical Psychology Domain: Learning Outcome 1-- Students will acquire a broad, integrative, and comprehensive foundation in the field of clinical psychology that integrates theoretical, clinical, and empirical findings particularly geared for the mental health professional. This domain emphasizes understanding factors that mediate human behavior, development throughout the lifespan, psychological health, and psychopathology. I. Planned Signature Assignment Students knowledge of psychotherapy will be assessed through measures selected by the instructor that include a pre and post-test and/or clinical vignette, with rubric, that demonstrates their knowledge of psychopathology. Course: Psychopathology. II. Individuals Responsible for Assessment Adam Rodriguez, Psy.D. II. Planned Assessment Methods Learning will be assessed through quantitative and/or qualitative measures developed by the instructor. Students will be segregated by relevant variables selected by the instructor. The mean, median, standard deviation, and range will be reported if relevant. Please see previous samples for possible assessment ideas. III. Expected Levels of Achievement It is expected that the majority of students will attain the equivalent of a level of, B, or 85% or better in their respective domain. Levels under a B- are unacceptable. IV. Review and Action: Reports will be distributed no later than the March faculty meeting for discussion and review. Faculty will be expected to communicate regularly on any concerns or to acquire input, if necessary. VI. Retention and Use of Assessment Results Faculty will submit samples of student work to the Chair and Administrative Coordinator so they may be reviewed as needed 6

7 2014/15 Assessment Proposal Template Program-Level Learning Outcome #2: Diversity and Cultural Competence Domain: Learning Outcome 2-- Students will be educated on diversity through diverse teaching methods, courses, theoretical perspectives, and topics throughout the program, that directly embody and address issues of diversity. This domain will also include education on cultural and cross-cultural issues and their impact on human behavior. I. Planned Signature Assignment Students competencies with diversity, cultural, and cross cultural issues will be assessed through diverse measures selected by the instructor that may include assessments that demonstrate these competencies. Course: Cross Cultural Issues. II. Individuals Responsible for Assessment William Nguyen, Ph.D. II. Planned Assessment Methods Learning will be assessed through quantitative and/or qualitative measures developed by the instructor. Student data will be analyzed by segregating students according to diversity factors selected by the instructor. The mean, median, standard deviation, and range will be reported if relevant. Please see previous samples for possible assessment ideas. III. Expected Levels of Achievement It is expected that the majority of students will attain the equivalent of a level of, B, or 85% or better in their respective domain. Levels under a B- are unacceptable. IV. Review and Action: Reports will be distributed no later than the March faculty meeting for discussion and review. Faculty will be expected to communicate regularly on any concerns or to acquire input, if necessary. VI. Retention and Use of Assessment Results Faculty will submit samples of student work to the Chair and Administrative Coordinator so they may be reviewed as needed. 7

8 2014/15 Assessment Proposal Template Program-Level Learning Outcome #3: Psychotherapy Domain Psychotherapy Domain: Learning Outcome 3--Students will comprehend, integrate, and apply the major theories and basic empirical findings of psychotherapy practice, including theories and topics that are germane for MFT and LPCC licensure. Students will also acquire training in specialized clinical topics emphasized in clinical practice. Students will be versed in tenets of evidence based practice and findings from psychotherapy research. I. Planned Signature Assignment Students knowledge of psychotherapy will be assessed through measures selected by the instructor that may include a pre and post-test and/or clinical vignette that demonstrates their knowledge of psychotherapy. Course: Couples Therapy; Psychodynamic Psychotherapy. II. Individuals Responsible for Assessment Adam Rodriguez, Psy.D. II. Planned Assessment Methods Learning will be assessed through quantitative and/or qualitative measures developed by the instructor. Students will be segregated by relevant variables selected by the instructor. The mean, median, standard deviation, and range will be reported if relevant. Please see previous samples for possible assessment ideas. III. Expected Levels of Achievement It is expected that the majority of students will attain the equivalent of a level of, B, or 85% or better in their respective domain. Levels under a B- are unacceptable. IV. Review and Action: Reports will be distributed no later than the March faculty meeting for discussion and review. Faculty will be expected to communicate regularly on any concerns or to acquire input, if necessary. VI. Retention and Use of Assessment Results Faculty will submit samples of student work to the Chair and Administrative Coordinator so they may be reviewed as needed. 8

