2016-2017 Annual Program Assessment Report

Please submit report to your department chair or program coordinator, the Associate Dean of your College, and to james.solomon@csun.edu, Director of the Office of Academic Assessment and Program Review, by September 30, 2017. You may, but are not required to, submit a separate report for each program, including graduate degree programs, which conducted assessment activities, or you may combine programs in a single report. Please identify your department/program in the file name for your report.

College: Health and Human Development

Department: Child and Adolescent Development

Program: B.A. Applied Developmental Science; B.A. Early Childhood Development; also included in this report is an assessment of our internship site students who completed internships from Fall 2016-Spring 2017.

Assessment liaison: Nancy Miodrag

1. Please check off whichever is applicable:A. ___X_____ Measured student work within program major/options.B. ____X____ Analyzed results of measurement within program major/options.C. ________ Applied results of analysis to program review/curriculum/review/revision major/options.D. _________ Focused exclusively on the direct assessment measurement of General Education Basic Skills outcomes

2. Overview of Annual Assessment Project(s). On a separate sheet, provide a brief overview of this year’s assessment activities, including: an explanation for why your department chose the assessment activities (measurement, analysis, application, or GE assessment) that it

enacted if your department implemented assessment option A, identify which program SLOs were assessed (please identify the SLOs in full), in

which classes and/or contexts, what assessment instruments were used and the methodology employed, the resulting scores, and the relation between this year’s measure of student work and that of past years: (include as an appendix any and all relevant materials that you wish to include)

if your department implemented assessment option B, identify what conclusions were drawn from the analysis of measured results, what changes to the program were planned in response, and the relation between this year’s analyses and past and future assessment activities

if your department implemented option C, identify the program modifications that were adopted, and the relation between program modifications and past and future assessment activities

if your program implemented option D, exclusively or simultaneously with options A, B, and/or C, identify the basic skill(s) assessed and the precise learning outcomes assessed, the assessment instruments and methodology employed, and the resulting scores

in what way(s) your assessment activities may reflect the university’s commitment to diversity in all its dimensions but especially with respect to underrepresented groups

any other assessment-related information you wish to include, including SLO revision (especially to ensure continuing alignment between program course offerings and both program and university student learning outcomes), and/or the creation and modification of new assessment instruments

3. Preview of planned assessment activities for 2017-18. Include a brief description as reflective of a continuous program of ongoing assessment.

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NOTE: This report includes CADV’s assessment activities from 2015-2016 (i.e., the data collection portion) as well CADV’s assessment activities from 2016-2017 (i.e., an analysis and interpretation of data).

Overview of Annual Assessment ProjectsThe goal of the undergraduate CADV program assessment is to measure our students’ abilities to show competencies in the program SLOs (described in Table 1) as well as the SLOs as prescribed by the College of Health and Human Development Assessment Committee (See page 4). Three main assessment activities were conducted in the AY 2015/16 and 2016-17. We describe them and our justification for this focus (see page 5 of this report).

Table 1. Program SLOs

Student Learning Outcome Description of SLO

SLO1: Critical Thinking Demonstrate knowledge of the theories, concepts, and methodology that underlie the study of the physical, cognitive, and social development of children and adolescents and the multiple contexts in which they live. Apply developmental theories in community settings.

SLO2: Oral and Written Communication Write critically about theories and constructs of child and adolescent development. Orally deliver information in a manner that engages an audience.

SLO3: Culture, Race, and Ethnic Diversity Facilitate the development of children in a culturally pluralistic society. Gain knowledge of culture, race, and ethnicity while increasing their personal self-awareness and discovering strategies for implementing social justice within the larger community.

SLO4: Information Literacy Demonstrate technological literacy that allows both access to and dissemination of information electronically. Demonstrate effective management of information by using media sources and complying with the ethics of manipulating and presenting information.

SLO5: Methodology Describe, critique, and practice various empirical methodologies used to study child and adolescent development including design, data analysis, and interpretation.

