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Northwestern State University
Assessment of Counseling Program Objectives (2013-2014)
Objective Content Area NSU Comprehensive Exam Percentage NCE National Statistical
Summary (2012)
#1 Professional Functioning 79% 73%
#2 Multicultural/Cultural Contexts 77% 77%
#3 Human Growth/Development 62% 62%
#4 Career Development/Life Factors 77% 63%
#5 Counseling Process/Professional Orientation
78% 73%
#6 Group Counseling 70% 67%
#7 Assessment 64% 66%
#8 Research/Program Evaluation 66% 66%
#9 Field Experiences Student Overall Ratings - Excellent
#10 Professional Development At least two professional development opportunities were offered each semester.
Survey Data for AY 2013-2014 (COUN) Based on a 5 point scale
Objective Graduates Supervisors Employers
2013-2014 n=6
2013-2014 n=6
2013-2014 n=4
Objective 1 – understanding of professional functioning as a counselor 5.0 4.604 4.656
Objective 2 – understanding of the cultural context of relationships, issues, and trends in a multicultural society
5.0 4.634 4.7
Objective 3 – understanding of the nature and needs of persons at all developmental levels and in multicultural contexts
4.50 4.634 4.9
Objective 4 – understanding of the career development and related life factors 4.67 4.766 4.85
Objective 5 - understanding of the counseling process in a multicultural society 4.83 4.504 4.8
Objective 6 - understanding of the group purpose, development, dynamics, theories, methods, skills, and other group approaches in a multicultural society
4.33 4.790 4.938
Objective 7 - understanding of the individual and group approaches to assessment and evaluation in a multicultural society
4.50 4.798 4.9
Objective 8 - understanding of research methods, statistical analysis, needs assessment, and program evaluation
4.66 4.598 4.9
Objective 9 – to offer practicum/internship experiences and provide quality supervision
5.0 N/A N/A
Objective 10 – to offer professional development opportunities which directly contribute to the personal and professional growth of candidates
5.0 N/A N/A
Northwestern State University
Counseling Program – CMHC Concentration
Performance on Specialty Standards (2013-2014)
Students who are preparing to work as clinical mental health counselors will
demonstrate the professional knowledge, skills, and practices necessary to address
a wide variety of circumstances within the clinical mental health counseling
context. In addition to the common core curricular experiences outlined in Section
II.G, programs must provide evidence that student learning has occurred in the
following domains:
Various assessment strategies were used to provide evidence of student learning
for each of the Knowledge, Skills, and Practices standards related to each of the
six Clinical Mental Health Counseling domains. The standards have been
specified in the course objectives for each syllabi, along with the specific
assessment that evaluates learning. Assessment strategies providing both
formative and summative outcome data were selected to measure student
learning. Examples of these modes of formal assessment include:
1. Multiple-Choice Exams and Quizzes
2. Rubrics and Rating Scales
3. Research Papers and Reports
4. Visual Products (e.g., PowerPoint, Prezi, website design)
5. Role Play/Skill Demonstration
6. Journals
7. Formal Observation
8. Discussion Forums
9. Projects and Portfolios
10. Oral Presentations
11. Student Self-Assessment
FOUNDATIONS CMHC A.1 89%
CMHC A.2 90%
CMHC A.3 87%
CMHC A.4 89%
CMHC A.5 95%
CMHC A.6 95%
CMHC A.7 92%
CMHC A.8 92%
CMHC A.9 92%
CMHC A.10 83%
CMHC B.1 98%
CMHC B.2 95%
COUNSELING, PREVENTION, AND INTERVENTION CMHC C.1 87%
CMHC C.2 100%
CMHC C.3 90%
CMHC C.4 92%
CMHC C.5 87%
CMHC C.6 91%
CMHC C.7 100%
CMHC C.8 100%
CMHC C.9 100%
CMHC D.1 100%
CMHC D.2 88%
CMHC D.3 100%
CMHC D.4 100%
CMHC D.5 92%
CMHC D.6 98%
CMHC D.7 95%
CMHC D.8 96%
CMHC D.9 90%
DIVERSITY AND ADVOCACY CMHC E.1 95%
CMHC E.2 91%
CMHC E.3 100%
CMHC E.4 100%
CMHC E.5 97%
CMHC E.6 100%
CMHC F.1 100%
CMHC F.2 98%
CMHC F.3 100%
ASSESSMENT CMHC G.1 90%
CMHC G.2 100%
CMHC G.3 93%
CMHC G.4 98%
CMHC H.1 94%
CMHC H.2 100%
CMHC H.3 100%
CMHC H.4 100%
RESEARCH AND EVALUATION CMHC I.1 94%
CMHC I.2 92%
CMHC I.3 92%
CMHC J.1 88%
CMHC J.2 95%
CMHC J.3 95%
DIAGNOSIS CMHC K.1 93%
CMHC K.2 93%
CMHC K.3 93%
CMHC K.4 100%
CMHC K.5 93%
CMHC L.1 88%
CMHC L.2 88%
CMHC L.3 88%
Northwestern State University
Counseling Program – School Counseling Concentration
Performance on Specialty Standards (2013-2014)
Students who are preparing to work as school counselors will demonstrate the
professional knowledge, skills, and practices necessary to promote the
academic, career, and personal/social development of all K–12 students. In
addition to the common core curricular experiences outlined in Section II.G,
programs must provide evidence that student learning has occurred in the
following domains.
