Executive Summary
I. GOALS
II. METHODOLOGY FOR MEASURING THE ATTAINMENT OF EDUCATIONAL GOALS
III. UTILIZATION OF ASSESSMENT INFORMATION TO IMPROVE PROGRAM
IV PARTICIPATION OF ALL CONSTITUENCIES
V. RECORD KEEPING

EXECUTIVE SUMMARY

The Counseling and Human Services faculty has accomplished significant progress in assessing the effectiveness of the CHS curriculum in producing high quality professionals who convincingly demonstrate the CHS educational goals. Over the past three years the faculty has completed a self-study for accreditation with the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The self-study entailed a detailed review of the entire program. As a result of this self-study, significant changes to the curriculum were made.

An evaluation of our programs resulted in the faculty's decision to change one of the programs offered. The Mental Health Counseling program was changed to the Community Counseling program. This enabled the program to remain at 48 credit hours and still meet state as well as CACREP standards, while still providing what students need.

Not only were the goals and objectives of the program refined and the mission statement revisited, more assessment activities were employed to evaluate the effectiveness of the program. The CHS Advisory Board came into being during the past three years. The Board has served in evaluating the program in providing feedback about the mission statement and the program goals and objectives. The Board helped design the CHS employer survey that was later conducted to get feedback about the performance of our graduates.

In addition to the CHS employer survey, and the alumni survey, that is done every three years, a current CHS student survey was designed and implemented during the past year to ascertain the effectiveness of the curriculum for students currently experiencing the program. During the past year also, students were asked to evaluate their field-site supervisors and the field-site. This is a new addition to the evaluation activities of the program.

The surveys all indicated that the CHS program is serving the students, alumni and employers with satisfaction. The surveys identified one class the needed to be modified and pointed out areas for improvement in the exit exam and project. The surveys also suggested areas that students could benefit from more training.

As a result of these assessment activities the following changes were made:

- The exit exam format and requirements were modified.
- The exit project requirements were changed.
- The G585 Contemporary Issues course was eliminated and the G592 Seminar is Drug/Alcohol abuse Prevention course was introduced in the curriculum.
- The G501 Group Counseling Laboratory course was again redesigned.
- A request was made to the School of Education to fund a field-site coordinator to coordinate field placements and assist students in their practicum/internship experiences.
- One-credit course offerings, to serve our alumni, have been proposed to the School of Education.

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I. Goals

The stated mission of Indiana University South Bend is:

Indiana University South Bend is the only public, comprehensive, undergraduate and graduate degree-granting institution of higher education in north central Indiana. The university is committed to excellence in technology-enhanced teaching, learning, and scholarship, supported by a solid core of highly qualified faculty and staff dedicated to helping a diverse body of residential and non-residential students succeed at the university and in life. IU South Bend is distinguished by collaborative learning among students and faculty in a wide range of strong liberal arts and sciences and professional disciplines, including acclaimed programs in the fine and performing arts, and nursing and health profession; and a commitment to enhancing diversity and a global perspective by providing a rich array of programs to attract and support underrepresented and international students. The university and its graduates have a significant impact on the economic growth and cultural vitality of north central Indiana and surrounding states.

IU South Bend has stated six priorities of planning and development:
1. Foster student learning, access and success
2. Encourage and maintain academic excellence
3. Enhance diversity
4. Strengthen partnerships
5. Reflect a global perspective; and
6. Heighten recognition and accomplishments

As part of IU South Bend, the School of Education's mission further supports the training of competent professionals from diverse backgrounds, with the ability to serve in a diverse and rapidly changing world. The School of Education is dedicated to developing ethical and reflective professionals who are comfortable with utilizing technological advances.

The School of Education further seeks to promote the sis priorities identified by IU South Bend by designing programs that prepare students for competent service in their chosen field. The School fosters the utilization of research to inform practice in the field. The School of Education also promotes the forging of partnerships through the many relationships cultivated with area school corporations. Through intentional curricular and extra-curricular experiences, the School of Education supports the reflection of a global perspective, and a recognition of the value of diversity.

The Counseling and Human Services program (CHS) operates from a mission statement that enhances the School of Education and the IU South Bend mission. The mission statement is as follows:

The Counseling and Human Services program (CHS) at IU South Bend offers an exceptional graduate education in school and community counseling. The comprehensive master's level program provides student with a rigorous exploration of theoretical orientation, in-depth clinical supervision, and an appreciation for multicultural values. Faculty members embody diversity of experience and teaching styles and are committed to the development of reflective, ethical counselors. Serving working adults in Northern Indiana, the CHS program excels in producing practitioners who are dedicated to personal growth, professional development and the pursuit of life-long learning.