9 2014/15 Assessment Proposal Template Program-Level Learning Outcome #4: Clinical, Professional, and Ethical Competence Clinical, Professional, and Ethical Competence: Learning Outcome 4--Students will develop clinical, professional, and ethical competencies through academic coursework and clinical training/practicum experiences. Through such courses tenets germane to professionalism; ethical development; and clinical practice will be accented. Students will be able to recognize the ethical and legal codes for mental health professions; demonstrate personal and professional awareness for their relevancy; and apply them in their clinical work. I. Planned Signature Assignment Students clinical, ethical, and professional competence will be assessed through measures selected by the instructor that may include a pre and post-test and an evaluation of their capacities that demonstrate their professional and clinical skills, including their ethical competence. Course: Professional Ethics and Law; Clinical Case Practicum I and II; Clinical Case Seminar I and II. II. Individuals Responsible for Assessment Helen Marlo, Ph.D. II. Planned Assessment Methods Learning will be assessed through quantitative and/or qualitative measures developed by the instructor. Students will be compared before and after their practicum experience. The mean, median, standard deviation, and range will be reported where applicable. Please see previous samples for possible assessment ideas. III. Expected Levels of Achievement It is expected that the majority of students will attain the equivalent of a level of, B, or 85% or better in their respective domain. Levels under a B- are unacceptable. IV. Review and Action: Reports will be distributed no later than the March faculty meeting for discussion and review. Faculty will be expected to communicate regularly on any concerns or to acquire input, if necessary. VI. Retention and Use of Assessment Results Faculty will submit samples of student work to the Chair and Administrative Coordinator so they may be reviewed as needed 9

10 2014/15 Assessment Proposal Template Program-Level Learning Outcome #5: Research Domain Research Domain: Learning Outcome 5--Students will understand research designs and parameters of psychological research, particularly within the field of clinical psychology and become more critical consumers of psychological research. They will create and implement an original research project via a capstone project or thesis that is relevant to their scholarly professional interests. The final research project aims to contribute to the field and/or community in a meaningful way. I. Planned Signature Assignment Students knowledge of research methods and ability to create and implement a research project will be assessed through measures selected by the instructor that may include a pre and post-test and an evaluation of their capacities that demonstrate their research skills. Course: Research Methods and Proposal; Research Completion (Thesis and Capstone). II. Individuals Responsible for Assessment Nusha Askari, Ph.D. II. Planned Assessment Methods Learning will be assessed through quantitative and/or qualitative measures developed by the instructor. Students will be compared before and after completing their research proposal. The mean, median, standard deviation, and range will be reported where applicable. Please see previous samples for possible assessment ideas. III. Expected Levels of Achievement It is expected that the majority of students will attain the equivalent of a level of, B, or 85% or better in their respective domain. Levels under a B- are unacceptable. IV. Review and Action: Reports will be distributed no later than the March faculty meeting for discussion and review. Faculty will be expected to communicate regularly on any concerns or to acquire input, if necessary. VI. Retention and Use of Assessment Results Faculty will submit samples of student work to the Chair and Administrative Coordinator so they may be reviewed as needed. 10

11 Sample: Assessment Strategies/Tools: PLO #4 Clinical, Professional, and Ethical Competence Program Outcomes Related Objective(s) Assessment Learn about professional, clinical, legal, and ethical standards of conduct in psychology and within the mental health professions. Develop professionalism and proficiency within the field of law and ethics through learning of professional, legal, ethical, and clinical practices in applied settings. Student Course Work (exam/papers/projects); Faculty Course Assessment; Practicum Site Feedback; Supervisor Evaluation Form Consistent with BBS, MFT, and LPCC standards, increasing self-knowledge (i.e. personal strengths and weaknesses), and understanding its relationship to professional, legal, ethical, and clinical practice. Increase students understanding and awareness of their scope of competence, potentially challenging clinical situations and how this may relate to their capacity to practice professionally, legally, and ethically. Student Course Work (exam/papers/projects); Faculty Course Assessment; Supervisor Evaluations and Feedback from Field/Practicum Work; Supervisor Evaluation Form Develop competencies in clinical skills, consistent with BBS MFT/LPCC standards, including: ethical practice of therapy, licensing laws/process; scope of practice; privilege, confidentiality, danger to self/others; marriage and family therapy, minors, and legal trends. Consistent with BBS MFT/LPCC requirements, learning professional and clinical skills and practices including local resources, case management, collaborative treatment, and meeting consumers. Integrate clinical, professional, legal and ethical standards into culturally competent and sensitive clinical practice. Develop knowledge in other, related topics within professional ethics and law, particularly topics that are emphasized in evidence-based practice and those that are relevant for licensure in the state of California. Improve students understanding of practicing professionally and applying appropriate legal and ethical behaviors within evidence based practice, and in the treatment of specific clinic as delineated by the BBS. Develop a better relationship between the therapist s sense of self, values, professional behaviors, and ethics. Student Course Work (exam/papers/projects); Faculty Course Assessment; Supervisor Evaluation Form Student Work (exam/papers/projects); Faculty Course Assessment; Supervisor Evaluation Form Student Course Work (exam/papers/projects); Faculty Course Assessment; Supervisor Evaluation Form 11

12 Develop proficiency in identifying legal/ethical issues in clinical vignettes to help increase students readiness for the MFT/LPCC exam and collegial consults. Provide training in professional law and ethics that is consistent with BBS standards and requirements. Student Course Work; Faculty Course Assessment; Supervisor Evaluations and Feedback from Field/Practicum Work; BBS Documentation 12