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Assessment Timeline Timeline Recruitment

Assessment Direct Measures Number of applicants Indirect Measures Email/phone inquiries Website traffic Number of attendees at informational sessions

Assessed By CLED Faculty, SOE Graduate School, University Graduate Admissions

Application

CLED Faculty, SOE Graduate Direct Measures Personal statement School, University Graduate Admissions Indirect Measures GRE Scores MAT scores Transcripts, References Interview (rubric and rating form for references, personal statement, and interview) Indirect Measures Self-evaluation on counseling dispositions CLED Faculty

Orientation

CLED Content Courses

CLED Faculty Direct Measures Course grades and course assignment grades (scored using a rubric) Tests and examinations Course-based assessments of written work/presentations scored with a rubric (see Rubrics for Counseling Theories, Career Counseling, and Research Methods in Counseling) Indirect Measures Clinical evaluation and dispositions form Course evaluation forms

Assessment of discussion threads in Blackboard using a rubric Student journals Observations of student counseling skills Focus groups Student attendance at conferences/workshops Student self-assessment Direct Measures Portfolios of student work Assessment of discussion threads on Blackboard graded with a rubric Indirect Measures Clinical evaluation and dispositions form Course assignment grades Ratings of counseling skills by site supervisors Observations of counseling skills End of course feedback forms Site supervisor satisfaction surveys Honors/awards earned by students CLED Faculty, Site Supervisors

Practicum/Internship

Graduation

CLED Faculty, SOE Graduate Direct Measures Scores and pass rates on School state and licensure counseling exams Indirect Measures Retention and graduation rates Graduate student perception of satisfaction with learning collected via surveys Interviews, and/or focus groups

Post-Graduation

Indirect Measures Job placement of graduates Employer satisfaction survey Alumni perception of satisfaction with education or career responsibilities survey

CLED Faculty, SOE Graduate School, Alumni Employers

Faculty and Staff Narrative We have noted seven areas which must be assessed and evaluated. Beginning with recruitment, the CLED faculty, SOE graduate school, and university graduate admissions all have responsibilities in recruiting potential applicants. The SOE, CLED faculty, and university graduate admissions are responsible for the marketing, promotion, and attending recruitment fairs across the country. Furthermore, when application materials are received, they input them into the database to be reviewed by CLED faculty. The CLED faculty and staff is responsible for planning specific information sessions, maintaining a strong web presence, fielding phone/email inquiries, and ultimately deciding who is accepted into the program. Next, the CLED faculty is responsible for orienting new graduate students to the school. This process typically involves holding an orientation session that provides basic information to students (how to register for courses, timelines, etc.) to help them become acclimated to the program. When students begin to take classes, the CLED faculty is heavily involved in the assessment and evaluation of student learning outcomes (SLO). It is the responsibility of both individual instructors and CLED faculty to outline which person is responsible for what measure during this time. During the practicum and internship period, the CLED faculty must work closely with site supervisors to continuously evaluate SLOs and serve as gatekeepers to assure students are

meeting standard benchmarks. When students have successfully completed all coursework and field experiences, all CLED faculty and SOE stakeholders are responsible for the graduation process. This process involves entering data regarding comprehensive test scores, final grades, making sure all coursework is completed, and completing graduation forms. The SOE and CLED faculty should follow alumni post-graduation and gather feedback and data regarding their educational experiences and current job status. While all of these assessment areas require multiple stakeholders, it is ultimately the responsibility of the CLED faculty to collect, analyze, and disseminate all program data as it relates to counselor education. The form will be presented in annual report inclusive of graduation exit interview data, job placement, and alumni satisfaction survey. It will disseminated yearly at the close of the Spring semester of the academic year. The SOE Deans Office and the University School of Graduate Studies are the recipients of this annual data report with pending approval to post on SOEs website for all stakeholders to view.

Stakeholders/Roles Stakeholder CLED Faculty (professors, adjunct faculty) Role Access, analyze, and disseminate all program data, shares with appropriate stakeholders Recruitment Application Graduation Post-Graduation Data Recruitment Application Graduation Post-Graduation Data Ratings, Observation

SOE Deans (Deans and administrative staff)

Graduate School Admissions (admissions officers and staff) Practicum and Internship Site Supervisors

Local School Districts (field/job placement sites) Local College and Universities (field/job placement sites) Employers/Prospective Employers Students (enrolled and prospective)

Evaluation of counseling skills for students Employer satisfaction data Employer satisfaction data

Alumni

Employer satisfaction data End of course feedback forms Honors/awards earned by students Graduation exit interview Job Placement Alumni perception of satisfaction with education or career responsibilities survey