Assessment Report
College of Education and Human Services, Department of Human Services
Graduate Programs
July 1, 2011-June 30, 2012
PROGRAMS ASSESSED: Clinical Mental Health Counseling, M.S.; M.A.; Marriage and Family Counseling,
M.S.; M.A.; Rehabilitation Counseling, M.R.C.; School Counseling, M.Ed; Business, Organizational
Management Counseling, M.S.; M.A.
ASSESSMENT COORDINATOR: Stephen Fortson, Chair; Tammy Kahrig, Director of Assessment and
Accreditation
ASSESSMENT MEASURES EMPLOYED
All of the graduate programs in the Department of Human Services are aligned with the licensure
requirements for the state of Ohio (the Ohio Counselor, Social Worker, and Marriage & Family Therapy
Board or the Ohio Department of Education). The Rehabilitation Counseling program is nationally
accredited by the Council on Rehabilitation Education (CORE) through 2019. The Clinical Mental Health
Counseling and School Counseling programs completed their re-accreditation site visit in 2012 and are
nationally accredited by the Council for Accreditation of Counseling & Related Educational Programs
(CACREP) through 2014.
The graduate programs in Human Services employ a number of direct and indirect measures to assess
student learning and ensure that students attain the competencies necessary for meeting the state and
national standards for the profession.
Direct Measures include:
a. Student Academic Portfolio
b. National Counselor Examination (NCE) for licensure
c. Praxis II Licensure Examination (School Counseling only)
d. Program Gateway Evaluation
Indirect Measures include:
a. Curriculum Feedback Surveys
b. Program Completer/Alumni Survey
c. Site Supervisor Surveys
d. Employer 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. The Student Academic Portfolio assesses the key content knowledge, pedagogical content
knowledge, technology, emotional intelligence, professionalism, and diversity competencies for
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each program. Data indicate that the majority of students achieve the target or acceptable
scores on the rubrics.
The National Counselor Examination assesses the knowledge, skills, and abilities viewed as
important for providing effective counseling services, including
a. Human Growth and Development
b. Social and Cultural Foundations
c. Helping Relationships
d. Group Work
e. Career and Lifestyle Development
f. Appraisal
g. Research and Program Evaluation
h. Professional Orientation & Ethics
i. Fundamentals of Counseling
j. Assessment and Career Counseling
k. Group Counseling
l. Programmatic and Clinical Intervention
m. Professional Practice Issues
The pass rate for graduates was 27/28 or 96%.
The Praxis II examination for Professional School Counselor measures whether entry-level
school counselors have the standards-relevant knowledge, skills, and abilities believed necessary
for competent professional practice, including foundations, delivery of services, management,
and accountability. The pass rate for graduates was 100%.
The Program Gateway Evaluation is used to determine whether or not students have acquired
the minimum knowledge, skills, and abilities necessary to participate in the field through
practicum. Students not meeting the gateways are provided with supplemental instruction or
coaching and their entry to the field is delayed until the gateway thresholds are met.
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.
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=7).
Data from the site supervisor and employer surveys indicate that site supervisors and employers
perceive that students/graduates are achieving satisfactory levels of competency in the key
knowledge, skills, and abilities for their programs.
ACTIONS/RESPONSE TO ASSESSMENT FINDINGS
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
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4. Seek input from the Advisory Board
ASSESSMENT ACTIVITIES FOR COMING YEAR
 Due to the state and national standards that impact the Human Services graduate programs, all
of our learning outcomes are assessed annually through the measures described above.
 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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