Comprehensive Assessment Plan for the WWU Mental Health Counseling (MHC) and School Counseling (SC) Programs Our comprehensive assessment plan includes both continuous and systematic overall program evaluation (e.g., mission statement, program objectives, curriculum, applicant/admissions procedures) and student learning evaluation with respect to specific knowledge and skill outcomes identified as integral by the programs and/or by CACREP. When possible and feasible, we incorporate a multi-pronged approach to the assessment of the most central elements of our program for comprehensiveness and use multiple raters for reliability. In addition, when evaluating student, we utilize a balance of well-established global measures (e.g., graduation rates, licensure exam pass rates) and a host of specific and direct assessment tools (e.g., comprehensive exam, supervisor evaluations based on direct examination of student counseling, specific term papers) to ensure that expected knowledge and skill development has occurred. Most of our comprehensive assessment plan information is summarized in a comprehensive program evaluation report completed every 3 to 4 years and made available through our website for prospective students, current students, site supervisors, prospective employers of graduates, and the public at large. It is also disseminated directly via e-mail to counseling program faculty, affiliate faculty, the department chair, the dean of the college, and the provost of the university. Overall Program Evaluation: Evaluation Activity Primary Target(s) Frequency Source of Evaluation Source of Evidence Advisory Board mission statement, program objectives,, curriculum, applications/admissions MHC: annually SC: quarterly Employer Survey every 4 years (next is 2016) Internship Supervisor Survey Alumni Survey professional identity employment status every 4 years (next is 2016) every 4 years (next is 2016) advisory council (comprised of graduates, professionals from the community, members of affiliated organizations, counseling faculty) employers/supervisors of recent graduates internship supervisors of recent graduates alumni of program meeting minutes electronic survey responses, program evaluation report electronic survey responses, program evaluation report electronic survey responses, program evaluation report
Exit Survey Vital Statistics Survey Counseling Faculty Meetings Course Evaluations National Counselor Examination (NCE) technology professional identity application/admissions, retention/graduation rates, licensure exam pass rates, graduate job placement rate, student demographics, faculty demographics mission statement, program objectives,, curriculum, application/admissions, retention/graduation rates, review of student progress, overall program evaluation quality of instruction, learning outcomes annually graduates of program electronic survey responses, annual summary report, program evaluation report annually quarterly + as needed (in 2013/14 we had 6 meetings) quarterly, at the end of each course taken counseling faculty, graduates of program, currently enrolled students counseling faculty currently enrolled students annually National Board for Certified Counselors (NBCC) and NCE Coordinator electronic survey responses meeting minutes Aggregated numerical ratings, narrative student feedback report from NBCC
Student Learning Outcomes Evaluation: Stage Evaluation Activity Primary Target(s) Frequency Source of Evaluation Source of Evidence Initial (Admissions) application review interpersonal abilities; aptitude for graduate study; suitability of career goals; relevant experience; match for program mission, objectives, and characteristics annually counseling faculty baccalaureate degree, English language proficiency, GPA, GRE scores, questionnaire/essay, letters of recommendation, transcript of courses/grades (summarized on standardized applicant evaluation form) Initial (Admissions) applicant interview interpersonal abilities; aptitude for graduate study; suitability of career goals; relevant experience, match for program mission, objectives, and characteristics annually counseling faculty standardized interview protocol and rating form During (Formative) During (Formative) successful completion of practicum course successful completion of internship course twice per year (end of winter and spring quarters) thrice per year (end of fall, winter and spring quarters) counseling faculty, affiliate faculty, adjunct faculty counseling faculty, site supervisor self-evaluation standardized practicum evaluation form, grade given to student standardized faculty evaluation form, standardized site supervisor evaluation form, standardized self-evaluation forms, grade given to student
During (Formative) Concluding (Summative) End (Summative) Course-specific assessments of CACREP knowledge and skill outcomes comprehensive examination exit survey multiple times per quarter for each course counseling faculty, adjunct faculty, affiliate faculty various assignments, exams, quizzes, presentations, etc. (see marking rubrics and grades on individual assessments) annually counseling faculty score reports (two faculty per student question), meeting minutes professional identity, annually graduated students electronic survey responses, professional affiliations, licensures/certifications Recent Program Modifications in Response to Comprehensive Assessment Plan Feedback Issue Issue # 1 More content related to emergency management and crisis intervention For MH, SC, or Both Programs Both Response/Steps A. In 2013, the counseling faculty reviewed overall curriculum and additional course content was added to PSY 502, 542, 551, 567, 570, and 670 for the 2012/13 year and again for 2013/14 year. Outcome Ratings on emergency/crisis management etc. on 2013 graduate exit survey were not sufficiently improved so we added a high profile guest speaker to the curriculum in 2014. B. In 2014, we additionally brought in in a guest speaker (the WWU Suicide Prevention Coordinator) to PSY 570 (practicum). We have also created a new course called Evidence-Based Practice in Emergency Management/Crisis Intervention and Substance Abuse for 2015/16 admitted students.
