INTERNSHIP STUDENTS - SITE SUPERVISORS
EMPLOYERS - ALUMNI
In spring 2002 assessment surveys were distributed to students enrolled in the Internship course and their internship site supervisors. These surveys were also mailed to certain employers of our graduates, and to some alumni of our program. The survey instrument was based on the program objectives, which are grouped into three main domains: thirteen performance objectives, ten cognitive objectives, and two developmental objectives. See appendix A for the survey instrument and detailed results of the survey.
Performance Objectives
Majority of the students agreed or strongly agreed that they were able to demonstrate the thirteen performance objectives. However, each of the following two items, number 4 (The student is able to develop a theoretically based case conceptualization.) and number 8 (The student is able to utilize computer technology to enhance counseling.) received the lowest percentage of 96% agreement or strong agreement respectively.
Supervisors also agreed or strongly agreed that the performance objectives were attained. One objective, number 4 (The student is able to develop a theoretically based case conceptualization.) had 88% agreement or strong agreement. Each of the following objectives, number 6 (The student is able to implement and facilitate groups.), and number 5 (The student has knowledge to design and plan a group.) received 87% agreement or strong agreement. Three objectives had less than 87% agreement or strong agreement. These were items number 8 (The student is able to utilize computer technology to enhance counseling) with 71%, number 12 (The student is able to consume research and interpret results effectively.) with 62% and number 13 (The student is able to conduct research including action research and program evaluation.) with 58%.
Employer responses parallel the supervisors’ feedback. Again, most agreed or strongly agreed that the performance objectives had been met. Responses ranged from 86% to 100%. Four items had less than 86% agreement or strong agreement. There were number 6 (The graduate is able to implement and facilitate groups.) with 80%, number 8 (The graduate is able to utilize computer technology to enhance counseling.) with 79%, number 12 (The graduate is able to consume research and interpret results effectively for counseling purposes.) with 54%, and number 13 (The graduate is able to conduct research, including action research and program evaluation.) with 33%.
Alumni responses were similar to those of the employers and supervisors. Majority of the alumni agreed or strongly agreed that the performance objectives had been attained. Three of the items had less than 86% agreement or strong agreement. There were number 8 (The graduate is able to utilize computer technology to enhance counseling.) with 67%, number 12 (The graduate is able to consume research and interpret results effectively for counseling purposes.) with 77%, and number 13 (The graduate is able to conduct research including action research and program evaluation.) with 61%.
Cognitive Objectives
Students agreed or strongly agreed that they were able to demonstrate the cognitive objectives. Three of the ten objectives received 100% agreement or strong agreement, while six received 96%. Only one objective, item number 19 (The student is aware of the relationship between counseling as a social service and significant social-political variables in the local, state, and national communities especially with reference to advocacy.) had 92% agreement or strong agreement.
Supervisors’ responses reflected agreement or strong agreement that the objectives had been attained. Seven of the ten objectives received agreement or strong agreement by 92% or more of the supervisors. Each of the following two objectives, item number 17 (The student is able to formulate a theoretically based clinical hypothesis relative to counseling goals.) and item number 21 (The student is able to generalize learning from one situation to another.) received 88% of agreement or strong agreement. Item number 19 (The student is aware of the relationship between counseling as a social service and significant social-political variables in the local, state and national communities especially with reference to advocacy.) received 84% agreement or strong agreement.
Employer responses confirmed that the cognitive objectives had been met. Eight of the ten objectives received agreement or strong agreement by at least 93% of the employers. Each of the following two objectives: items number 22 (The graduate has an understanding of issues and trends in multicultural and diverse society.) and number 23 (The graduate has knowledge and skills to counsel effectively in a pluralistic society.) had 86% of agreement or strong agreement.
Alumni responses affirmed agreement or strong agreement that the objectives had been attained. Eight of the ten objectives had agreement or strong agreement by 90% or more of the alumni. Item number 17 (The graduate is able to formulate a theoretically based clinical hypothesis relative to counseling goals.) received 87% agreement or strong agreement. Item number 19 (The graduate is aware of the relationship between counseling as a social service and significant social-political variables in the local, state, and national communities especially with reference to advocacy.) had 70% agreement or strong agreement.
Developmental Objectives
Results from all the surveys suggest that the developmental objects were attained. Ninety six percent or more of the students and 92% of the alumni agreed or strongly agreed that both objectives had been reached. Ninety six percent of the supervisors agreed or strongly agreed that objective number 24 (The student is committed to personal development and is able to facilitate self-exploration, including willingness to address own issues affecting ability to be effective with others.) had been met. Eighty eight percent of the supervisors agreed or strongly agreed with item number 25 (The student demonstrates a commitment to professional development and a readiness to participate and contribute to the profession and professional organizations.). Eighty eight percent of the employers agreed or strongly agreed that both developmental objectives had been attained.
In summary, the results from all the surveys were quite positive. However, the consistent low percentages for supervisors, employers, and alumni responses relative to item numbers 8, 12, and 13 were evident. This outcome could be attributed to the fact that students, graduates, and alumni did not have the opportunity to demonstrate these performance objectives at their internship sites and work settings. This is evidenced by the relatively high percentage for “not applicable” responses by the supervisors, employers and alumni.
Program Improvement
The department will discuss these survey results with the internship site supervisors, and also, with the with the Advisory Council members during the fall annual meetings. As per past department practice, plans on how to utilize the assessment feedback for program improvement will be explored, developed, and implemented. This is especially true with regards to the area of technology infusion into the curriculum, for example, electronic portfolios and on-line (career) assessment.
Meanwhile, it must be noted that the department’s firm commitment to the use of technology within the curriculum remains on track. For instance, faculty members continue to use list serves for class discussion and electronic reserve for their courses. Additionally, some useful internet resources and software programs are integrated into the courses, for example, the use of Therascribe software in the Practicum course.