Counselor Education
WH 6035
800 W. Main St
Whitewater, WI
53190
(262) 472-5426
Fax: (262) 472-2841
counslred@uww.edu

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In Spring 2001 assessment surveys were distributed to counseling students enrolled in Internship and their Internship Supervisors.  The survey instrument was based on the program objectives, which are grouped into three main categories: eleven performance objectives; ten cognitive objectives and two developmental objectives. 

Attached at the end of this summary is the survey instrument and the detailed results of the survey.  As can be seen, the outcome of the survey was generally very positive.

Performance Objectives

Many of the students agreed or strongly agreed that they were able to demonstrate the eleven performance objectives.  A good number of these objectives had agreement or strong agreement by 100% of the students.  The question with the lowest percentage of agreement or strong agreement was #7 (I understand and effectively use technology in counseling practice) with 68%.  The next lowest of the eleven was question #11 (I understand and am able to implement research and program evaluation procedures) with 79%.  A possible explanation for these low numbers could be that the students did not have the opportunity at their internship sites to demonstrate these performance objectives.  This is reflected in the supervisors’ “not applicable” responses. 

It must also be noted that most of the supervisor responses agreed or strongly agreed that the performance objectives had been attained.  A couple of the objectives had low percentages: question #5 (the student is able to design and implement counseling and growth groups) with 61%; and question #11 (the student is able to implement research and program evaluation) with 66%.  Again, this outcome could be attributed to the fact that the students lacked the opportunity to demonstrate these performance objectives at their internship sites.  This is evidenced by the relatively high “not applicable” supervisor responses. 

Cognitive Objectives

Students agreed or strongly agreed that they were able to demonstrate the ten cognitive objectives.  Majority of these objectives had agreement or strong agreement by 100% of the students.  Just two questions, #17 (I am aware of the relationship between counseling as a social service and significant social-political variables in the local, state and national communities) and #15 (I am able to formulate a theoretically based clinical hypothesis) received 95% agreement or strong agreement that the objectives have been met.

Supervisor responses exhibited agreement or strong agreement that the objectives have been met.  Eight of the ten cognitive objectives received agreement or strong agreement by 89% of the respondents.  Question #15 (I am able to formulate a theoretically-based clinical hypothesis) had 83% agreement or strong agreement.  Question #17 (I am aware of the relationship between counseling as a social service and significant social-political variables in the local, state, and national communities) had 72% agreement or strong agreement. 

Developmental Objectives

All the students surveyed indicated that they were able to meet the developmental objectives.  Thus, these objectives received 100% agreement or strong agreement.  The supervisor responses were also very positive.  No developmental objective had less than 94% agreement or strong agreement that the objective had been met.

The apparent differences in student responses and the supervisor responses, regarding question numbers 5, 11, and 17 may be due to the misinterpretation given to these items by the supervisors.  The department intends to clarify this at the next Advisory Council meeting in November, 2001 with some supervisors who are members of the Council.

Program Improvement

Based on the feedback from the assessment, the Department has increased its efforts in the area of technology infusion into the curriculum.  For instance, most faculty members utilize list serves for class discussion and electronic reserve for their courses.  Additionally, some useful Internet resources, computer systems and software titles are integrated into courses.  A few examples include the use of computerized career guidance systems and O*NET in the Career Development Course, and the use of Therascribe software in the Practicum class.