Name of Supervisor:_______________________ …ualr.edu/.../ABI-assessment-submission-2015-2020-4-6-15.docx · Web viewThe final objective will be assessed through performance in practicum/externship

Graduate Degree Program Assessment Plan Cover Sheet (rev. 07):

UNIVERSITY OF ARKANSAS AT LITTLE ROCK Plan No.

Degree Program: Certificate in Auditory-Based Intervention Department and College: AUSP/CEHP Degree Type (MA, MS, EdS, EdD, PhD, Certificate):___Certificate ___ Prepared by: Mary Ellen Nevins

Submitted to College Assessment Committee on 3/31/15 ______ Approved on ____________________

Submitted to Provost Assessment Advisory Group on Approved on ________________

Respond to all four questions, following the Degree Program Assessment Plan Form Instructions. Attach additional pages as needed.

1. What are your student learning goals for this degree program?

ABI students are to become clinician-scholars who engage in lifelong learning activities that build on dispositions and knowledge obtained in the Certificate Program and to develop specific and current competencies for evaluating and providing intervention for children and adults who are deaf or hard of hearing.

2. What are your learning objectives or outcomes associated with each student learning goal?

Upon completion of the ABI Certificate program, scholars will be able to:

1) explicate the relationship between listening, spoken language and literacy, especially in individuals with pre-linguistic hearing loss

AUSP Auditory-Based Intervention Certificate Program 2016-20201

2) demonstrate competence in managing listening technologies and listening environments for an adult’s/ child’s full access to auditory information3) offer family-centered intervention based on partnership, mutual respect and coaching 4) evaluate effectiveness of intervention strategies, choosing appropriate evaluation measures, collecting data and adapting intervention plans as necessary

3. Where will the objectives be addressed in your program? In which courses and through which activities will they be assessed? (Attach Curriculum Assessment Map.)

Curriculum Assessment Map: Certificate Program Assessment

Auditory-Based Intervention

Emphasis: Extensive Somewhat Little None

Assessed: Exam Paper Project Other Not Assessed

Goal - ABI students are to become clinician-scholars who engage in lifelong learning activities that build on dispositions and knowledge obtained in the Certificate Program and who continue to develop specific and current competencies for evaluating and providing intervention for children and adults who are deaf or hard of hearing

Courses and Activities

How Outcomes are Addressed and Assessed

Outcome # 1.-

Students will explicate

the relationship among

listening, spoken

language and literacy

especially in

individuals with pre-

linguistic hearing loss

Outcome # 2-

Students will demonstrate competence in managing listening technologies and listening environments for an adult’s/ child’s full access to auditory information

Outcome #3- #4

Students will be competent in offering family-centered intervention based on partnership, mutual respect and coaching and in evaluating effectiveness of intervention strategies, choosing appropriate evaluation measures, collecting data and adapting intervention plans

AUSP 7374 Introduction to Auditory -Based

Emphasis:

Assessed

Extensive

Low stakes generative

Somewhat

Low stakes

Somewhat

Low stakes


Intervention: Listening for Language Learning and Literacy

quizzes, annotated children’s literature bibliography project,

group development of final assessment

generative quizzes generative quizzes

AUSP 7093 Topics in Speech Language Pathology: Guided Observation of Listening and Spoken Language Practice

Emphasis:

Assessed

Extensive

Video analysis

Somewhat

Video creation

Somewhat

Blackboard discussion postings

AUSP 7093 Topics in Speech Language Pathology: Effective Communication for Interprofessional Collaboration

Emphasis:

Assessed

Somewhat

Class participation

Somewhat

Class participation

Extensive

Blackboard discussion postings

AUSP 7093 Topics in Speech Language Pathology: Telepractice for Auditory-Based Intervention

Emphasis:

Assessed

Somewhat

Script development

Somewhat

Script development

Extensive

Video Analysis

Lesson Plan Submission

Simulations

AUD 7330

Educational Audiology: Managing Listening Technologies & Environments to Maximize LSL Outcomes

Emphasis:

Assessed

Somewhat

Impact Statement

“In-service” presentation

Extensive

Low stakes generative quizzes

Interpretation of Audiograms,

Administering Functional Listening assessments

Device

None


troubleshooting,

Analysis of Listening Environments

AUSP 7385

Audiologic Rehabilitation

Children: Family-Centered Intervention

Emphasis:

Assessed:

