Assessment Details
Academic Year: 2020-2021 Level: Graduate
Campus Department: Lynch School of Education & Human Development [UG and Grad]
Program Type: Major [UG] / Program [Grad]
Program Name: Mental Health Counseling MA (Link)
Description of Data Collection:
a. To assess the first learning outcome, which is to provide foundational training in, and foster identification with, the field of counseling, the following data/evidence is used:
i. Annual review by entire counseling faculty of student performance in their academic, clinical, and interpersonal development.
ii. Quantitative and qualitative assessment of performance and professional behavior of first year students by the practicum lab leaders, practicum instructor, and practicum director at Boston College during the fall and spring semester of the first year. In the fall semester, the evaluation includes (a) a review meeting with the student, (b) written evaluation that comments on strengths and identifies areas of focus for professional growth, and (c) letter grade. At the end of the spring semester, in addition to these three components, the lab leader completes the Assessment of Competencies in Professional Counseling, a 14-item rating scale adapted from the Competencies in Professional Counseling grid developed by the Council of Counseling Psychology Training Programs. (CCPTP).
iii. Quantitative and qualitative assessment of the performance and professional behavior of second year students is made by collecting data in three ways. First, the internship instructor makes a site visit toward the end of the fall and spring semesters. Second, the field supervisor completes the Supervisor Evaluation near the end of the fall and spring semesters. The Supervisor Evaluation includes a 27-item rating scale also adapted from the CCPTP Expected Competencies in Professional Counseling. Third, the internship instructor provides a summative evaluation of the student based upon performance in the seminar including some data from communication with the field supervisor.
iv. Performance on comprehensive examination given in the spring semester of the second year.
v. Annual surveys of exiting students, alumni who graduated within the last three years, and clinical supervisors as well as periodic surveys of employers.
b. To assess the second learning outcome, which is to train students to become competent as practitioners, and knowledgeable of the ways in which science influences practice and practice influences science, the following data/evidence is used:
i. Annual review by entire counseling faculty of student performance in their academic, clinical, and interpersonal development.
ii. Quantitative and qualitative assessment of performance and professional behavior of first year students by the practicum lab leaders, practicum instructor, and practicum director at Boston College during the fall and spring semester of the first year. In the fall semester, the evaluation includes (a) a review meeting with the student, (b) written evaluation that comments on strengths and identifies areas of focus for professional growth, and (c) letter grade. At the end of the spring semester, in addition to these three components, the lab leader completes the Assessment of Competencies in Professional Counseling, a 14-item rating scale adapted from the Competencies in Professional Counseling grid developed by the Council of Counseling Psychology Training Programs. (CCPTP).
iii. Quantitative and qualitative assessment of the performance and professional behavior of second year students is made by collecting data in three ways. First, the internship instructor makes a site visit toward the end of the fall and spring semesters. Second, the field supervisor completes the Supervisor Evaluation near the end of the fall and spring semesters. The Supervisor Evaluation includes a 27-item rating scale also adapted from the CCPTP Expected Competencies in Professional Counseling. Third, the internship instructor provides a summative evaluation of the student based upon performance in the seminar including some data from communication with the field supervisor.
iv. Performance on comprehensive examination given in the spring semester of the second year.
v. Annual surveys of exiting students, alumni who graduated within the last three years, and clinical supervisors as well as periodic surveys of employers.
c. To assess the third learning outcome, which is to train students to understand the nature of social justice in their professional work and to infuse this perspective into their practice, the following data/evidence is used:
i. Annual review by entire counseling faculty of student performance in their academic, clinical, and interpersonal development.
ii. Quantitative and qualitative assessment of performance and professional behavior of first year students by the practicum lab leaders, practicum instructor, and practicum director at Boston College during the fall and spring semester of the first year. In the fall semester, the evaluation includes (a) a review meeting with the student, (b) written evaluation that comments on strengths and identifies areas of focus for professional growth, and (c) letter grade. At the end of the spring semester, in addition to these three components, the lab leader completes the Assessment of Competencies in Professional Counseling, a 14-item rating scale adapted from the Competencies in Professional Counseling grid developed by the Council of Counseling Psychology Training Programs. (CCPTP).
iii. Quantitative and qualitative assessment of the performance and professional behavior of second year students is made by collecting data in three ways. First, the internship instructor makes a site visit toward the end of the fall and spring semesters. Second, the field supervisor completes the Supervisor Evaluation near the end of the fall and spring semesters. The Supervisor Evaluation includes a 27-item rating scale also adapted from the CCPTP Expected Competencies in Professional Counseling. Third, the internship instructor provides a summative evaluation of the student based upon performance in the seminar including some data from communication with the field supervisor.
iv. Performance on comprehensive examination given in the spring semester of the second year.
v. Annual surveys of exiting students, alumni who graduated within the last three years, and clinical supervisors as well as periodic surveys of employers.
Review Process:
The full faculty meets each week to discuss program-related issues, including student performance and feedback related to the learning outcomes specified in Question 1. In addition, the Master’s Coordinating Committee (consisting of four faculty and the practicum director) meet monthly to follow-up on program and student issues.
With respect to individual student data, as noted above, the entire counseling faculty participates in an annual review of student performance. However, there is ongoing communication at organized, collaborative levels of support available for process and response to real time data received from individual instructors and/or field supervisors during the semester. Communication and process may include instructors, student, program coordinator, student adviser, practicum director, the entire faculty, and the office of graduate students (if necessary).
With respect to program changes, the program coordinator will typically take the lead along with members of the Master’s Coordinating Committee in presenting proposals to the full-faculty for collaborative decision making.
Resulting Program Changes:
In the last two years, we have made the following changes based on our ongoing review of the program:
Development of more precise evaluations of practicum and internship performance initiated as a result of discussions in annual review of student performance (see Item 3, Learning Outcome c, sections i and iii).
Based on exit surveys, annual student evaluations, and feedback from alumni, we have worked with student leaders in the development of the Mental Health Counseling Student Association, which arose in response to our desire to mobilize student input in program issues and governance (see Item 3, Learning Outcomes a, b, & c, sections v).
Revisions of comprehensive exam to reflect contemporary issues in diversity training in mental health counseling, based on assessments of student performance and exit surveys (see Item 3, Learning Outcomes a, b, & c, sections iv & v).
Date of Most Recent Program Review:
In the last two years, we have made the following changes based on our ongoing review of the program:
Development of more precise evaluations of practicum and internship performance initiated as a result of discussions in annual review of student performance (see Item 3, Learning Outcome c, sections i and iii).
Based on exit surveys, annual student evaluations, and feedback from alumni, we have worked with student leaders in the development of the Mental Health Counseling Student Association, which arose in response to our desire to mobilize student input in program issues and governance (see Item 3, Learning Outcomes a, b, & c, sections v).
Revisions of comprehensive exam to reflect contemporary issues in diversity training in mental health counseling, based on assessments of student performance and exit surveys (see Item 3, Learning Outcomes a, b, & c, sections iv & v).
Attachments (if available)