SLO6: Professional Development Articulate and participate in the importance of developing professionalism including the areas of career exploration, ethical issues of direct services to youth, and service learning in the community.

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Table 2. College of Health and Human Development SLO 2 & 3

College of Health and Human Development SLOs, subdomains, and codes

Description

SLO 2 Cultural Competencies: Students will actively engage in diverse local and global communities, demonstrating knowledge and awareness of multi-cultural differences and disparities of the health and well-being of individuals and families.

Sensitivity Code2.1 Does not discriminate against others.2.2 Treats others with dignity and respect.2.3 Exhibits caring, compassion and empathy.Cultural Awareness2.4 Recognizes and acts upon cultural factors that affect health and well-being of others.2.5 Demonstrates ability to interact effectively with people of different cultures.2.6 Effectively communicates in a culturally competent manner.2.7 Demonstrate ability to assess one’s cultural biases and assumptions for various cultural contexts.Disparities of Health and Well-Being2.8 Demonstrates awareness of research on disparities as it pertains to one’s own discipline and professional

practice.2.9 Demonstrates knowledge of evidence based literature regarding the potential cultural disparities in the health and

well-being of culturally diverse individuals and families.2.10 Engages with community partners to promote a healthy environment and healthy behaviors for all cultural

contexts.SLO 3 Evidence-Based Practices: Students will engage in evidence-based practice when making open and thoughtful

professional decisions, incorporating current, high-quality research evidence with professional experience and client preferences and values.

3.1 Adhere to the principles of evidence based practice.

3.2 Identify critical issues of relevant practice

3.3 Access and assess relevant evidence.

3.4 Critically analyze practices as supported by evidence.

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Assessment Activities and Rationale

Understanding Citations and Guidelines in Written Communication: The American Psychological Association (APA) Knowledge Survey. The American Psychological Association Publication Manual (APA, 6th edition, 2010) is the gold standard tool for formatting and citations in the field of psychology, including developmental psychology/applied child development. Students taking courses in the Department of Child and Adolescent Development (whether lower or upper division), are often required to write research papers, reports, and response papers. In writing these papers, students are required to appropriately reference scholarly work both in text and in a reference page as well as understand general formatting using the APA guidelines (e.g., title page, abstracts, figures, tables, and graphs). At a CADV faculty meeting, faculty expressed their concerns over the lack of knowledge that students had in APA formatting and the continued instances of plagiarism. To date, no one in the department has documented the knowledge/understanding of APA among our CADV students. The consensus was that we needed to examine what aspects of APA in particular, students struggled with. The assessment liaison created an APA knowledge Survey and because students at all levels of the undergraduate degree (from freshman to seniors) appeared to lack an understanding of APA, the survey was distributed to students in both lower and upper level courses. The survey documents what our faculty has continued to share anecdotally.

Evidence-Based Practice. Evidence-based practice is critical in the applied social sciences, including in our field of Child and Adolescent Development. The goal is to integrate best research practices in applied/clinical settings to provide effective care (in our case, to typically and atypically developing children and their families). In the College of Health and Human Development, evidence-based practice is defined as a student’s ability to make open and thoughtful professional decisions, and incorporate current, high quality research evidence with professional experience and client preferences and values. Specifically, evidence based practice requires students to be able to: (1) Identify critical issues of relevant practice, (2) access relevant evidence in the area of practice, and (3) apply principles of an evidence-based practice to professional decision-making and problem-solving. The mission and goals of the College of Health and Human Development (in which CADV is housed) is to prepare competent and caring professionals who share our commitment to enhance and promote the health and well-being of the diverse communities we serve. We hold evidence-based practice in high regard in CADV, and were interested to explore what that looked like for our majors in the capstone course and the internship.

