ACCOUNTABILITY REPORT FOR 2012-2013 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 2012-2013
Clinical Mental Health (CMH) – 7
School (SCH) – 4
Rehabilitation (RHB) 6
History CMH
SCH
RHB
Target
6
4
6
Acceptable
1
0
0
Unacceptable
0
0
0
Philosophy CMH
SCH
RHB
6
4
6
1
0
0
0
0
0
Ethics
Prof. Identity
CMH
SCH
RHB
CMH
SCH
RHB
Counseling Relationships CMH
Writing
SCH
RHB
CMH
SCH
RHB
6
4
6
6
4
6
6
4
5
7
6
6
1
0
0
1
0
1
1
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0

Discussion of Results:
All students in all programs (n=16) were able to articulate an accurate and appropriate counseling philosophy based upon the CACREP Standards. In the
Clinical Mental Health Counseling and Rehabilitation Counseling programs, all but one student (CMH – 14%, RHB – 16%) scored in the target range on all elements of the rubric. In the School Counseling program, 100% scored in the target range on all elements of the rubric. These scores are indicative of exceptional mastery of the philosophy of the Counseling profession. Students were able to demonstrate exceptional writing skills on a research paper. This is the first academic year in which this measure has been used. Therefore, no longitudinal data is available.
ACTION PLAN:
This is the first 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 and assess trends in student achievement.
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 2012-2013
Clinical Mental Health (CMH) – 7
School (SCH) – 4
Rehabilitation (RHB) 6
Topic
Audience
CMH
SCH
RHB
CMH
SCH
RHB
Target
7
4
6
7
4
6
Acceptable Unacceptable
0 0
0
0
0
0
0
0
0
0
0
0
Presentation CMH
SCH
Writing
RHB
CMH
SCH
5
3
4
5
2
2
1
0
1
1
0
0
2
1
1

RHB 3 1 2
Discussion of Results:
A total of 16 students were enrolled in COU 520 during the 2012-13 academic period. The enrollment by program included 7 Clinical Mental Health Counseling students, 4 School Counseling students, and 6 Rehabilitation Counseling students.
All 16 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=11) were able to present an acceptable argument related to the identified advocacy issue, with 8 achieving a target scores and 3 receiving an acceptable score. Four (67%) of the Rehabilitation Counseling students achieved a target score on the presentation of the issue and two (33%) received an unacceptable score. In the writing section, thirteen students (81%) of the students
(6 – CMH, 2 – SCH, and 4 – RHB) achieved an acceptable or target scores. Four
(19%) of the students (1 – CMH, 1 – SCH, and 2 RHB), received unacceptable scores.
These results indicate all students are aware of current advocacy issues in the counseling field and are able to correctly identify decision makers related to public policy. Rehabilitation Counseling students need to be monitored to determine whether the ability to articulate advocacy positions is a trend. Students were able to demonstrate acceptable writing skills in Measure 1 – Counseling Philosophy Paper.
Additional instruction is needed in how to write a professional letter. This is the first academic year in which this measure has been used. Therefore, no longitudinal data is available.
ACTION PLAN:
Faculty will monitor RHB students to determine whether the ability to articulate advocacy positions is a trend. The instructor of COU 520 will create a module to address how to write a professional letter. This is the first 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 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 2012-13
CMH – 8
SCH – 6
RHB – 1
Measure 1 – Introspective Journals
Stage
Analysis
CMH
SCH
RHB
CMH
Target
8
8
1
6
Acceptable
0
0
0
2
Unacceptable
0
0
0
0
SCH
RHB
Application CMH
SCH
3
0
6
3
3
1
2
3
0
0
0
0
RHB 0 1 0
Discussion of results:
All Counseling students who were enrolled in COU 585 during the 2012-13 academic year (n=16) 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 were 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, 75% (n=6) achieved a target score in all areas of the rubric. Target scores were achieved by 50% (n=3) of the SCH students.
Given that only one RHB student was enrolled during the year, this data may not be an indication of the students in the program and longitudinal data will need to be analyzed in future years. This is the first academic year in which this measure has been used. Therefore, no longitudinal data is available.
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. This is the first 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 – 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
CMH
SCH
RHB
CMH
SCH
RHB
Target
8
6
1
4
5
1
Acceptable
0
0
0
3
1
0
Unacceptable
0
0
0
1
0
0
Human Beh CMH
SCH
RHB
Self-concept CMH
SCH
RHB
Normal Dev CMH
3
5
1
3
4
1
3
4
1
0
4
2
0
4
1
0
0
1
0
0
1
Crises
SCH
RHB
CMH
SCH
5
1
2
4
1
0
5
2
0
0
1
0
RHB 1 0 0
Discussion of results:
A total of 15 Counseling students were enrolled in COU 585 during the 2012-13 academic year. The enrollment by program included 8 CMH students, 6 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. Ninety-three percent (n=14) 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 25% (n=2)

