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Annual Academic Assessment Report Cover Sheet Assessment reports are due the 1st Wednesday after the Fall Term

Email to: assessment@unlv.edu Program Information:

Program Assessed Human Services

Department

Educational and Clinical Studies

College

College of Education

Department Chair Jane McCarthy

Assessment Coordinator Oscar Sida

Date Submitted 3/1/2016

Contact Person for This Report

Name Oscar Sida

Phone 702-895-3247

Email OscarSida@unlv.edu

Please attach a narrative (not to exceed 4 pages, excluding appendices) addressing the following: • What are the student learning outcomes? Please provide a numbered list. • Which learning outcomes were assessed? • How were they assessed? (Programs must use at least one direct assessment of student

learning.) • Undergraduate programs should assess at least one University Undergraduate Learning

Outcome (UULO) each year, which may or may not overlap with a program learning outcome. • Graduate programs should assess at least one outcome related to one of the following

graduate level requirements each year: o student engagement in research, scholarship, creative expression and/or appropriate

high-level professional practice. o activities requiring originality, critical analysis and expertise. o the development of extensive knowledge in the field under study.

• What was learned from the assessment results? • How did the program respond to what was learned?

Please limit the narrative portion of your report to no more than four pages. You may attach appendices with data, tables, charts, or other materials as needed. Please explain the relevant conclusions from any appendices in your narrative. Please contact the Office of Academic Assessment if you have questions or need assistance.

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Human Services Program Year 1 Academic Assessment Report 2016

The Human Services Program represents an ongoing curricular review effort to integrate student learning outcomes set forth by the National Organization for Human Services (NOHS) and expressed by the Council for Standards in Human Services Education (CSHSE) with the University Undergraduate Learning Outcomes (UULOs). Learning Outcomes Specifically, the faculty guide students toward achieving the following nine program learning outcomes:

1. Demonstrate knowledge of an array of theoretical and applied human service, counseling and psychological theories.

2. Demonstrate a range of paraprofessional counseling skills sufficient to conduct entry-level human services interventions.

3. Demonstrate the ability to communicate orally and/or in writing and interact effectively with other helping professionals.

4. Demonstrate an ability to understand research and critique professional literature in human services, counseling and psychological professions.

5. Deliver professional services within the guidelines of the ethical and professional practice.

6. Meet consumer needs of diverse clients with an appreciation of multicultural perspectives.

7. Demonstrate managerial knowledge and skill in the case management process, typically from intake through program design, implementation and evaluation to termination.

8. Demonstrate understanding of processes of social change through community development, advocacy, and public policy.

9. Be prepared to secure a position in the helping profession or gain entrance to graduate school.

The following Learning Outcomes were assessed in the courses listed:

Course Learning Outcomes Assessed Year 1

CED 117 1

CED 300 3,8

CED 315 1,2,3

CED117 Interpersonal Skills in Human Services draws on a wide breadth of sociological, psychological, and counseling theories that are relevant to direct practice in the human services field. The intent of this course is to prepare students with the skills to demonstrate knowledge of an array of theoretical and applied human service, counseling and psychological theories. Students are assessed though a combination of online student discussions of the course material, and a series of exams employed to test content knowledge and understanding (exams are unique and limited). CED 300 Introduction to the Field of Human Services and Counseling. Topics include various perspectives on human services and counseling such as trends in human service delivery, counseling theories and practice, crisis intervention, intervention programs, and ethical issues.

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CED 315 Counseling Skills in Human Services provides the student an overview of basic counseling skills in the human services profession including:

• counseling theories history of counseling skills in human services • overview of the helping model • therapeutic relationship in counseling • attending, listening and understanding skills empathy • probing and summarizing • reluctant and resistant clients • decision-making skills • goal setting

Year one outcomes were assessed by:

1. Direct outcomes of quizzes/exams

2. Student Surveys

3. Class assignments

LO1. Demonstrate knowledge of an array of theoretical and applied human service, counseling

and psychological theories. CED 117: Interpersonal skills in human services – Module on theories – direct outcome measures test on theories, 80% pass rate. Outcome data from this course for 199 students successfully demonstrates knowledge and understanding of these concepts:

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A %24.12,A- %26.13,B+ %10.05,C+ %2.51,C %1.01,C- %2.01,D+ %1.51,D %.50,D- %1.01,F

%6.03,W %3.02

(Overall 82% pass rate with 80% or better)

LO1. Demonstrate knowledge of an array of theoretical and applied human service, counseling and psychological theories. CED 315 Counseling skills in human services – 80% of students pass with B or better on counseling theory module.

The measured learning objective is based on a Theory Presentation: Students work in groups to investigate a selected theory to present to the class. The information will include components, types of clients, therapeutic timeframe, guidelines, strategies, application, diversity perspective, and assessment practices if applicable.

Counseling Theories Presentation

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Count  of  Of0icial  Grade  

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LO2. Demonstrate a range of professional counseling skills sufficient to conduct entry-level human services interventions.