Cultural Competencies. We chose to assess cultural competencies to align with the mission of the College of HHD on this domain. That is, to prepare competent and caring professionals who share our commitment to enhance and promote the health and well-being of the diverse communities served. Graduates from HHD are expected to demonstrate competence of the college’s student learning outcomes, one of which Cultural Competencies (SLO 3): students will engage in local and global communities, demonstrating knowledge and awareness of multi-cultural differences and disparities of the health and well-being of individuals and families. Our CADV Internship Program places students at local clinics, schools, and organizations that serve families and children. They interact with families, children and the community for 180 hours a year. We aspire for them to have a keen awareness of the cultural differences and health disparities in our communities. For Option A, we focused on four assessment activities described below. For Option B, we discuss the conclusions made from the analysis of results and any changes to the program planned in response to those results.

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Assessment Activity # 1

Program SLO: SLO 2 Oral and Written Communication: Write critically about theories and constructs of child and adolescent development. Orally deliver information in a manner that engages an audience.

Which classes: CADV 150 (Foundations of Child and Adolescent Development), CADV 381(Methods of Child and Adolescent Study), CADV 350 (Applied Cognitive Development), and CADV 352 (Applied Social Development), N = 393

What assessment instrument was used: A 13-item self-constructed APA Knowledge Survey (see Appendix A)

Methodology employed: we evaluate the respondent’s knowledge of APA guidelines for citations, references, and avoiding plagiarism using a brief pen-and-paper survey administered during class time. Questions were True/False and multiple choice and were both factual and applied questions.

Resulting scores: A table (See Appendix B) and bar graph (See Appendix C) display the percentages of correct and incorrect responses for the 13-item questionnaire.

Relation between this years measure and past years: no relation because this was our first year collecting these data.

Conclusions drawn: Seventy-five percent or more of our students answered the basics of APA formatting correctly including items on: what font to use, that references should be listed in alphabetical order by author last name, that paraphrasing requires a citation, that in-text citations must match reference page citations, what to do to avoid plagiarism, and what the meaning of a running head is. However, students had difficulty with the application questions, that is, knowing how to use these APA guidelines in context. Students reported poor understanding in applying APA to quoting long sections of material, what information to report when paraphrasing a source, what information to give when using a direct quote, what information to cite in an in-text citation, and what is appropriate paraphrasing in a short passage. The percentage of correct responses ranged from 28-55 for these items. We suspect that there may be inconsistency in how APA is taught (if at all) in our CADV courses that were surveyed. The results also provide evidence to suggest that students are not effectively applying what they know about APA when they need to (e.g., in a research paper).

Changes to the program: the Department is encouraging all faculty (who teach courses where APA is used) to include transparent instructions about APA guidelines. We encourage faculty by: sharing the Oviatt library link for APA guidelines created by Dr. Eric Garcia (librarian): https://libguides.csun.edu/research-strategies/APA. This can be done either in class, as a resource on Canvas, or in a syllabus. The department also works closely with Joy Doan, lead librarian for Child and Adolescent Development. Joy emails all faculty at the beginning of the term (adjunct, tenured, tenure-track) encouraging them to schedule a time for an in-class or library visit to address research-based assignments. More broadly,

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two faculty from CADV have completed the June 2017 E-learning Institute developed jointly by Faculty Development, Office of Student Success Innovations, and Academic Technology. The focus has been to assist faculty who teach bottleneck courses. The specialized support is now being implemented in two sections of Fall 2017 CADV 150.

Assessment Activity # 2

Program SLO: The College of Health and Human Development’s SLO 3 Evidence-Based Practices: Evaluates how students will engage in evidence-based practice when making open and thoughtful professional decisions, incorporating current, high-quality research evidence with professional experience and client preferences and values

Which class: Five sections of CADV 470 in Spring 2017. This is CADV’s capstone course called Advanced Theories and Concepts . This capstone course is a culminating experience for our majors. It facilitates professional development through high level discussions and thinking on concepts and theories of development for transition into graduate-level programs in human development or related fields and/or into a career. Designed to synthesize the broad concepts of child and adolescent development, and to address contemporary issues in the field.

