ACCOUNTABILITY REPORT FOR 2013-2014 ACADEMIC YEAR
PLO 1 - Professional Orientation and Ethical Practice
Students will be able to articulate the elements related to professional identity
including; the history and philosophy of the counseling profession, the value of
professional organizations, the need for legal and ethical practice, and advocating
for the profession and clients that are served.
Measure 1 – Counseling Philosophy Paper
Students will address the elements of professional identity and personal philosophy
through the completion of a Counseling Philosophy Paper. The instructor will utilize
a rubric developed by the faculty to assess the paper. The three-point scale on the
rubric includes target, acceptable, and unacceptable ratings.
Criterion: Utilizing the Counseling Philosophy Paper rubric which was designed by
faculty, students will achieve a acceptable score in all six areas: History of the
Profession, Philosophy of the Profession, Ethics, Professional Identity, Counseling
Relationships, and Writing.
COU 520 enrollment totals for 2013-2014
Clinical Mental Health (CMH) – 14
School (SCH) – 6
Rehabilitation (RHB) – 3
History
Philosophy
Ethics
Prof. Identity
Counseling Relationships
Writing
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
Target
14
1
1
12
2
1
11
0
1
12
1
1
13
1
1
10
1
1
Acceptable
0
1
0
1
0
0
3
2
0
2
1
0
1
0
0
3
1
0
Unacceptable
0
0
0
1
0
0
0
0
0
0
0
0
0
1
0
1
0
0
Discussion of Results:
Sixteen of the seventeen students (94%) were able to articulate an accurate and
appropriate counseling philosophy based upon the CACREP Standards. In the
Clinical Mental Health Counseling program 10 students (69%) scored in the target
range on all elements of the rubric. Because data was not collected for 67% of the
SCH students and 67% of the RHB students enrolled during this academic year,
there is insufficient data to analyze in order to determine trends. There were several
students who did not complete this assessment because they were satisfied with
their final grade without the paper. This is a first time occurrence.
ACTION PLAN:
Faculty will continue to collect data in order to complete a longitudinal analysis and
assess trends in student achievement. Faculty will develop a policy requiring all
assessment measures to be completed.
Measure 2 – Advocacy Letter
Students will identify a legislative issue that is relevant to the counseling profession
and write a letter to a legislator articulating his or her position on the issue. The
instructor will utilize a rubric developed by the faculty to assess the paper. The
three-point scale on the rubric includes target, acceptable, and unacceptable ratings.
Criterion: Utilizing the Advocacy letter rubric that was designed by faculty, students
will achieve an acceptable score in the four areas of the rubric including: topic
selection, audience, presentation of the argument, and writing.
Results
COU 520 enrollment totals for 2013-2014
Clinical Mental Health (CMH) – 14
School (SCH) – 6
Rehabilitation (RHB) – 3
Topic
Audience
Presentation
Writing
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
Target
14
2
1
14
2
1
10
2
1
6
1
1
Acceptable
0
1
1
0
1
1
4
1
1
8
2
1
Unacceptable
0
0
0
0
0
0
0
0
0
0
0
0
Discussion of Results:
A total of 23 students were enrolled in COU 520 during the 2013-14 academic
period. The enrollment by program included 14 Clinical Mental Health Counseling
students, 6 School Counseling students, and 3 Rehabilitation Counseling students.
Data collection was completed for 19 of the 23 students. All 19 students were able to
correctly identify a counseling related advocacy topic and the correct legislator to
address. This indicates students understand the difference between local, state, and
national issues. All Clinical Mental Health and School Counseling students (n=14)
were able to present an acceptable argument related to the identified advocacy
issue, with 10 achieving a target scores and 4 receiving an acceptable score. Two
(100% of collected data) of the Rehabilitation Counseling students achieved a target
score all elements of the rubric. In the writing section, all of the students (n=19) of
the students (14 – CMH, 3 – SCH, and 2 – RHB) achieved an acceptable or target
scores.
These results indicate all students are aware of current advocacy issues in the
counseling field, are able to correctly identify decision makers related to public
policy, and are able to articulate an effective argument on the issue. Students were
able to demonstrate acceptable letter writing skills, which is an improvement over
the previous year. This indicates the professional letter writing module identified in
the Action Plan from 2012-13 and added to the course was effective in improving
the skills of students in this area.
