University of Nebraska Kearney

Counselor Education (CCLO and SCLO) Graduate Program Assessment Report 2006 

Submitted Fall, 2006

Department of Counseling and School Psychology
Assessment Report
September 2006

1. Department Mission Statement
   
   Program Area: Counselor Education
   
   Students who successfully complete programs in the Department of Counseling and School Psychology will be responsive, reflective, and collaborative decision makers and who have the requisite knowledge, skills, and technological expertise to practice ethically and successfully. They will embrace the principles of democracy, diversity and equity.
   
   Program Goal:
   Graduates will become competent Professional School Counselors
    
2. Graduate School Outcome Objectives
   
   The school counselor will be competent to:
   
   
   1. interpret and apply an understanding of the theory and application of developmental guidance and counseling programs.
       
   2. consult and coordinate with students, parents, and staff in utilizing school and community resources and other referrals as appropriate.
       
   3. counsel individuals, groups, and special populations in areas of physical, social, emotional, academic and personal development.
       
   4. describe and apply the societal changes and trends in providing counseling for culturally diverse populations.
       
   5. conduct counseling using various theories and techniques appropriate to the relationship between counselor and the client.
       
   6. use group dynamics and techniques to conduct classroom instruction and small group counseling sessions.
       
   7. integrate an understanding of the relationship among personal qualities, education and training and the world of work in career development.
       
    
3. Description of the Direct and Indirect Measures Used to Assess:
   
   
   1. Direct Measures:
      
      1. Capstone Course - Practicum
         
         Capstone Course – Practicum in Counseling (CSP 885) is required in all programs prior to the internship, near the completion of the program. Each student must demonstrate effective counseling skills with clients before registering for the internship (CSP 892 or CSP 992). Students submit a videotape sample for review by faculty not teaching the class.
          
      2. Comprehensive Exams
         
         Comprehensive Exams: All students are required to successfully complete comprehensive exams during the final semester of their program. The comprehensive exam is based on the learning objectives. Multiple evaluators assess the student using the Comprehensive Exam Assessment Form.
          
      3. Internship
         
         Capstone Experience, Internship: All students are required to successfully complete an internship experience which involves direct field experience in a specialized professional work setting under the supervision of a qualified professional and the Department internship coordinator. Multiple evaluators, including the site supervisor, assess the students’ effectiveness in demonstrating competence related to learning objective.
          
      4. Application for Candidacy Application
         
         The Counselor Education Committee, made up of faculty members, meets on a regular basis. An on-going agenda item involves discussion and action related to student concerns and concerns about students. A student who wishes to become a candidate for the Master’s Degree will file an Application for Candidacy with the Graduate Dean. Satisfactory completion of departmental requirements must be fulfilled. A judgment is made by the faculty related to the student’s progress in meeting program goals using the Global Rating Form. This includes professional dispositions (collaboration, responsibility and reflective capacity), knowledge and skills. Additionally, the piloted Application for Candidacy uses and expands upon the usage of the Global Rating Form as one component of a comprehensive review including a review of academic progress, professional conduct, global rating, peer ratings, portfolio review, continuing professional development, activities, professional involvement, core competencies and completion of core courses. Candidacy requires: 1. overall status rating of 4 or 5 (1 – 5 scale with 5 being Outstanding); 2. two or more core courses successfully completed; 3. successful completion of CSP 855.
          
       
   2. Indirect Measures:
      
      1. Graduate Follow-Up Survey
         
         Every counseling student who completes a degree program is offered the opportunity to participate in an evaluation of the program effectiveness related to student learning and professional preparation.
          
       
    
4. Reporting of the Data
   
   
   1. Direct Assessments
      
      
      1. Capstone Courses – Practicum, SCLO: 2, 3, 5, 6; CCLO: 1, 4, 5
         
         

         CSP 885			(Rating: 1 - 7 = Excellent/Always)
         	School Counseling:		N = 3
         		Process Skills:	M = 4.9	Range (2.6 - 7.0)
         		Conceptualization Skills:	M = 4.6	Range (2.4 - 6.8)
         		Personalization Skills:	M = 5.7	Range (4.0 - 6.8)
         	Community Counseling:		N =12
         		Process Skills:	M = 5.60	Range (4.9 - 6.4)
         		Conceptualization Skills:	M = 5.20	Range (4.1 - 5.9)
         		Personalization Skills:	M = 6.1	Range (4.0 - 5.9)

         
         Interpretation of Data:
         
         There is a significant difference in the N of 2004 and 2005 which influences the meaningfulness of the data. This was due to new faculty teaching the course.
         
         Action to be Taken:
         The Clinical Coordinator will be responsible for collection of data from practicum faculty and consistent use of the same assessment. A committee under the direction of the Clinical Coordinator will continue to develop the most appropriate assessment instrument and be responsible for the final decisions in its use.
          
      2. Comprehensive Exam, SCLO: 1, 2, 3, 4, 5, 7, 8, 9, 10; CCLO: 1, 3, 4, 5, 6, 7, 8
         
         Assessment – Comprehensive Exams:
         
         

         School Counseling	n = 28	M= 4.12	(1 - 5 scale, 5 = exemplary)
         Community Counseling	n = 33	M= 4.42	(1- 5 scale, 3-5 = exemplary)

         
         Interpretation of the Data:
         Twice as many school counselors took comprehensive exams as previous year which might account for 4.21 to 4.12 decrease in overall mean. Increase in overall mean from 3.91 to 4.42 which is significant for community counseling and N was about the same (29 to 33). This might possibly be due to change in faculty evaluating the student comp.
         
         Actions to be Taken Based on the Data:
         
         Disaggregate data and complete item analysis.
          
      3. Internship, SCLO: 1, 2, 3, 4, 5, 7, 8, 9, 10; CCLO: 1, 2, 3, 4, 5, 6, 8
         
         Assessment: Interns
         
         

         Community Counseling	N = 38	M= 4.54	(1 – 5 scale, 5 = high)
         School Counseling	N = 20	M= 4.65	(1 – 5 scale, 5 = high)

         
         Interpretation of the Data:
         
         There is a significant increase (4.38 to 4.65) in school counseling. This may be attributed to restructuring the expectations of activities required by School Counseling interns to better meet state and national standards. Graduates of the new 43-hour program are better prepared due to additional coursework, thus school counseling interns are better prepared. Community Counseling maintained well.
         
          
       
   2. Indirect Assessments
      
      Graduate Follow-Up Survey, SCLO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; CCLO: 1, 2, 3, 4, 5, 6, 7, 8
      
      Assessment:
      
      

      School Counseling	n = 6	M = 4.35	(Scale 1 – 5 = highest rating)
      Community Counseling	n = 13	M = 4.33	(Scale 1 – 5 = highest rating)

      
      Interpretation of the Data:
      
      Fewer School Counselors (11à6) but over-all students continue to be satisfied with quality of the Counseling Program.
      
      Action to be Taken:
      
      Item analysis of follow-up and consider Employer Survey Assessment next year.
       
    
5. Evaluation of Current Assessment Process and Actions to be Taken in Making Changes to the Assessment Process
   Faculty review and modification of the assessment plan occurs annually.
   
   1. The Department Assessment Plan will need to be modified in order to align with new NCATE/NASP assessment requirements.
       
   2. The Department Assessment Plan will need to be modified in order to align with CACREP assessment requirements.
       
   3. Assessment requirements specific to the department Academic Program Review (spring 2006) recommendations are being considered.
       
   4. As the departmental data base continues to be developed and refined, overlapping/irrelevant/redundant data/processes will be discarded and additional necessary data added.