What assessment instrument was used: We collected a 3-item Assessment of Evidence-based Practice Questionnaire prepared by the HHD College Assessment Committee (directed by Marilynn Filbeck; See Appendix D). Five tenured and part-time instructors completed the they survey to evaluate student’s abilities to demonstrate evidence-based practice as part of their learning in CADV 470: 1 = Strongly Disagree; 2 = Disagree; 3 = Somewhat Agree; 4 = Agree; 5 = Strongly Agree; N/A. Higher scores indicate greater abilities to engage in evidence-based practice

Resulting scores: The average score across all five sections for the students’ ability to identify critical issues of relevant practice and field of study is 4.22 (Q1). The average score for the students’ ability to access relevant evidence in the area of practice of child and adolescent development is 4.11 (Q2). The average score for the students’ ability to apply best practices to make professional decisions and solve problems in the field is 3.97 (Q3). See also Appendix E that reports the percentage of CADV 470 students that were identified to fall within each questionnaire category.

Relation between this years measure and past years: no relation because this was our first year collecting these data.

Conclusions drawn: These results suggest that students have more difficulty applying the information they find to address a particular problem compared to their ability to simply identify a problem or find relevant empirically-based literature. Our program plans to address how instructors can teach best practices in developmental science, having students practice application of skills.

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Assessment Activity # 3

Program SLO: The College of Health and Human Development SLO 3 Evidence-Based Practices: Evaluates how students will engage in evidence-based practice when making open and thoughtful professional decisions, incorporating current, high-quality research evidence with professional experience and client preferences and values.

Which classes: CADV 394 (Internship in Fall) and CADV 494 (Internship in Spring). Students enroll in a full year internship course in Fall-Spring 2016-2017 (n = 41). Students complete a total of 180 hours for their internship program.

What assessment instrument was used: We collected the Assessment of Evidence-based Practice Questionnaire (3 items) only in Spring 2017 (See Appendix D). CADV’s internship director used the following scale to evaluate the interning students at the end of their internship in May: 1 = Strongly Disagree; 2 = Disagree; 3 = Somewhat Agree; 4 = Agree; 5 = Strongly Agree; N/A. Higher scores indicate greater abilities to engage in evidence-based practice while on internship.

Resulting scores: The average score for students’ ability to identify critical issues of relevant practice is 3.50. The average score for interns’ ability to access relevant evidence in the area of child and adolescent development is 3.80. The average score for the interns’ ability to apply best practices to professional decisions and/or their ability to solve problems is 3.70. See also Appendix F that reports the percentage of CADV 394 and 494 students that were identified to fall within each questionnaire category.

Relation between this years measure and past years: no relation because this was our first year collecting these data.

Conclusions drawn: All three areas show a potential need for improvement. To address this issue, we will work closely with current and any new internship sites to identify how students can use the best research evidence in their decision-making process while serving families and children. This will help ensure that their practice is based on sound evidence and that served families and children benefit as a result. We will articulate our goal to internship site supervisors – that evidence-based practice is critical because it provides the most effective care based on the best available evidence in the field of child and adolescent development. As part of their internship, students attend internship seminar meetings identified by the instructor.

Assessment Activity # 4

Program SLO: The College of Health and Human Development SLO 2 Assessment of Cultural Competencies: Evaluates ones cultural competencies – that is, how well can students actively engage in diverse local and global communities, and demonstrate knowledge and awareness of multi-cultural differences and disparities of the health and well-being of individuals and families? (See Appendix G).

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Which classes: CADV 394 and CADV 494. These are student who are enrolled in an internship in Fall and Spring 2016-2017 (n = 41). Students have to enroll in both 394 (Fall) and 494 (Spring) to successfully complete the internship.