ACTION PLAN:
Faculty will continue to monitor students to determine whether the successful
attainment of advocacy skills is a trend. Faculty will continue to collect data in order
to complete a longitudinal analysis.
PLO 2 - Human Growth and Development
Students are able to demonstrate an understanding of development across the
lifespan and the impact on normal and abnormal functioning.
Measure 1 – Introspective Journals
Students will analyze and apply a theoretical framework to their own development
through the writing of introspective journals for each developmental stage. The
instructor of COU 585 will utilize a faculty-designed rubric to assess the fifth and
final journal entry. The three-point scale on the rubric includes target, acceptable,
and unacceptable ratings.
Criterion: Students will achieve a cumulative score of acceptable in all areas of the
rubric by the final journal entry.
Results
COU 585 enrollment totals for 2013-14
CMH – 5
SCH – 4
RHB – 1
Measure 1 – Introspective Journals
Stage
Analysis
Application
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
Target
4
4
1
4
4
1
4
4
0
Acceptable
0
0
0
1
0
0
1
0
1
Unacceptable
1
0
0
0
0
0
0
0
0
Discussion of results:
Ninety percent (n=9) of Counseling students who were enrolled in COU 585 during
the 2013-14 academic year achieved an acceptable cumulative score on all areas of
the grading rubric, which was designed by the faculty. This measure includes 5
separate journal entries, each covering a specific stage of development. Students are
given feedback on each journal prior to proceeding to the next journal. While some
students initially struggled with the application of knowledge and theory, all but one
was able to utilize the feedback from the professor and demonstrate mastery by the
final journal. This measure indicates that students have appropriate knowledge
regarding lifespan development and are able to apply it through the analysis of their
own development. Of the CMH students, 80% (n=4) achieved a target score in all
areas of the rubric. Target scores were achieved by all (n=4) of the SCH students.
Given that only two RHB students were enrolled during the past two years, this data
may not be an indication of the students in the program and longitudinal data will
need to be analyzed in future years.
Due to the confidential nature of personal information shared in the journals,
examples of student work cannot be shared for this measure.
ACTION PLAN:
Faculty will monitor RHB students to identify trends in achievement. Faculty will
continue to collect data in order to complete a longitudinal analysis.
Measure 2 – Developmental Interview
Students will complete a comprehensive analysis of the development of an
individual over the age of 65. The instructor of COU 585 will utilize a facultydesigned rubric to assess student performance. The three-point scale on the rubric
includes target, acceptable, and unacceptable ratings.
Criterion: Students will achieve an acceptable rating in all areas of the rubric
including: selection of a subject, question design, factors affecting human behavior,
self-esteem and self concept, normal development, and crises impacting development.
Interview
Questions
Human Beh
Self-concept
Normal Dev
Crises
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
Target
5
4
1
5
4
0
3
3
0
4
4
0
4
4
0
5
3
0
Acceptable
0
0
0
0
0
1
1
1
1
1
0
0
1
0
0
0
1
1
Unacceptable
0
0
0
0
0
0
1
0
0
0
0
1
0
0
1
0
0
0
Discussion of results:
A total of 10 Counseling students were enrolled in COU 585 during the 2013-14
academic year. The enrollment by program included 5 CMH students, 4 SCH
students, and 1 RHB student. Students were asked to complete an interview of an
adult over the age of 65 and complete a thorough analysis of development across
the lifespan in order to demonstrate mastery of the knowledge and skills learned in
the course. Papers were analyzed utilizing a faculty-designed rubric. Eighty percent
(n=8) of the students achieved at or above the minimum acceptable score on all
elements of the rubric. Target scores were achieved in all areas by 30% (n=3) of the
CHM students, 75% (n=3) of the SCH students, and none of the RHB students. One
CMH student received an unacceptable rating in 1 of the 6 rubric areas, and one RHB
student received an unacceptable rating in 2 of the 6 rubric areas. This data is not
consistent with data for RHB students from the previous years. However, only two
RHB students have taken this course in the last two years, which does not provide
sufficient data for analysis of this group. Overall, this data indicates that Counseling
students are successfully acquiring the knowledge and skills necessary to analyze
developmental factors relevant to working with potential clients. This assessment
measure is the culminating assessment for the course. The five introspective
journals (Assessment #1) are designed to prepare students for this assessment. It
appears the journals are successful in developing the knowledge and skills
necessary for the final course assessment.