(The words in italics convey exact sentiments found in the mission statement of IU South Bend and the School of Education)

The CHS goals below were developed to carry out the mission of the counseling profession and the mission of the School of Education and IU South Bend.

EDUCATIONAL GOALS FOR CHS STUDENTS

1. Professional Identity
Students will develop a professional identity.
2. Social and Cultural Diversity
Students will acquire the skills and dispositions to be effective counselors in a multicultural society.
3. Human Growth and Development
Students will utilize the principles of human growth and development in their counseling activities.
4. Career Development
Students will acquire the skills to provide career development counseling.
5. Helping Relationships
Students will acquire the skills for a therapeutic helping relationship.
6. Group Work
Students will acquire group work skills.
7. Assessment
Students will acquire individual and group assessment skills.
8. Research and Program Development
Students will acquire research and evaluation skills.

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II. METHODOLOGY FOR MEASURING THE ATTAINMENT OF EDUCATIONAL GOALS

A. Techniques
1. The CHS program utilizes a variety of techniques to measure student attainment of the program educational goals. The following are the major techniques used:
a. Comprehensive exit exam
b. Specialization project
c. Portfolios in school counseling
d. Alumni survey
e. Employer survey

The comprehensive exit exam is given in the final semester of the students' course of study. It is an oral examination with the student answering questions for two faculty members within a 60-minute time slot. The questions require a practical application of all the knowledge and skills outlined in the educational goals for CHS students. The exit exam was redesigned to more effectively ascertain student learning. A copy of the newly designed exam is attached.

The specialization project has also been modified for the students who entered the program in January2005. In former years, students were permitted to do professional projects that would be useful for them in the field. The new guidelines require all students to produce a scientific research paper. The exit project assesses the research and program development educational goal as well as the assessment goal. Other goals are also assessed depending on the research topic the student chooses.

The portfolio in school counseling requires students to showcase their best work based on all the Indiana Professional Standards for school counselors. These standards cover all the educational goals for the CHS program. A rubric for the assessment of the portfolio is attached.

The alumni survey is to be conducted every three years. The items on the survey comprehensively cover all the educational goals of the CHS program. The most recent survey was done in March,2005. A copy of the survey results is attached. It is to be noted that the number of respondents in the survey is quite low. It is believed, however, that the information gathered reflects the general opinion and attitude of alumni.

The employer survey was conducted in 2004. It assesses Goals 1,5,6 and 7 of the educational goals for the CHS program. A copy of the survey and the results are attached.

B, Over the past school year, much effort has gone into revising the evaluation tools so that they more effectively yield useful information about student attainment of the CHS educational goals. The faculty decided to retain the educational goals for another assessment period in order to ascertain how well the students are performing, given the newly designed assessment techniques.
The employer survey supports the educational goals of the program and suggests that the CHS program needs to continue pursuing the same goals and becoming more effective in fostering these goals in the students. The alumni survey also supports the retention of the educational goals.

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III. UTILIZATION OF ASSESSMENT INFORMATION TO IMPROVE PROGRAM

The entire CHS faculty participated in collecting and analyzing the information received from the assessment tools. All members of the faculty as well as guest faculty members participated in the exit exam and the annual poster session where the exit projects were evaluated. Two members evaluated the school counseling portfolios. The entire faculty, in regularly scheduled faculty meetings, discussed and analyzed the outcomes of the exercises. The minutes of the faculty meetings reflect that from these discussions, the exit exam and the exit project were redesigned to be more effective in assessing student outcomes. The minutes also reflect that results of the surveys resulted in the redesign of the G501 Group Counseling Laboratory course. The students entering the program in January 2005 have a completely new syllabus from students of earlier years.

There is not much room for budgetary planning on a program level in the School of Education. Requests for one-credit courses that would enhance the elective offerings and serve our professional community were discouraged because of summer budget teaching constraints and also school-year teaching load restrictions. The additional courses that are requested by alumni and current students have not been pursued. At the request of students, a coordinator for field-sites has been requested to help students find and maintain satisfactory field experiences. When the School of Education has acquired a permanent Dean, this can again be addressed. At present, our requests are on record in the Dean's office.