What assessment instrument was used: We collected a 12-item Assessment of Cultural Competencies Survey. The internship director used the following scale to evaluate the internship students independently: 1 = Strongly Disagree; 2 = Disagree; 3 = Somewhat Agree; 4 = Agree; 5 = Strongly Agree; N/A. Higher scores indicate greater knowledge and awareness of cultures differences and disparities in individuals and families that our students serve during their internship.

Resulting scores: See Appendix H that reports the percentage of CADV 394 and 494 students that were identified to fall within each questionnaire category. All of the following areas show a need for improvement. For the strongly agree category, 61% of students were rated as having the ability to engage with community partners to promote a healthy environment and healthy behaviors for all cultural contexts. Furthermore, 61% of students were rated (strongly agree) as demonstrating the ability to assess one’s cultural biases and assumptions. Fifty-six percent were rated strongly agree for students’ ability to demonstrate knowledge of evidence-based literature regarding the potential cultural disparities in the health and well-being of culturally diverse individuals and families. Finally, 68% of students were rated in the strongly agree category for having an awareness of whether others understand what they need to know. Appendix I also reports the mean scores for each cultural competency item.

Conclusions drawn: Based on the reports completed by internship supervisors, our data provide evidence to suggest that CADV interns demonstrate some knowledge and awareness about being culturally competent with the families and children they serve. Improvements can always be made to achieve higher scores. While no changes are planned to the program as a result of these findings, we will share the aggregate data with all internship sites and encourage them to continue their positive teaching and guidance of cultural competencies with future trainees. The results have also been shared with the CADV internship committee. Data will also be shared with CADV faculty at a faculty meeting in late Fall 2017.

Relation between this years measure and past years: We have been consistent with our above average ratings of cultural competencies from past years. The mean score for Cultural Competencies in AY 2014-2015 was 4.87 compared to the mean score of 4.76 in AY 2015-2016.

Preview of Planned Assessment Activities for 2017-2018Focus: To increase student success in a high DUF rate class (i.e., CADV 150)

CADV 150 Foundations of Child and Adolescent Development is a required 3-unit course in our major that focuses on surveying typical and atypical child and adolescent development. Readings and coursework provide basic grounding in the major theories/theorists of human development, an overview of major topics in cognitive, socio-emotional, and physical development as they relate to the culture in children’s development and develop basic competencies for child observation as a study methodology. The course is fundamental in that it prepares our

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majors to master core upper-division required courses including CADV 250, 350, 354, and 460 as well as courses in elementary education, educational psychology, family and consumer sciences, psychology and other academic departments at CSUN.

According to the CSUN Student Success Dashboard, there has been a consistent trend for the CADV 150 and CADV 150 online courses to have a large number of non-passing grades with large student enrollment. The average DUF rate for all online CADV 150s since 2011 is 16% and the average DUF rate for face-to-face CADV 150 since 2011 is 13%. To this end, CADV 150 is our focus for ongoing assessment in 2017-2018.

Our planned assessment activities for 2017-2018 include strategies to accomplish three assessment activities. First, we will survey all CADV faculty (n = 10 tenured or tenure track faculty and n = 23 adjunct/part time instructors) to identify strategies that improve pedagogy and/or increase student support in CADV 150. The survey will include demographics information such as: instructor status (full or part-time; PhD or Masters level), years teaching, percentage of instructors who are industry professionals in addition to teaching (e.g., LCSW, MFT, PsyD, etc.). The survey items will focus on identifying strategies that improve pedagogy and/or increase student support asking both open-ended questions and to rate on a likert rating scale.

Second, we will survey two sections of the cohort freshman CADV 150 in Fall 2017 and two sections of the GE 150 course in Spring 2018. The survey will assess student self-confidence and perceived psychological stress because those may be perceived obstacles to academic success. Self-confidence can help motivate CADV 150 students and achieve their academic goals. Lack of confidence can be due to not having positive habits and behaviors or the right supports and resources.