Due to the confidential nature of personal information shared in the papers, examples
of student work cannot be shared for this measure.
ACTION PLAN:
Faculty will continue to collect data in order to complete a longitudinal analysis.
Students will be monitored during Practicum and Internship to ensure the ability to
utilize developmental information in working with clients.
PLO 3 - Helping Relationships
Students are able to demonstrate the skills necessary to engage in an effective and
therapeutic helping relationship.
Measure 1 – Skills Videotape
Student will demonstrate basic counseling skills through videotaped sessions with a
classmate. The instructor of COU 533 will utilize a faculty-designed rubric with a
three point scale to assess student performance.
Criterion: Students will achieve a minimum score of 2 in all areas of the rubric.
Results
COU 533 enrollment totals for 2013-2014
Clinical Mental Health (CMH) – 8
School (SCH) – 6
Rehabilitation (RHB) 5
Measure 1 – Overall mastery of counseling skills
CMH
SCH
RHB
Target
2
0
1
Acceptable
6
6
4
Unacceptable
0
0
0
Discussion of Results:
The total enrollment in COU 533 during the 2013-14 academic year was 19, with 8
CMH students, 6 SCH students, and 5 RHB student. Students videotaped three
counseling sessions with a classmate and the professor evaluated the tape using the
faculty designed grading rubric. The rubric for the third taped session is utilized for
this assessment as it occurs at the end of the semester. Two CMH students and one
RHB student achieved (16%) the mastery criteria for this assessment measure. Six
CMH students, 6 SCH students, and 5 RHB students (84%) achieved the acceptable
criteria. This measure indicates that all (100%) of the students are able to
demonstrate at least an acceptable level of microskills required to successfully
engage in a helping relationship with clients. The data for the 2013-14 academic
year is consistent with longitudinal data collected over the past 4 years.
ACTION PLAN:
The assessment measure has consistently demonstrated successful student
outcomes. For the 2014-15 academic year, the rubric data will be disaggregated to
analyze mastery of the individual skills rather than reporting the cumulative score.
Measure 2 – Practicum Videotape
Students will demonstrate basic counseling and case conceptualization skills
through videotaped sessions with a client. The instructor of COU 594 will utilize a
faculty-designed rubric with a 3 point scale to assess student performance.
Criterion: Students will achieve a minimum score of 2 on all elements of the Counseling
Session Rubric including: identification of the problem, therapeutic relationship,
treatment planning, and interventions.
Results
The faculty member responsible for collecting this data did not utilized the online
system to maintain data. There is no data available for this measure for the 2013-14
academic year.
ACTION PLAN:
Accountability measures will be developed to ensure consistent collection of data
and input into the LiveText system. Students will continue to be accessed in COU
595 to determine the success of transitioning to a field placement site.
PLO 4 Assessment and Treatment Planning
Students demonstrate the ability to identify effective assessment strategies in order
to facilitate treatment planning.
Measure 1 – Test Critique
Students will be able to identify the strengths and weaknesses of assessment
instruments. The instructor of COU 559 will utilize a faculty-designed rubric to
assess student achievement.
Criterion: Students will achieve a minimum rating of a 2 in all areas of the grading
rubric including: content and organization of the paper, readability and style, and
writing mechanics.
Results
Measure 1 – Test Critique
COU 559 enrollment totals for 2013-2014
CMH – 4
SCH – 3
RHB – 2
Content/Organization CMH
SCH
RHB
Readability/Style
CMH
SCH
RHB
Mechanics
CMH
SCH
RHB
3
2
1
1
2
1
1
1
1
0
2
2
2
1
2
2
1
3
2
2
1
0
0
0
0
0
0
0
0
0
Discussion of results:
The total enrollment for COU 559 during the 2013-14 academic year was 9, which
includes 4 CMH students, 3 SCH students, and 2 RHB students. The aggregate results
indicate 100% of the students met the criterion of a 2 or higher on all areas of the
professor-designed rubric. The disaggregated data reveals 100% of CMH and RHB
students met the criterion, as did 100% of SCH students. This measure indicates that
students can successfully select an assessment instrument and evaluate the
strengths and weaknesses of using the instrument with a client population. This is
the second academic year in which this measure has been used. Therefore, no
longitudinal data is available.
ACTION PLAN:
This is the second academic year in which these assessment measures were utilized
to collect data. Faculty will continue to collect data in order to complete a
longitudinal analysis.