2 More integration of multicultural awareness into classes and an earlier program emphasis on the topic (students take a standalone Multicultural Counseling course in their last quarter of the program). Both A. Called a special meeting of counseling students in Spring 2012 to discuss their experiences and seek their specific recommendations. B. In 2013, All core counseling faculty agreed to review their syllabi and incorporate or add additional multicultural/diversity content into each class that they teach. Improved ratings on diversity/multicultural items on 2013 graduate exit survey. Counseling faculty reported satisfaction with multicultural training. C. Invited an external expert to conduct a multicultural awareness training workshop for all counseling faculty and affiliated faculty in Fall 2013. 3 Expansion of curriculum to include more information on addiction, addiction processes, and co-occurring disorders MH A. In 2013, the counseling faculty reviewed overall curriculum and additional course content was added to PSY 502, 542, 551, 570, and 670 for the 2012/13 year and again for 2013/14 year. The case conceptualization assignment for PSY 553 was modified so that students now apply a theory to a case with a client with substancerelated issues. Ratings on emergency/crisis management etc. on the 2013 graduate exit survey were not sufficiently improved so we added a specific class to the PSY 570 curriculum in 2014. We have also created a new course called Evidence-Based Practice in Emergency Management/Crisis Intervention and Substance Abuse for 2015/16 admitted students.
B. In 2014, a specific class on substance abuse was added to PSY 570 (Practicum). 4 Making Developmental Psychology course more directly relevant to counseling Both A. For 2013/2014, we switched instructors and also worked with the new instructor to incorporate more counseling-related material into the course. The new instructor has also been invited to attend and has attended two counseling program meetings in 2013/14 to further orient her to the counseling profession. Outcome will be assessed with the 2014 and 2015 annual graduate exit survey. B. For 2014/15, we will be moving the Developmental Psychology course from second year into first year (and before they take the more advanced course of Developmental Psychopathology) to make sure basic concepts are covered before advanced topics, which we expect will favorably affect their learning and satisfaction. 5 Making Social Psychology course more directly relevant to mental health counseling MH A. In 2012/13, we switched instructors and also worked with the new instructor to incorporate Outcome will be assessed with the 2014 and 2015 annual graduate exit survey.
more counseling-related material into the course. 6 More content on Peer Programming and Peer Interventions for School Counselors SC A. Content on peer programs was added in PSY 556 (Role of the School Counselor) course in 2013. B. In 2014, an additional reading on peer programs was added to PSY 556 (Watcher, Minton, & Clemens, 2008) and students were asked to include an example of a peer program/intervention in their final project. Outcome will be assessed with the 2014 and 2015 annual graduate exit survey. 7 More school-based experiences prior to internship SC A. In the fall of 2013, the SC Program first partnered with Washington Elementary in Mount Vernon, WA to involve 1 st year students in a playground intervention. Based on current agreements in place, this will be an ongoing activity for at least the next five years. Students obtained training in the Peaceful Playgrounds curriculum and spent a total of 8 hours on site over three days to interact with K- 6 students and school staff. Outcome will be assessed with the 2014 and 2015 annual graduate exit survey. Additionally, the SC Advisory Board will continue to brainstorm opportunities to add more schoolbased experiences and better prepare students for internship during one of the 2014 or 2015 meetings.
B. During the practicum course (PSY 570), student counselors working with students are now explicitly encouraged to conduct a classroom observation or meeting with a teacher as needed and appropriate to serve the best interests of the client.