Third, we will assess content knowledge of child and adolescent development in two sections of CADV 150 in Fall 2017. An established metacognition intervention developed by Dr. Saundra McGuire (Teach Students How to Learn, 2015) will be implemented. Course test scores will be analyzed before and after the intervention to examine any changes. First-time freshman are generally unaware of their own learning and thought processes (i.e., metacognition) and have little experience in “thinking about their own thinking”. This assessment activity will help us better understand students’ abilities to be critical thinkers and learners from the get-go (i.e., as college Freshman). Students need to also recognize their strengths and weaknesses so they can adjust their shortcomings and transfer their skills to other courses, and we hope that this intervention will propel them to gain this insight.

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Appendix A. Child and Adolescent Development APA Knowledge Survey

American Psychological Association (APA) QuestionnaireDepartment of Child & Adolescent Development, SPRING 2016NAME: _________________________________________________________I am filling this out for CADV course: __________________________________CSUN status: ____________________________________________________

1. In APA format, any font is allowed, provided that only a 12-point type is used.TRUE FALSE

2. References should be listed in alphabetical order by author’s last name.TRUE FALSE

3. References must be given for sources used in the paper only when the sources are quoted, not when they are paraphrased.TRUE FALSE

4. Each source listed in the reference page must be cited in text.TRUE FALSE

5. The list of sources at the end of a paper formatted in APA style is called:a. Works Citedb. Bibliographyc. Works Consultedd. References

6. To avoid plagiarizing, you should: a. Give proper credit to all sources, and know how to cite them correctly (in this case, using APA). b. When paraphrasing, rewrite statements completely in your own words. c. Proofread carefully. d. All of the above.

7. What is a running head in APA style:a. It’s a header that contains the author’s name and the page number. It is included at the top of each page.b. It’s an abbreviated form of the title, which is up to 50 characters long. It is capitalized and included at the top of each page, including the title page.

8. Do you need to reference the following sentences? Students who used computers scored 10 points higher than those who did not use computers.

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YES NO

Data from the Centers for Disease Control and Prevention (CDC) show that nearly half (48%) of all uninsured children have not had a well-baby visit in the past year.

YES NO

The President of the United States of America is President Barack Obama.

YES NO

9. When quoting long sections of material (i.e., of more than 40 words): a. Set the quote off with double quotation marks. b. Indent and use a block format without any quotation marks. c. Use a single quotation at the beginning and end of the quotation. d. Use double quotation marks and single spacing.

10. When summarizing or paraphrasing a source, be sure to give: a. The author(s) name(s)b. The year of publication c. The page number. d. a & be. All of the above

11. When citing a direct quotation from a source, be sure to give: a. The author(s) name(s)b. The year of publication c. The page number d. a & b e. All of the above

12. Indicate which is the correct APA in-text citation (paraphrased) for the following source:Title: Reducing distress in mothers of children with autism and other disabilities: A randomized trial. Authors: Elisabeth M Dykens, Marisa H Fisher, Julie Lounds Taylor, Warren Lambert, and Nancy MiodragPublication: PediatricsVolume No.: 134Date Published: 2014Page Numbers: 454-463

a. (Elisabeth Dykens, Marisa Fisher, Julie Taylor, Warren Lambert, Nancy Miodrag, p. 453-463). b. (Dykens, EM, Fisher, MH, Taylor, J, Lambert W, & Miodrag, N., 2014, p. 453-463).

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c. (Dykens, Fisher, Taylor, Lambert, & Miodrag, 2014). d. (Dykens, Fisher, Taylor, Lambert, and Miodrag, 2014).

13. Read the new passage and compare it to the original. Is this an example of appropriate or inappropriate paraphrasing?The ORIGINAL passage:Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, J. D. (1976). Writing research papers. (2nd ed.), p. 46-47.

The PARAPHRASED passage:Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

a. This is appropriate paraphrasing.b. This is inappropriate paraphrasing.

Thank you for taking the time to complete the questionnaire.

