Standard 4 Exhibit 3
School Counseling
Admission Diversity Assessment and Data Summary
Applicants to the school counseling graduate program are assessed for attitudes and behaviors related to diversity. The
Oral Interview Rubric below includes the diversity assessment for the group interview. The School Counseling Program
also assesses attitudes toward Diversity by assessing the dispositions of All Children Can Learn and Fairness at the
admission interview. The Dispositions Rubric is below the Oral Interview Rubric.
The Data Summary for Standard 4-Diversity for admission to the school counseling graduate program is aggregated by
the two campuses where the University of Dayton offers the School Counseling Graduate program: Dayton and Capital.
The data summary for the two campuses can be found after the rubrics in this exhibit.
Oral Interview Rubric
for the Admission Group Interview
School Counseling Graduate Program, University Of Dayton
Evaluation of Interview
Interpersonal Relationship
Skills
Communication Skills
Communication Skills
Emotional Stability
Unacceptable
1 points
Was rude/inconsiderate, talked
over people, was reserved, had
little participation, or shared
too much personal information
Did not make eye contact with
others, made few contributions
to the discussion. Had trouble
expressing him/herself and
communicating thoughts
acceptable
2 points
Was polite and participated in a
give-and-take exchange
did not stay on topic, made
comments that were not
relevant to the discussion,
made comments that were
inappropriate or unrelated or
avoided making comments
was negative, pessimistic,
hostile, rude, agitated, overly
shy, inhibited, depressed,
needy, excessively nervous, or
anxious
stayed on topic in discussion,
comments were relevant and
appropriate to the topic
made eye contact with others
and engaged in discussion.
Had no trouble expressing
him/herself and
communicating thoughts
Understanding of Schools &
the school counselors role
does not have an understanding
of schools and the school
counselors role
was kind, considerate,
comfortable and did not
display any indications of
emotional instability. May
have minor signs of
nervousness expected with any
interview
displays a preliminary
understanding of schools and
the school counselors role
Diversity
does not show a concern for at
risk, marginalized, poverty
level, failing, and/or minority
student issues and success
has a concern for at risk,
marginalized, poverty level,
failing, and/or minority student
issues and success
Average of All Sections
below 2.0
2.0 – 2.4
Target
3 points
Was polite and took a
leadership role to facilitate
discussion in a give-and-take
exchange
made eye contact with others,
engaged in and initiated
discussion. Expressed
him/herself with complete ease
and communicating thoughts
readily
stayed on topic in discussion,
comments were relevant and
appropriate to the topic,
introduced new ideas that were
in line with the thread of the
discussion
was kind, completely
comfortable, relaxed with no
signs of nervousness, and did
not display any indicators of
emotional instability
has experience in school,
understands the school
counselors role, has worked
with school counselors in a
professional setting
has a concern for at risk,
marginalized, poverty level,
failing, and/or minority student
issues and success. Has ideas
or plans for approaching
diverse populations
2.5 – 3.0
Dispositions Rubric
for the Admission Group Interview
School Counseling Graduate Program, University Of Dayton
Evaluation
Domains
Unacceptable
1-point
Acceptable
2-points
Target
3-points
A. Dispositions:
during the interview, in
speaking, writing and action, the
applicant DID NOT
demonstrate the dispositions that
all children can learn AND
fairness (positive regard,
equality, concern and respect for
all children)
during the interview, in
speaking, writing and action, the
applicant DID demonstrate the
dispositions that all children can
learn AND fairness (positive
regard, equality, concern and
respect for all children)
during the interview, in speaking,
writing and action, the applicant DID
demonstrate the dispositions that all
children can learn AND fairness
(positive regard, equality, concern and
respect for all children); further, the
applicant has a record of being an
advocate for at-risk, or ESL children, or
for children with disabilities
1. All Children Can
Learn
and
2. Fairness
Data Summary
The Data for Standard 4-Diversity for admission to the school counseling graduate program is aggregated by the
two campuses where the University of Dayton offers the School Counseling graduate program: Dayton Campus
and Capital Campus. The specific Diversity item from the Oral Interview Rubric above is included in the
Assessment level titled: “Level One Composite Score: GPA, recommendation letters, oral communication
skills, writing skills, dispositions” for each campus.
The School Counseling Program also assesses attitudes toward Diversity by assessing the dispositions of All
Children Can Learn and Fairness at the admission interview. The data summary for each campus can be found
in the assessment level titled: “Level One Admission Assessment: Dispositions- All Children Can Learn and
Fairness” section for each table below.
DAYTON CAMPUS
LEVEL ONE DATA SUMMARY TABLE – Admission
For School Counseling Masters Degree Candidates
% of Candidates
w/ Acceptable
Score
% of Candidates
w/ Target Score
0%
n= 0
100 %
n= 9
0%
n= 0
Data were in line with
faculty expectations and
standards.
This was
discussed in
Counselor
Education
program
meetings.
