help students reflect on how a well-formed vision of the person affects clinical counseling practices provide a strong background of experiential training in clinical mental health counseling skills required of entry-level practitioners advance students’ comprehension of counseling theories, models, and treatment methods develop research and testing skills needed by mental health counselors foster multicultural competence develop in students ethical decision-making skills • promote an understanding of the physical, intellectual, social, emotional, and spiritual aspects of human development and behavior needed to competently facilitate human growth. Graduates from this program will receive the academic and experiential foundations that will enable them to specialize in a variety of counselor roles, such as community mental health counselors, pastoral counselors, drug and alcohol counselors, college counselors, and relationship counselors. The program has the goal of providing educational foundations that enable its graduates to enter professionally satisfying careers, serve others to the best of their abilities, and develop a capacity for intellectual, professional, and personal growth. Overview of the Comprehensive Assessment Plan The assessment plan for the CMHC Program aims to help faculty regularly and systematically review student learning outcomes and program objectives. Assessment of student outcomes includes a review of (a) students’ competence in core and specialized knowledge and skills areas as established by CACREP standards and the Program; (b) students’ personal and professional disposition development prior to acceptance into the program, while in the program, and after graduation; and (c) student demonstration of counselor professional identity development. Assessment of program objectives includes the evaluation of program outcomes that CMHC faculty established in congruence with the mission of the Program and Franciscan University, as well as CACREP core and specialized content areas. Figure 1 shows an overview of the components of the CMHC Comprehensive Assessment Plan and their relationship to one another. Figure 1: Overview of the Comprehensive Assessment Plan
All Internship II assignments, including recordings, and participation in supervision Integration Paper Survey Internship II Student Learning outcomes ratings Faculty supervisor Faculty supervisor Faculty supervisor Faculty supervisor and 1 external faculty reader Core faculty End of Internship II Table 3: Timeline for Evaluation of Student Learning Outcomes Assessment Periods Data Collected Data Collected by Whom Evaluators of Data Period of Data Collection Year 1 Courses and Summer content courses Student Learning Outcomes Surveys for: CSL 502, 504, 607, 621, 505, 520, 608, 624, 630 PC, 630 PE, 630 PB, 630 PK, 636 Faculty instructor Faculty Review committee (all core faculty) End of semester Year 2 Courses Student Learning Outcomes Surveys for: CSL 503, 623, 630 PJ, 521, 630 PL, 630 PD, 630 PA, 501 Faculty instructor Faculty Review committee (all core faculty) End of semester Internship I & II Student Learning Outcomes Surveys for: CSL 625 & 626 Faculty instructor Faculty Review committee (all core faculty) End of semester Table 3: Program Assessment Timeline Assessment Tool Practicum Orientation Prac. Eval Practicum (Final Mid-semester Internship Eval Internship I (final) II Internship II Last Semester Admissions review Core Faculty & Admin. Assistant
SDR/DS Core faculty Core Faculty Core Faculty Prac / Internship Mid Semester Eval Site Supervisor Site Supervisor Prac. Self Evaluation Faculty Supervisor Administers Internship Self Evaluation Faculty Supervisor Administers Faculty Supervisor Administer Integration Paper Survey Faculty supervisor plus one additional core faculty Graduating Student Exit Survey on Bb – every semester Site Supervisor Survey Every 3 years (next: 2018) Alumni Survey Every 3 years (next: 2016) Student Eval. of Clinical Supervision Prac/ Internship Coordinator Administers Prac/ Internship Coordinator Administers Prac/ Internship Program Outcomes Goals for 2016 Students in the CMHC Program will demonstrate a competent of the knowledge deemed central to professional counselors by the Program and by CACREP standards. Measure 1.1: At least 90% of learning outcomes will be rated “4” or above on the knowledge standards as measured by the Integration Paper Survey.
Measure 5.3: On the Alumni Survey, the average rating for evaluating graduates’ ability to perform entry-level counseling tasks and to have a valuing perspective on the person will be 2 or greater (2=able to perform adequately and at expected level). Measure 5.4: On the Alumni Survey, at least 90% of items rating the program’s ability to meet its program goals will be rated at 2 or greater (2= met stated goal). Data Related to Program Outcomes Goals for 2016 See Attached Summary of Assessment Data and Response to 2016 Goals Goal Measure Outcome 1 – Competent grasp of core and specialty area knowledge 1.1 Integration Paper Survey UNMET: Mean score of all items: 3.84 1.2 Knowledge SLOs on 1st year courses MET – 100% of items rated at 3 or better 1.3 Knowledge SLOs on 2nd year courses MET – 75% of items rated 4 or better 1.4 Mean SLO Rating of 4 or better on 2nd Year core courses MET – Mean rating: 4.18 2 – Demonstration of basic counseling skills by end of Practicum 2.1 Rating on Practicum Site Supv. Eval. MET – 100% of rated at 2 or better 3 – Demonstration of counseling skills and practices 3.1 Rating on Internship I Site Supv. Eval. MET – 100% of items rated at 3 or better 3.2 Rating on Internship II Site Supv. Eval. MET – 100% of rated at 4 or better 3.3 Rating on SLO skills items for Internship II MET – 100% of items rated at 4 or better 4 – Demonstrate confidence in entry-level skills 4.1 4.2 – Benchmark mean – 4 rating for all items MET – Mean rating of all items was above 4.00