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Appendix B: Table of Descriptive Results for the CADV APA Survey (N = 393) and Percentage Answered Correctly and Incorrectly

Descriptive Information of Participants

Percentages

Q1. Classification of School Status% Freshman% Sophomore% Junior% Senior

24%19%41%21%

Q2. Enrolled Course% CADV 150% CADV 381% CADV 350% CADV 352

43%8%24%25%

Questionnaire Items Percentage Answered Correctly Percentage Answered Incorrectly

Q1. Any font allowed 89% 11%

Q2. References should be listed in alphabetical order by author’s last name

95% 4%

Q3. References must be given for sources used in the paper

86% 13%

Q4. Each source listed must be in the reference page

79% 21%

Q5. The list of resources at the end of the paper formatted in APA is called..

80% 20%

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Q6. To avoid plagiarizing, you should: 88% 12%

Q7. What is a running head 75% 25%

Q8a. Do you need to reference the following sentences_computers

67% 32%

Q8b. Do you need to reference the following sentence_CDC

86% 14%

Q8c. Do you need to reference the following sentence_PresidentUS

87% 12%

Q9. When quoting long sections of material (> 40 words)

50% 49%

Q10. When summarizing or paraphrasing a source, be sure to give:

44% 55%

Q11. When citing a direct quotation from a source, be sure to give:

57% 42%

Q14. Indicate what is correct APA in-text citation for the following source:

28% 71%

Q12. Read the new passage and compare it to the original. Appropriate or inappropriate paraphrasing

48% 51%

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Appendix C. Bar Graph Displaying Percentages of Correct and Incorrect Survey Items (N = 393)

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Appendix D. College of Health and Human Development Evidence-Based Practices Survey

Assessment of Evidence-Based PracticesCollege of Health and Human Development (HHD)

DEPARTMENT OF CHILD AND ADOLESCENT DEVELOPMENT (CADV 470)

Spring 2017

Assessment from Professor: _____________________________________

Undergraduate CSUN student ID: _________________________________

This assessment form is designed to evaluate students’ performance as it relates to HHD’s student learning outcomes (SLO) for Evidence-Based Practice . For each of the expected behaviors listed on this assessment form, please rate how well each student IN YOUR CLASS has performed, using a scale of 1 – 5. 1 represents “strongly disagree” and 5 is “strongly agree.” If there hasn’t been an opportunity to evaluate the behavior, please check “N/A Not Applicable.” Please feel free to include additional comments at the end of this form.

When you have completed this assessment form for each of the students in your class, please return them to the Nancy Miodrag who has been working with you. This evaluation is confidential so please add student ID number instead of student name.

Thank you for completing this assessment form and, again, thank you for contributing to the professional development of our students.

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SLO 3 Evidence-Based Practices: Students will engage in evidence-based practice when making open and thoughtful professional decisions, incorporating current, high-quality research evidence with professional experience and client preferences and values.

SLO 3: EVIDENCE-BASED PRACTICES

1

Strongly Disagree

2

Disagree

3

Somewhat Agree

4

Agree

5

Strongly Agree

N/A

Not Applicable

Q1. Identifies critical issues of relevant practice and/or field of study (i.e., Can the student identify the problem?)

Q2. Accesses relevant evidence in the area of practice and/or field of study. (i.e., Is the student able to find literature or relevant information?)

Q3. Applies evidence (i.e., best practices) to make professional decisions and/or solve problems. (i.e., Can the student apply the information they found to address the problem?)

Comments:

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Appendix E. CADV 470 CAPSTONE: Instructor Ratings of Students' Evidence-based Practice for HHD SLO 3 (N = 187)

SLO 3: EVIDENCE-BASED PRACTICE

% Strongly Disagree % Disagree

% Somewhat Agree % Agree

% Strongly Agree

Question 1: identifies critical issues 1.6 1.6 12.3 39 45

Question 2: Accesses relevant evidence 2.7 3.2 18.7 28.3 47

Question 3: Applies evidence to professional decisions 3.2 5.3 16 30.5 45

Note: Spring 2017

Appendix F. CADV 494 INTERNSHIP: Instructor Rating of Students' Evidence-based Practice for HHD SLO 3 (N = 49)