of the CHM students, 67% (n=4) of the SCH students, and 100% (n=1) of the RHB students. One CMH student received an unacceptable rating in 5 of the 6 rubric areas. 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 is the first academic year in which this measure has been used. Therefore, no longitudinal data is available.
Due to the confidential nature of personal information shared in the papers, examples of student work cannot be shared for this measure.
ACTION PLAN:
This is the first 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. 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 2012-2013
Clinical Mental Health (CMH) – 6
School (SCH) – 11
Rehabilitation (RHB) 4
Measure 1 – Overall mastery of counseling skills
CMH
SCH
RHB
Target
3
0
1
Acceptable
3
9
3
Unacceptable
0
2
0
Discussion of Results:
The total enrollment in COU 533 during the 2012-13 academic year was 21, with 6
CMH students, 11 SCH students, and 4 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. All CMH and RHB students
(n=10) achieved the mastery criteria for this assessment measure. Seventy-eight percent (n=9) of the SCH students achieved the mastery criteria. This measure indicates that the majority (90%, n=19) of students are able to demonstrate the microskills required to successfully engage in a helping relationship with clients.
The two students who were unsuccessful during the spring semester repeated the course during the summer session under another professor. The remediation plan was successful and both students were able to demonstrate mastery of the skills taught in the course. The data for the 2012-13 academic year is consistent with longitudinal data collected over the past 3 years.
ACTION PLAN:
The two students who were unsuccessful were given a remediation plan that required repeating the course under another professor and have successfully demonstrated mastery. One of the students was also required to take Pre-Practicum to further refine her skills. The assessment measure has consistently demonstrated successful student outcomes. For the 2013-14 academic year, the rubric data will be disaggregated to analyze mastery of the individual skills rather than reporting the cumulative score. Based upon student feedback, an observation requirement will be included in COU 520 in order to provide students with a stronger framework of the counseling process prior to enrollment in COU 533.
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
Measure 2 – COU 594 Video
COU 594 enrollment totals for 2012-13
CMH – 6
SCH – 7
RHB – 1
Identify Problem CMH
Therapeutic Relationship
SCH
RHB
CMH
SCH
3
5
6
1
5
6
2
1
1
0
1
1
1
0
0
0
0
0

Treatment Plan
Interventions
RHB
CMH
SCH
RHB
CMH
SCH
RHB
0
5
4
0
3
4
0
1
1
3
1
3
3
1
0
0
0
0
0
0
0
Discussion of results:
The total enrollment in COU 594 during the 2012-13 academic year was 14, with 6
CMH students, 7 SCH students, and 1 RHB student. The assessment is an indication of the students ability to identify client problems, establish a therapeutic relationship, determine an appropriate treatment plan and evidence-based intervention strategies. Through the practicum experience, the students have demonstrated the ability to engage with clients in a manner that facilitates client improvement. The rubric for this assessment measure was self designed by the instructor of the course . The criterion of receiving a minimum rating of 2 in all areas of the professor-designed rubric was met by 100% of the students in all programs.
The strongest area on the rubric was identification of the problem with 86% of the students achieving a rating of 3 in that area. The therapeutic relationship area was also strong with 79% of the students receiving a rating of 3. While all results are positive, it appears that interventions is the area in which fewer students are excelling. This is the first academic year in which this scale of measurement has been used. Previous data utilized a 5-point scale. However, the results are consistently with longitudinal data in which all students met the established criteria for success.
ACTION PLAN:
Faculty will continue to collect data in order to complete a longitudinal analysis of student achievement. 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 2012-13
CMH – 2
SCH – 5
RHB – 3
Content/Organization CMH
Readability/Style
Mechanics
SCH
RHB
CMH
SCH
RHB
CMH
SCH
RHB
3
2
1
2
1
2
1
1
1
0
2
0
3
1
1
3
2
1
3
3
1
0
1
0
0
0
0
0
1
0
Discussion of results:
The total enrollment for COU 559 during the 2012-13 academic year was 10, which includes 2 CMH students, 5 SCH students, and 3 RHB students. The aggregate results indicate 90% of the students met the criterion of a 2 on all areas of the professordesigned rubric. The disaggregated data reveals 100% of CMH and RHB students met the criterion, as did 80% of SCH students. One SCH student received a rating of
1 on content/organization and mechanics. 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 first academic year in which this measure has been used. Therefore, no longitudinal data is available.
ACTION PLAN:
This is the first 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. The instructor of the course will work individually with the student who was unsuccessful to ensure mastery of this objective.
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 2012-13
CMH – 8
SCH – 12
RHB – 0
Formulation of Problem CMH
SCH
RHB
Diagnosis CMH
SCH
Developmental Context
Therapeutic Process
RHB
CMH
SCH
RHB
CMH
SCH
RHB
3
6
9
0
7
7
0
3
8
0
1
4
0
2
2
3
0
1
5
0
5
4
0
7
8
0
1
0
0
0
0
0
0
0
0
0
0
0
0
Treatment Plan CMH
SCH
RHB
7
10
0
1
2
0
0
0
0
Discussion of Results:
The total enrollment in COU 591 for the 2012-13 academic year was 20 students, which includes 8 CMH students and 12 SCH students. No RHB students were enrolled in this course during this academic year. The aggregated and disaggregated data both indicate that 100% of students met the criterion of achieving a rating of 2 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. SCH students appear to have a stronger foundation in understanding the developmental context than do CMH students. This is the first academic year in which this measure has been used. Therefore, no longitudinal data is available.
ACTION PLAN:
Additional emphasis will be placed within the course content on the therapeutic process. This is the first 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 2012-13
CMH – 8
SCH – 7
RHB – 5
Measure 1 – Research Proposal (All programs)
Purpose/Focus CMH
SCH
RHB
4
1
3
1
3
7
3
3
2
0
1
0
1
0
0
1
Dev of Ideas
Reference
Analysis
CMH
SCH
RHB
CMH
SCH
RHB
CMH
4
4
1
3
3
1
2
4
1
2
5
2
3
6
0
1
1
0
2
1
0
0
1
1
0
0
0
0
Participants
Language
RHB
Grammar/Formatting CMH
Discussion of results:
SCH
RHB
SCH
RHB
CMH
SCH
RHB
CMH
SCH
2
1
2
4
1
3
3
1
3
2
1
4
2
6
1
3
5
3
2
5
4
2
0
2
0
2
1
0
1
2
0
1
2
1
0
0
0
0
0
0
0
0
0
0

