Program Comprehensive Assessment Report 2012
Comprehensive Assessment Report 2012
The Comprehensive Assessment Report comprises a synopsis of program areas that were evaluated at the end of the year and were deemed to be improved according to all the data sources utilized.
1. Area Addressed: Strategy for additional faculty lines for the graduate program in counseling.
Summary/action: The comprehensive assessment committee will continue to communicate with the SAHS Director and other administrators that the counseling program student enrollment numbers are driven by the 1:10 CACREP faculty to student ratio. High applicant numbers allows the program to be highly selective, but also mean that many qualified applicants are not offered admission. Additional faculty lines would allow the program to increase admission numbers. Equally important to communicate is the high demand for school counselors in the state of Iowa, with many students hired during internship, prior to graduation.
Source: Applicant numbers for clinical mental health counseling and school counseling programs for the University of Northern Iowa program. Also considered and compared to University of Iowa, Drake University, and Buena Vista University.
2. Area Addressed: Increase graduate assistantship allocations to counseling
Summary/action: The comprehensive assessment committee determined that the program should seek additional support for minority and other graduate assistantships allocated through the graduate college to the counseling program. Continue to work with the SAHS Director advocating for these additional supports of the graduate assistantships.
Source: A comprehensive assessment committee member on the graduate council and on an University of Northern Iowa task force to exam graduate assistantships is aware that the University of Northern Iowa is seeking to move toward equity in the allocation of graduate assistantships. In the CACREP re-accreditation under the 2001 standards, the University of Northern Iowa program did not have graduate assistantship support from the university comparable to similar other accredited graduate programs (School Psychology and Social Work). The allocation has grown considerably through the advocacy efforts of the comprehensive assessment committee and the SAHS Director from the one graduate assistantship during the last self-study. The number awarded to counseling is still not equal to the ones received by other University of Northern Iowa graduate programs. The Counseling Program often has minority students who qualify for assistantships (3.0 GPA) but do not receive awards.
3. Area Addressed: Improving Counselor Preparation Comprehensive Exam (CPCE) exit exam test scores for Career and Assessment CACREP core areas
Summary/action: The comprehensive assessment committee decided that when new faculty lines are available to the counseling program is would be wise to seek out individuals with experience and passion for both the career and assessment CACREP core areas. Although the University of Northern Iowa Counseling Program consistently scores above the national mean for the individual CACREP core areas (since adoption fall 2007), career and assessment are the CACREP areas that dip below the mean on occasion. These two courses have traditionally been taught by adjunct faculty.
Source: CPCE data, CACREP core areas fall and spring tests since fall 2007
4. Area Addressed: Increase the diversity in the program and the recruiting of male students to the counseling profession
Summary/action: The comprehensive assessment committee places a high value on increasing the diversity of students within the counseling program. Past efforts have been successful but need to be continued to recruit both diverse and male students to the program. COUN 5103 Introduction to Professional Counseling is a successful tool in diverse student recruitment; this course is offered at the undergraduate level. In addition to the course the comprehensive assessment committee will continue to reach out to University of Northern Iowa student organizations that represent diversity, by speaking at their meetings about our program as a graduate studies option. Additional ideas are to take a program banner to Marshalltown, Waterloo, Des Moines, and Cedar Rapids to events and recruit.
Source: CACREP vital stats for 2007-2012. The CACREP Vital Stats for past years detail improvements, but the comprehensive assessment committee will strive for greater diversity for the program.
5. Area Addressed: Restructuring the program assessment process via the Program Comprehensive Analysis Form
Summary/action: In order to increase the efficiency level of the program evaluation, a new form will be devised to be utilized at the end of the academic year. This form will allow the comprehensive assessment committee to evaluate the program at all levels in a more structure fashion.
Source: Comprehensive Assessment Committee