SLO 3: EVIDENCE-BASED PRACTICE

% Strongly Disagree % Disagree

% Somewhat Agree % Agree

% Strongly Agree n/a

Question 1: identifies critical issues 0 18.40 35 24.5 20.4 2

Question 2: Accesses relevant evidence 0 8.2 31 35 24.5 2

Question 3: Applies evidence to professional decisions 0 10.2 35 24.5 24.5 2

Note: Spring 2017

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Appendix G. College of Health and Human Development Cultural Competencies Questionnaire

Cultural Competencies: Students will engage in local and global communities, demonstrating knowledge and awareness of multi-cultural differences and disparities of the health and well-being of individuals and families.

CULTURAL COMPETENCY OUTCOMES

1

STRONGLY DISAGREE

2

DISAGREE

3

SOMEWHAT AGREE

4

AGREE

5

STRONGLY AGREE

N/A

NOT APPLICABLE

1. Does not discriminate against others.2. Treats others with dignity and respect.3. Recognizes and acts upon cultural factors that affect

health and well-being of others. 4. Demonstrates ability to interact effectively with people of

different cultures. 5. Engages with community partners to promote a healthy

environment and healthy behaviors for all cultural contexts.

6. Demonstrates ability to assess one’s cultural biases and assumptions for all cultural contexts.

7. Demonstrates knowledge of evidence based literature regarding the potential cultural disparities in the health and well-being of culturally diverse individuals and families.

8. Exhibits caring, compassion and empathy.9. Ensures others feel heard and understood.10. Respond appropriately to nonverbal cues.11. Is aware if others understand what they need to know.12. Uses correct grammar in all verbal and non-verbal

correspondence.Comments:

Appendix H. CADV 394 and 494 Percentages of Ratings on items of the Cultural Competencies Questionnaire (N = 41; internship)

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Cultural Competencies Items

% Strongly Agree % Agree

% Somewhat Agree % Disagree

% Strongly Disagree N/A

Q1: Does not discriminate 80.4 19.5 -- -- -- --Q2: Dignity and respect 80.4 19.5 -- -- -- --Q3: Cultural factors 70.7 27 2.4 -- -- --Q4: Different cultures 78 22 -- -- -- --

Q5: Engages community partners 61 4.9 -- -- -- 31.7Q6: Cultural bias 66 27 7.3 -- -- --

Q7: Evidence-based literature 56 14.6 -- -- -- 4.9Q8: Caring, Compassion 80.4 19.5 -- -- -- --

Q9: Heard and understood 73.2 27 -- -- -- --Q10: Nonverbal cues 73.2 27 -- -- -- --

Q11: Aware understanding 68.3 29.3 -- -- -- 2.4Q12: Correct grammar 73.2 27 -- -- -- --

Appendix I. CADV 394 and 494 Mean Scores for the Cultural Competencies Questionnaire (N = 41; internship)

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Cultural Competency Item Mean Score /5

1. Does not discriminate against others 4.80

2. Treats others with dignity and respect 4.81

3. Ability to recognize and act upon cultural factors that affect health and well-being of others

4.68

4. Demonstrates ability to interact effectively withpeople of different cultures

4.78

5. Engages with community partners to promote a healthy environment and healthy behaviors for all cultural contexts

4.86

6. Demonstrating an ability to assess one’s cultural biases andassumptions for all cultural contexts

4.71

7. Demonstrates knowledge of evidence based literature regarding the potential cultural disparities in the health and well-being of culturally diverse individuals and families

4.80

8. Exhibits caring, compassion and empathy 4.80

9. Ensures others feel heard and understood 4.73

10. Respond appropriately to nonverbal cues 4.73

11. Is aware if others understand what they need to know 4.70

12. Uses correct grammar in all verbal and non-verbal correspondence 4.73

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