The measured learning objective is based on 80% of students passed course CED 315 with “B” or better:

84% of students with pass rate of “B” or better

LO3. Demonstrate the ability to communicate orally and/or in writing and interact effectively with other helping professionals. CED 300: Introduction to human services counseling- Mastery writing assignment. The measured leaning objective is based on the student demonstrating proficient communication in a written academic paper: UNLV instituted two major general education initiatives two years ago: 1. The University Undergraduate Learning Outcomes (UULOs); and 2. Early junior-level courses that are writing-intensive Milestone Courses. This course addresses both of those initiatives. In the Writing Master Paper students will reflect on the extent to which one has encountered and engaged in the various UULOs during the learning experience at UNLV up until this time. Student papers are be graded according to the strict guidelines set forth in both the American Psychological Association Manual of Style and the Grammar Guide provided as a link on the course site main page.

0%  

5%  

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25%  

30%  

A   A-­‐   B   B-­‐   B+   C   W  

CED  315  Fall  2015  Grade  Distribution  

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89% of students with pass rate of “A” or better on mastery writing assignment

LO3. Demonstrate the ability to communicate orally and/or in writing and interact effectively with other helping professionals. CED 315: Counseling skills in human services – Evaluate oral communication through mock counseling sessions. The program does not have data for this metric as it was not added to the curriculum. This data will be reported in Year 2. LO8. Demonstrate understanding of processes of social change through community development, advocacy, and public policy. CED 300: Introduction to human services counseling – Module on advocacy and public policy, direct outcome measures test on advocacy and public policy, 80% pass rate. The specific learning objectives for this module include:

• Recognize current and historic disenfranchised populations and understand societal conditions and dynamics that render groups vulnerable to abuse and exploitation

• Understand the various aspects of macro practice such as community development,

community organization, and policy practice

• Become familiar with the nature of globalization and its affect on the human service profession

• Identify major human rights violations such as crimes against women and children,

indigenous populations, labor violations, the effects of civil war, and genocide

• Identify some of the ways in which the international community responds to global crises and international human rights violations

110 students who took CED 300 in the fall 2015 semester students scored an average of 84.3% on this measure. Which were 20 randomized questions related to this specific course material.

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90-­‐100   80-­‐89   70-­‐79   60-­‐69   50-­‐59   40-­‐49   30-­‐39   20-­‐29   10-­‐19   0-­‐9  

Writing  Assignment  Scores  CED  300  

Section  1   Section  2   Section  3   Average  

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Report Summary: Our data collection and review determine the program has fulfilled its objectives and benchmarks for student achievement:

• Overall 82% pass rate with 80% or better for CED 117 Interpersonal Skills in Human Services

• 84% of students passed course CED 315 Counseling Skills in Human Services with “B” or better

• 89% of students with pass rate of “A” or better on mastery writing assignment CED 300 Introduction to Human Services Counseling.

The program ultimately achieves these goals by ensuring students are adequately prepared to meet these goals through well-developed course and faculty review of course evaluation allowing individual faculty to make adjustments based on performance measures and student feedback. Fall 2015 course evaluations represented a mean of 4.27 out of 5. In addition the program curriculum committee meets regularly to update course content and textbook selection based standards for human services professionals as well as the needs of the community our students will ultimately serve. Human Services 2014 Alumni survey conducted in June 2015 alumni responses indicate overall satisfaction with their degree program:

Year two review will include direct observation of students clinical counseling skills as well as data collection and reporting of field experience supervisors. Future goals to expand and improve program outcomes include:

• Establish TUA Upsilon Alpha Chapter (Human Services Honors Society) • Continued faculty support of Student Organization of Addiction Professional

Organization

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• Establish a planning committee for program accreditation through the Council for Standards in Human Service Education.

• Plan on-site supervision visits by faculty at student field experience sites.

Assessment Report Review Form

Program Information

INSTRUCTIONS FOR REVIEWERS: Please rate the report on the quality of each of the questions listed below. Please keep in mind the philosophy of assessment at UNLV, which is that meaningful assessment is the evaluation of student learning with the intention to improve it. This can take many forms, from focused faculty discussions about student learning, to very complex systems with multiple measures of student learning. The key is to identify the extent to which programs are engaging in ongoing, thoughtful analyses of the attainment of student learning outcomes and an explanation about how they will act on their data.

Question Addressed by the Assessment Report

Rate the quality of each question as addressed within the report Reviewer Comments

Which learning outcomes were assessed? Good Very clear, thank you

How were learning outcomes assessed? (Programs must use at least one direct assessment of student learning.) Adequate

There is a high reliance on overall course grades. I would be happy to have a conversation about why course grades are too aggregate to provide information about specific SLOs. Some of your other measures are more appropriate- the survey data is fine, the mock counseling sessions are great, and the writing assignment breakdown is good.

UULO/Graduate Component Good Writing is clearly assessed

What was learned from the assessment results? Adequate

See my comments above about overall course grades. Some mention of this is fine, but I would focus more on the specific assignments rather than the overall

Program Assessed Human Services Department ECS

College COE Department Chair Jane McCarthy

Assessment Coordinator Oscar Sida Reviewed By Lindsay Couzens

grades

How did the program respond to what was learned? Good

There are clear responses to data throughout

Overall Quality of Report Good

See my comments above about overall course grades. Otherwise, this is a good report.