Various assessment strategies were used to provide evidence of student learning
for each of the Knowledge, Skills, and Practices standards related to each of the
eight School Counseling domains. The standards have been specified in the
course objectives for each syllabi, along with the specific assessment to evaluate
learning. Assessment strategies which provided both formative and summative
outcome data were selected to measure student learning. Examples of these
modes of formal assessment include:
1. Multiple-Choice Exams and Quizzes
2. Rubrics and Rating Scales
3. Research Papers and Reports
4. Visual Products (e.g., PowerPoint, Prezi, website design)
5. Role Play/Skill Demonstration
6. Journals
7. Formal Observation
8. Discussion Forums
9. Projects and Portfolios
10. Oral Presentations
11. Student Self-Assessment
FOUNDATIONS SC A.1 95%
SC A.2 93%
SC A.3 95%
SC A.4 95%
SC A.5 93%
SC A.6 96%
SC A.7 90%
SC B.1 97%
SC B.2 96%
COUNSELING, PREVENTION, AND INTERVENTION SC C.1 93%
SC C.2 94%
SC C.3 93%
SC C.4 95%
SC C.5 98%
SC C.6 89%
SC D.1 97%
SC D.2 98%
SC D.3 93%
SC D.4 97%
SC D.5 96%
DIVERSITY AND ADVOCACY SC E.1 95%
SC E.2 92%
SC E.3 93%
SC E.4 91%
SC F.1 98%
SC F.2 95%
SC F.3 92%
SC F.4 95%
ASSESSMENT SC G.1 92%
SC G.2 92%
SC G.3 93%
SC H.1 95%
SC H.2 93%
SC H.3 100%
SC H.4 97%
SC H.5 96%
RESEARCH AND EVALUATION SC I.1 94%
SC I.2 93%
SC I.3 93%
SC I.4 93%
SC I.5 94%
SC J.1 96%
SC J.2 96%
SC J.3 98%
ACADEMIC DEVELOPMENT SC K.1 96%
SC K.2 93%
SC K.3 93%
SC L.1 93%
SC L.2 95%
SC L.3 93%
COLLABORATION AND CONSULTATION SC M.1 92%
SC M.2 93%
SC M.3 94%
SC M.4 94%
SC M.5 94%
SC M.6 94%
SC M.7 89%
SC N.1 95%
SC N.2 100%
SC N.3 88%
SC N.4 95%
SC N.5 93%
LEADERSHIP SC O.1 96%
SC O.2 93%
SC O.3 92%
SC O.4 95%
SC O.5 93%
SC P.1 98%
SC P.2 98%
Counseling Program Advisory Board Meeting
July 22, 2014, Tuesday
11:45-1:00
Minutes
Attendees: Gerra Perkins, Aaron Edwards, Latoyia Pea, Caron Coleman, Anna-Kate Oglesby,
Danielle Jones, Rebecca Boone, Michael Lacour, Kim Cain, Wade Williams, Twana Harris, Erik
Braun
G. Perkins opened meeting, thanked members for their service to the profession and the program,
and welcomed new members. Perkins presented the ten program objectives previously approved
by the Advisory Committee in June, 2012. M. Lacour motioned to affirm the objectives; K. Cain
seconded the motion. The committee members voted unanimously to accept the motion.
G. Perkins reviewed the Counseling Program Assessment Plan, including the Specialty
Standards for Clinical Mental Health Counseling and School Counseling. Perkins reviewed how
rubrics are aligned with the CACREP standards and the corresponding coding. Each specialty
standard is typically assessed by at least two assignments and usually around three to five
assessments. Candidate data from the assessments are aggregated to determine how well
students are meeting the objectives. The following ranges and descriptors were used:
o 90%-100% = Target
o 80%-89% = Acceptable
o 79% and below = Unacceptable
Perkins presented data showing candidate scores for each specialty standard within the CMHC
and SC concentrations. Perkins then presented candidate scores for each program objective.
Objectives 1-8 were assessed by candidates’ scores on the multiple-choice Comprehensive
Exam; Objective 9 was assessed by students’ evaluations of field experience sites and site
supervisors; Objective 10 was assessed by the number of professional development experiences
afforded candidates. The following areas of focus were identified for 2014-2015: HGD,
Assessment, and Research.
Exit survey data from Grad School and Graduate, Supervisor, and Employer results specific to
the COUN program were disseminated and discussed. Of note was the Graduates’ rating of
Objective 6 regarding Group. A lack of understanding was not reflected in their scores on the
Comprehensive Exam within this area, but the lower score (M=4.33), when compared to the
other Objectives, is of concern. Perkins explained this group of candidates completed an
intensive 4 week Group summer course rather than the traditional 8 week summer course.
The program faculty reviewed the results of all of the formal follow-up studies and
recommended the following changes be made at this time: (1) redesign of Crisis course (COUN
5820), (2) give recently redesigned Assessment course (EPSY 5520) another year before changes
are made, (3) return Group (COUN 5580) to an 8 week summer course rather than a 4 week
course.
A motion was made by W. Williams to accept the faculty recommendation; D. Jones seconded
the motion. The motion passed unanimously.
M. Lacour motioned to accept the Program Report and place online; W. Williams seconded the
motion. Committee members voted unanimously to accept the motion.