Measure 2 – Treatment Plan
Students will be able to utilize assessment data in order to develop a treatment plan.
The instructor of COU 591 will utilize a faculty-designed rubric to assess student
achievement.
Criterion: Students will achieve a rating of 2 on all areas of the grading rubric
including: formulation of the problem, diagnosis, developmental context, therapeutic
process, and treatment plan.
Results
Measure 2 – Treatment Plan
COU 591 enrollment totals for 2013-14
CMH – 14
SCH – 13
RHB – 2
Formulation of Problem
Diagnosis
Developmental Context
Therapeutic Process
Treatment Plan
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
3
9
10
1
10
8
1
6
9
1
5
4
0
10
10
0
2
5
3
0
4
5
0
8
4
0
9
9
1
4
3
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Discussion of Results:
The total enrollment in COU 591 for the 2013-14 academic year was 29 students,
which includes 14 CMH students and 13 SCH students and 2 RHB students. The
aggregated and disaggregated data both indicate that 100% of students for whom
data was collected met the criterion of achieving a rating of 2 or higher in all areas of
the professor developed rubric. All students demonstrated mastery of the
knowledge and skills related to case conceptualization, diagnosis, and treatment
planning. The treatment planning process is the area in which most students
excelled. The area of therapeutic process is the lowest area of achievement. This is
the second academic year in which this measure has been used. Therefore, no
longitudinal data is available.
ACTION PLAN:
Additional emphasis will continue to be placed within the course content on the
therapeutic process. This is the second academic year in which these assessment
measures were utilized to collect data. Faculty will continue to collect data in order
to complete a longitudinal analysis.
PLO 5 Research and Program Evaluation
Students will demonstrate an understanding of research methods to inform
evidence-based practice.
Measure 1 (All programs)
Students will complete a research proposal focused on a topic related to counseling
practice. The instructor of COU 541 will utilize a faculty-designed rubric with a fourpoint scale to assess student achievement.
Criterion: Students will achieve a minimum rating of 3 on all areas of the grading
rubric including: purpose and focus, development of ideas, references, analysis,
participants, language, and grammar/formatting.
Results
COU 541 enrollment totals for Spring 2014
CMH – 2
SCH – 2
RHB – 3
*the faculty member who taught the course in Fall 2013 retired and data is not
available for that semester.
Measure 1 – Research Proposal (All programs)
4
Purpose/Focus
CMH
1
SCH
0
RHB
1
Dev of Ideas
CMH
1
SCH
0
RHB
1
Reference
CMH
2
SCH
1
RHB
1
Analysis
CMH
2
SCH
0
RHB
1
Participants
CMH
2
SCH
0
RHB
1
Language
CMH
2
SCH
0
RHB
0
Grammar/Formatting CMH
2
SCH
0
RHB
0
3
1
2
2
1
2
2
0
1
2
0
2
2
0
2
2
0
2
3
0
2
3
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Discussion of results:
The total enrollment in COU 541 for the Spring 2014 semester was 7 students, with
2 CMH students, 2 SCH students, and 2 RHB students. Students are required to
complete a research proposal focused on a topic related to counseling practice
which incorporates evidence of quantitative and qualitative research articles in
counseling and related fields. The proposal is an indication of the student’s ability
to apply research literature to practice (e.g., to choose appropriate interventions, to
plan assessments), the development and implementation of meaningful program
evaluation, provide a rationale for the importance of research activities and the
improvement of counseling services, and apply knowledge of ethical, legal, and
cultural issues in research and evaluation to counseling practice. Students are
evaluated utilizing a rubric written by the professor of the course. All students,
100% (n=7) met the criteria of a minimum score of 3 on all areas of the rubric.
Rehabilitation and school counseling students tended to score slightly lower on the
rubric than clinical mental health counseling students. This is the second academic
year in which this measure has been used. Therefore, no longitudinal data is
available.
ACTION PLAN:
The instructor will take a close look at the content and identify elements that
demand strengthening within the context of the curriculum to garner greater
success. Examples specific to rehabilitation counseling and school counseling will be
incorporated into the lectures. Special attention will be given to collecting
longitudinal data to determine if the results from the 2014-2015 academic year to
determine if there are trends.