The total enrollment in COU 541 for the 2012-13 academic year was 20 students, with 8 CMH students, 7 SCH students, and 5 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. Of the CMH students, 100% (n=8) met the criteria of a minimum score of 3 on all areas of the rubric. Seventy-one percent (n=5) of the SCH students and 60% (n=3) of the RHB students met the required mastery criteria. The area of the rubric with the highest percentage of non-mastery was development of ideas with 20% of the students receiving a 2 or below. Only one student did not master the area of purpose/focus.
Fifteen percent of the students did not master the other 5 areas of the rubric. This is the first academic year in which this measure has been used. Therefore, no longitudinal data is available.
ACTION PLAN:
The instructor has identified elements that demand strengthening within the context of the curriculum to garner greater success. The elements of weakness can be emphasized with additional practice and examples to help develop successful students. Special attention will be given to collecting longitudinal data to determine if the results from the 2012-13 academic year are a trend.
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 2012-13
SCH – 7 (This course is specific to this major)
Identification of Problem
Target
4
Acceptable
3
Unacceptable
0

Review of Literature
Methodology of Intervention
Data Analysis
Discussion of results
2
3
5
6
5
4
2
1
0
0
0
0
Discussion of results:
There were 7 SCH students enrolled in COU 534 during the 2012-13 academic year.
This course is specific to School Counseling majors only. Of the 7 students, 100% 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. Students were able to complete a review of literature in order to identify an evidenced based practice, develop an intervention, and analyze post intervention data. Not all student projects had a positive impact on the identified issue; however, students were able to make that determination based upon the analysis of the data. The results of this measure indicate pre-service School Counselors are 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 first academic year in which this measure has been used.
Therefore, no longitudinal data is available.
ACTION PLAN:
This is the first 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 (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 2012-13
CMH – 6 (This course is specific to this major)
Project Goal
Project Purpose
Project Design
Project Time Line
Detailed Budget
3
6
5
4
4
2
2
0
1
2
2
2
1
0
0
0
0
2
Sustainability
Grant Guidelines
0
3
2
3
4
0
Oral Presentation 3 3 0
Discussion of Results:
There were 6 CMH students enrolled in COU 539 during the 2012-13 academic year.
Thirty-three percent of the students achieved a 2 on all areas of the rubric. The major area of weakness is on sustainability of the project. Developing a budget is also a lower area than the other domains of the project. Students demonstrated exemplary skills in establish the goal and purpose of the project. This is the first academic year in which this measure has been used. Therefore, no longitudinal data is available.
ACTION PLAN:
The instructor of the course will analyze the course content to determine how to strengthen performance in the areas of sustainability and development of budgets.
This is the first 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 (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
Measure 2 –Patient Education Module (RHB)
COU 526 enrollment totals for 2012-13

RHB – 3 (This course is specific to this major)
General Presentation
Target
2
Acceptable Unacceptable
1 0
Comprehension 2 1 0
Discussion of results:
There were 3 Rehabilitation Counseling students enrolled in COU 526 during the
2012-13 academic year. This course is specific to Rehabilitation Counseling majors only. Of the 3 students, 100% received acceptable or above ratings in all areas of the rubric. Students were able to complete a review of literature in order to identify the description of specific disorder to include pertinent definitions and acronyms, historical context if applicable, and prevalence in population. The research efforts also covered other pertinent aspects of the case study including psychosocial and vocational implications of the disorder.
The results of this measure indicate pre-service Rehabilitation Counselors are able to demonstrate mastery of the knowledge and skills necessary to design and implement client education through evidenced based information and knowledge based assessments. This is the first academic year in which this measure has been used. Therefore, no longitudinal data is available.
ACTION PLAN:
This is the first 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.