It was determined that no
changes were needed at this
level
2007
0%
100 %
0%
Data were in line with
This was
It was determined that no
Solution
% of Candidates
w/ Unacceptable
Score
2006
How the problem
was addressed
Graduation Year
Level One
Admission
Assessment:
DispositionsAll Children
Can Learn and
Fairness
Problems
Assessment Level
Candidates Are Assessed Five Times: Level 1: Admission; Level 2: Pre-Practicum, Level 3: Pre-Internship, Level 4: Exit from
Internship, and Level 5: Program Completion
Level One
Composite
Score:
GPA, rec.
letters, oral
communication
skills, writing
skills,
dispositions
n=0
n = 12
n=0
faculty expectations and
standards.
discussed in
Counselor
Education
program
meetings.
This was
discussed in
Counselor
Education
program
meetings.
This was
discussed in
Counselor
Education
program
meetings.
changes were needed at this
level
2008
0%
n=0
100 %
n = 22
0%
n=0
Faculty determined that
disposition standards
were informal and
lacked objective criteria
2006
0%
n= 0
100 %
n= 9
0%
n= 0
Data from 2006 were in
line with faculty
expectations and
standards.
2007
0%
n=0
100 %
n = 12
0%
n=0
In 2007, the faculty
became concerned when
they saw a significant
difference between the
writing skills
demonstrated in several
application essays and
the writing skills the
candidates demonstrated
in their first courses
after acceptance. There
was concern that
applicants were getting
help to write their
application essays and
thus the essay did not
reflect the applicant’s
true writing abilities.
This was
discussed in
Counselor
Education
program
meetings.
The solution was to remove
the application online essay
and replace it with an
extemporaneous essay
completed by applicants
invited to the group
interview. The new
extemporaneous essay
addresses the disposition “all
children can learn.”
Currently, the writing skills
demonstrated in the
extemporaneous essays are
reflected in the candidates’
first courses after acceptance.
2008
0%
n=0
100 %
n = 22
0%
n=0
Faculty determined that
level one standards for
the Oral Interview and
Extemporaneous Essay
lacked objective criteria
This was
discussed in
Counselor
Education
program
meetings.
It was determined that Oral
Interview and
Extemporaneous Essay
Rubrics would be
implemented in Spring
Semester 2009
It was determined that a
Disposition Rubric would be
implemented beginning
Spring Semester 2009
(Rubric B)
It was determined that no
changes were needed at this
level
CAPITAL CAMPUS
LEVEL ONE DATA SUMMARY TABLE – Admission
For School Counseling Masters Degree Candidates
% of Candidates
w/ Acceptable Score
% of Candidates
w/ Target Score
0%
n=0
100 %
n= 26
0%
n=0
Data were in line with
faculty expectations and
standards.
This was
discussed in
Counselor
Education
program
meetings.
It was determined that no
changes were needed at this
level
2007
0%
n=0
100 %
n = 34
0%
n=0
Data were in line with
faculty expectations and
standards.
It was determined that no
changes were needed at this
level
2008
0%
n=0
100 %
n = 47
0%
n=0
Faculty determined that
disposition evaluation
standards were informal
and lacked objective
criteria
2006
0%
n=0
100 %
n= 26
0%
n=0
Data from 2006 were in
line with faculty
expectations and
standards.
This was
discussed in
Counselor
Education
program
meetings.
This was
discussed in
Counselor
Education
program
meetings.
This was
discussed in
Counselor
Education
program
meetings.
2007
0%
n=0
100 %
n = 36
0%
n=0
In 2007, the faculty
became concerned when
they saw a significant
difference between the
writing skills
demonstrated in several
application essays and
the writing skills the
candidates demonstrated
in their first courses
after acceptance. There
was concern that
applicants were getting
help to write their
application essays and
This was
discussed in
Counselor
Education
program
meetings.
The solution was to remove
the application online essay
and replace it with an
extemporaneous essay
completed by applicants
invited to the group
interview. The new
extemporaneous essay
addresses the disposition “all
children can learn.”
Currently, the writing skills
demonstrated in the
extemporaneous essays are
reflected in the candidates’
first courses after acceptance.
Level One
Composite
Score:
GPA, rec.
letters, oral
communication
skills, writing
skills,
dispositions
Solution
% of Candidates
w/ Unacceptable
Score
2006
How the problem
was addressed
Graduation Year
Level One
Admission
Assessment:
DispositionsAll Children
Can Learn and
Fairness
Problems
Assessment Level
Candidates Are Assessed Five Times: Level 1: Admission; Level 2: Pre-Practicum, Level 3: Pre-Internship, Level 4: Exit from
Internship, and Level 5: Program Completion
It was determined that a
Disposition Rubric would be
implemented beginning
Spring Semester 2009
It was determined that no
changes were needed at this
level
thus the essay did not
reflect the applicant’s
true writing abilities.
2008
0%
n=0
100 %
n = 47
0%
n=0
Faculty determined that
level one standards for
the Oral Interview and
Extemporaneous Essay
lacked objective
evaluation criteria
This was
discussed in
Counselor
Education
program
meetings.
It was determined that Oral
Interview and
Extemporaneous Essay
Rubrics would be
implemented in Spring
Semester 2009