Changes in the curriculum have been posted on oncourse and have been announced in our annual welcoming function held in January. In addition, changes to the curriculum and schedule have been noted in the CHS Student Handbook that is updated annually.

In the past, the CHS program has celebrated the accomplishments of the students who have distinguished themselves in the world of work and in professional organizations. This has been done through our annual newsletter and during our public functions held every semester. In May 2005 we will celebrate the student and faculty who won national professional awards for excellent work, and we will celebrate our acquisition of accreditation from the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

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IV PARTICIPATION OF ALL CONSTITUENCIES

A. All faculty members were involved in the gathering of the assessment data and in the discussion and analysis of the findings. Faculty minutes reflect that all faculty members helped to make the decisions about changing the exit exam format, the exit project and changing the G501 Counseling Group Laboratory class.
B. The faculty has solicited opinions from students on the issue of scheduling the G500 Orientation to Counseling, course in the spring versus the summer. Students have also been asked to comment on the entrance criteria for the CHS program. This idea originated with a few students. Feedback from students (through oncourse) resulted in the retention of the present entrance criteria. In addition, we began an annual survey of current student last year. The survey and results are attached. Comments from the student survey strengthened the findings from the alumni survey and resulted in the change of the G501 Counseling Group Lab class. Three graduate students were responsible for conducting the surveys of the current students and the alumni. The students played a major role in writing the reports on the surveys and presenting the findings to the faculty. Students are made aware of the CHS educational goals from their appearance on some of the syllabi and the identification of ALL course objectives and course activities to the goals and professional standards in the School of Education. This practice is followed routinely in the School of Education for NCATE purposes.

The CHS Advisory Board has also reviewed our mission and the educational goals and given feedback on the curriculum. It was at the request of the students and the initiative of the Advisory Board that the CHS program now has a mentoring program for current students. Another comment from the alumni survey and the current students has led to the beginning of a career service for our students. This is not yet fully established. Faculty, Advisory Board members and students are working on designing and implementing this program.

V RECORD KEEPING

The assessment files are kept in the office of Jannette Shaw in a file that is easily accessible for CACREP and NCATE accreditation purposes. The Associate Dean is sent a copy of all reports generated for assessment requirements. In addition, the School of Education has employed an electronic filing system utilizing Livetext. Beginning this spring, scores for each student will be recorded in Livetext. School of Education faculty and visitors to Livetext may access the information.
The CHS annual newsletter, The Positive Regards, publishes summaries of the surveys and other assessment activities conducted on the program. The Positive Regards is sent to all CHS alumni and students, employing agencies and schools as well as all faculty members in the School of Education and other IU South Bend administrators.

ANALYSIS OF THE DATA

The data from the alumni survey, the employer survey, the current student survey, and the Advisory Board feedback indicated that the CHS program is generally on target in achieving the educational goals outlined. Comments and ratings indicate that the program serves the community effectively. Students are pleased with the experiences offered by the program. Faculty is rated highly. Most courses are also rated highly. Employers are satisfied with the training of the graduates from the program.

The surveys indicated that there is room for improvement in the design of the G501 Group counseling Laboratory course. Students and alumni also indicated that the connection between the exit project and exit exam and the curriculum offered throughout the three years of the program was not always clear. Alumni and employers suggested that graduates needed to be more versed in clinical skills especially in addictions issues.

SUMMARY OF ACTIONS TAKEN

As a result of our review of all assessment findings, the following actions were taken by the CHS faculty:

1. The exit exam was redesigned to be more closely aligned to the program goals. A more effective scoring rubric was also developed.
2. The exit project format and requirements were changed to reflect more relevance and rigor to the educational goals.
3. The G501 Counseling Group Laboratory course was again redesigned to meet student needs as well as curriculum requirements.
4. A Contemporary Issues course was eliminated and an Addictions course was added to the curriculum.
5. Requests were made to the Dean of the School of Education to fund one-credit courses to serve our alumni. A request was also made to fund a filed-site coordinator to help students with field placements.

PROPOSED NEXT STEPS

The CHS faculty has identified the following steps that will be taken in future semesters:

1. Evaluate the effectiveness of the changes made in the redesigned exit exam, exit project and G501 course.
2. Develop more effective rubrics for student performances in each course.
3. Develop a more effective system of plotting student progress and development over the three years of the program with regard to program goals.
4. Utilize Livetext system to enter and aggregate data as a tool for more effective assessment.
5. Follow up on the requests for a field-site coordinator and one-credit course offerings.

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