Assessment Report
College of Education and Human Services, Department of Human Services
Undergraduate Programs
July 1, 2011-June 30, 2012
PROGRAMS ASSESSED: Rehabilitation Services, B.S.; Sign Language Interpreting, B.S.
ASSESSMENT COORDINATOR: Stephen Fortson, Chair; Tammy Kahrig, Director of Assessment and
Accreditation
ASSESSMENT MEASURES EMPLOYED
The Rehabilitation Services program is aligned with the Council on Rehabilitation Education’s (CORE) standards for undergraduate programs in rehabilitation services and disability studies and has been
CORE recognized since 2003 and accredited since the CORE Commission on Undergraduate Standards and Accreditation began accrediting programs in 2011. The Sign Language Interpreting program is aligned with the Commission on Collegiate Interpreter Education (CCIE) standards (but not currently
CCIE accredited).
The undergraduate programs in Human Services employ a number of measures to assess student learning and ensure that students attain the competencies necessary for meeting the national standards for the professions.
Measures include: a.
Key Assignments b.
Curriculum Feedback Surveys c.
Program Completer/Alumni Survey
All faculty in the college receive a USB drive that contains data for their program that is compiled in the
CEHS Dean’s Office (e.g. program completer survey, portfolio if using the electronic portfolio system,
Tk20). Faculty are encouraged to review and discuss assessment data with other faculty in their program to determine actions. Program directors are asked to complete an annual assessment report in which they reflect on their assessment findings and identify actions to be taken based on assessment findings as well as any changes they plan to make in their assessment process (e.g. modifications in rubrics, changes in key assessments, modifications to transition points/gateways, changes in portfolio, etc.).
ASSESSMENT FINDINGS
1.
Key assignments in the Sign Language Interpreting program are designed to assess the knowledge, skills, and perspectives students need to gain in order to enter the field of professional interpreting as outlined in the CCIE standards. Key assignments in the
Rehabilitation Services program are designed to assess the content knowledge and skills needed by bachelor’s level professionals who work with individuals who have disabilities as described in the CORE standards (C1-C7).
2.
Curriculum Feedback Surveys are administered at the conclusion of each course. Instructors use the feedback to identify areas of strength and areas of opportunity and make modifications at the course level.

3.
The Program Completer/Alumni survey indicates that students perceive that they have acquired the key content knowledge, pedagogical content knowledge, technology, emotional intelligence, professionalism, and diversity competencies for their program (majority rate each as “strong” or
“adequate”). The limitation of this data, however, is the poor response rate to the survey (n=6).
ACTIONS/RESPONSE TO ASSESSMENT FINDINGS
In response to findings from key assignments in the Sign Language Interpreting program, the program is taking the following actions:
1.
Explore the development of an experiential component.
2.
A digital language lab was added, and is soon to be updated, allowing students to record their signing samples and voice interpreting work.
3.
A skills development class has been added for students who want to earn a bachelor’s degree, but who have skills in one particular area of interpreting that need improvement before they would be successful in the other SLI skills based courses. Observation of some student work through the past few years has highlighted areas that need enhancement for some of the students. This course was developed in order to retain these students and encourage their continued growth.
Of particular concern to the department is the extremely low response rate to the program completer/alumni survey. In order to improve the response rates from students, a number of steps will be taken, including
1.
Discuss the importance of the survey in key classes, emphasizing how the survey is used to improve the program
2.
Explore online administration of the survey
3.
Consider revising the survey to minimize barriers to the survey
4.
Seek input from the Advisory Board
ASSESSMENT ACTIVITIES FOR COMING YEAR

Due to the national standards that impact the Human Services undergraduate programs, all of our learning outcomes are assessed annually through the measures described above. Additional measures being developed at this time include employer surveys and site supervisor surveys.

This year we also plan to conduct a thorough review of assessment practices and processes across the college to identify opportunities for improving and supporting meaningful assessment. We plan to review and potentially revise the CEHS Program Completer Survey, the
CEHS Summary of Program Review of Assessment Data form, and CEHS Employer Survey. We also plan to reformulate the college’s Unit Assessment Committee to further the aim of assessment as a means to improve student learning.
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