Measure 2 (School)
Students will identify a problem on a school campus, research and implement an
intervention, and analyze pre- and post-intervention data in order to determine
effectiveness. The instructor of COU 534 will utilize a faculty-designed rubric to
access student performance. The three-point scale on the rubric includes ratings of
target, acceptable, and unacceptable.
Criterion: Students will achieve a minimum rating of acceptable in all areas of the
grading rubric including: identification of the problem, review of literature,
methodology of interventions, data analysis, and discussion of results.
Results
Measure 2 –Action Research Project (SCH)
COU 534 enrollment totals for 2013-14
SCH – 9 (This course is specific to this major)
Identification of Problem
Review of Literature
Methodology of Intervention
Data Analysis
Discussion of results
Target
3
4
3
1
4
Acceptable
3
5
5
8
4
Unacceptable
3
0
1
0
1
Discussion of results:
There were 9 SCH students enrolled in COU 534 during the 2013-14 academic year.
This course is specific to School Counseling majors only. Of the 6 students (67%)
received acceptable or above ratings in all areas of the rubric, which was designed
by the professor. Students were asked to identify an issue on their school campus
and research, design, and implement an intervention designed to make a positive
impact on the data surrounding the issue. Three of the students (33%) failed to
clearly articulate the identified problem and/or the pre-intervention data. Eight
students (91%) were able to complete a review of literature in order to identify an
evidenced based practice, develop an intervention, and analyze post intervention
data. One student (9%) was unable to sufficiently design and describe the identified
intervention. Not all student projects had a positive impact on the identified issue;
however, ninety-one percent of the students (n=8) were able to make that
determination based upon the analysis of the data. The results of this measure
indicate some pre-service School Counselors need assistance in being able to
demonstrate mastery of the knowledge and skills necessary to design and
implement prevention and intervention plans, analyze outcome data, and identify
best practices in school counseling. This is the second year in which this measure
has been utilized. Data from the previous year indicated all students were successful
on all areas of the rubric.
ACTION PLAN:
Additional checkpoints during the project will be included in the class to ensure
students are on track. Faculty will continue to collect data in order to complete a
longitudinal analysis.
Measure 2 (Clinical Mental Health)
Students will write a research based grant proposal in order to address a counseling
related issue. The instructor of COU 539 will utilize a faculty-designed rubric with a
three-point scale to assess student performance.
Criterion: Students will achieve a minimum rating of 2 on all areas of the rubric
including: project goal, project purpose, project design, project time line, detailed
budget, sustainability, grant guidelines, and oral presentation.
Results
For this assessment measure, students are required to do research necessary to
complete a grant proposal for a community based project and give an oral
presentation over the proposal. This assessment is an indication of the student’s
ability to conduct research, design a project with a detailed time line and budget,
and comply with grant application guidelines. Student work is assessed using a
grading rubric designed by the professor of the course. This course is specific to
CMH students only.
Measure 2 – Grant Proposal (CMH)
COU 539 enrollment totals for 2013-14
CMH – 5 (This course is specific to this major)
Project Goal
Project Purpose
Project Design
Project Time Line
Detailed Budget
Sustainability
Grant Guidelines
Oral Presentation
3
3
4
4
3
4
3
2
3
2
2
1
1
1
1
1
3
2
1
0
0
0
1
0
1
0
0
Discussion of Results:
There were 5 CMH students enrolled in COU 539 during the 2013-14 academic year.
Sixty percent of the students achieved a 2 on all areas of the rubric, which reflects a
twenty seven percent improvement rate. The areas of weakness are in sustainability
of the project and project time line. Students also demonstrated consistency in
establishing the goal and purpose of the project. This is the second academic year in
which this measure has been used and data suggest significant improvement
ACTION PLAN:
The instructor of the course will analyze the course content to determine how to
strengthen performance in the areas of sustainability and project time line. Faculty
will continue to collect data in order to complete a more comprehensive
longitudinal analysis.
Measure 2 (Rehabilitation)
Students will complete a comprehensive case study in which they provide effective
counselor responses to working with individuals with disabilities through the
development of a patient education module based upon evidence-based practice.
The instructor of COU 526 will utilize a faculty-designed rubric to access student
performance. The rubric is a three-point scale with ratings of target, acceptable and
unacceptable.
Criterion: Students will achieve a minimum score of 3 in all areas of the rubric
including: general presentation and comprehension of the subject.
Results
There were no students enrolled in this course during the 2013-14 academic year.