Extensive

Role play and simulation

Extensive

Perform Environmental Scan for Sources of Background Noise & Prepare Recommendations for Managing

Extensive

Low stakes generative quizzes,

Video analysis

Script development

Simulations

AUSP 7093 Topics in Speech Language Pathology: Assessments, Instructional Design and Outcomes

Emphasis:

Assessed:

Somewhat

Case study review and report generation

None Extensive

Compare and contrast assessment instruments, Interpret results, Design interventions

AUSP 7093 Topics in Speech Language Pathology: Grand Rounds for Auditory-Based Intervention

Emphasis:

Assessed:

Variable

Case presentation

Variable

Case Presentation

Variable

Case Presentation

4. How will you assess each objective? (a) Methods; b) Design; c) Assessment cycle; d) Stakeholder involvement.)

As outlined in the body of the Assessment Plan, core courses in the ABI certificate carry the bulk of knowledge/skill building for the first three objectives. The ABI program is responsible for content that is specific to individuals who are deaf or hard of hearing that is not necessarily addressed in the larger degree programs in which students are enrolled. Elective and specialized knowledge and skill are under study in the established ABI courses. Small class size allows for attention to each student’s generative ability for this specialized content. That is, students will be responsible for articulating key concepts, core values and theory and rationale which undergird course level objectives in both spoken and written responses. Frequent low stakes quizzes ascertain each student’s capacity to meet the program AUSP Auditory-Based Intervention Certificate Program 2016-2020

4

objectives; these provide continuous assessment of any one student’s progress in the program as well as provides information on the program as a whole. Evaluation of carefully designed course and program level practical projects will also ensure meeting objectives 1, 2 and 3 above. The final objective will be assessed through performance in practicum/externship opportunities provided for students; program level performance will be gathered through the review of aggregated individual performance data. Supervisors and administrators of the programs in which students will be placed for practicum and externships are among the key stakeholders of the project. Ample opportunity for their contribution to the design and development as well as oversight for the project will be provided for the purpose of student level and program level assessment.


ASSESSMENT PLANAudiology and Speech Pathology Department

Auditory-Based Intervention (ABI) Certificate ProgramCollege of Education and Health Professions

Ann B. Bain, Ed.D. Dean CEHPNannette Nicholson, Ph.D., Interim Chair

Betholyn Gentry, Ph.D., College Assessment CommitteeINITIAL REPORT

APRIL, 2015

AUSP ABI FacultyMary Ellen Nevins, Ed.D.Kimberlee Crass, Ph.D.

Department Mission

The mission of the Audiology and Speech Pathology (AUSP) department is to educate professionals who serve persons with communication, swallowing, and balance disorders at local, state, national, and international levels. The department is dedicated to excellence in (a) teaching and lifelong learning in a student-centered environment (b) service in a patient-centered environment based on academic excellence, leadership, and the ethic of community responsibility and (c) research that supports communication science and the practice of audiology and speech-language pathology (AUSP Strategic Plan, 2007). The department contributes to the College of Education and Health Professions (CEHP) mission by advancing collaborative problem-solving, entrepreneurial public leadership and effective use of communication to develop dynamic, healthy and safe communities through theoretic and applied research and instruction and to the mission of the University of Arkansas at Little Rock (UALR) by developing the intellect of students; discovering and disseminating knowledge; serving and strengthening society by enhancing awareness in scientific, technical, and cultural arenas; and by promoting humane sensitivities and understanding of interdependence. Within this broad mission are the responsibilities to use quality instruction to instill in students a lifelong desire to learn; to use knowledge in ways that will contribute to society; and to apply the resources and research skills of the University community to the service of the city, the state, the nation, and the world in ways that will benefit humanity (Adopted by the UALR Faculty Senate, 1988).

Auditory-Based Intervention Certificate Program

The newly developed Auditory-Based Intervention (ABI) Certificate Program is offered to full time students in Audiology and Speech-Language Pathology as a supplemental course of study to the degree programs to which they have been accepted. The purpose of this certificate is to provide a strong foundation for aspiring professionals who wish to facilitate the development of listening and spoken language skills in individuals who are deaf/hard of hearing. The certificate


is embedded within the existing degree programs in the department; certificate candidates will complete 15 semester credit hours beyond those already part of their graduate program for their respective degrees. An optional clinical externship is also available for qualified students.

Auditory-Based Intervention Certificate Program GoalsThe Auditory-Based Intervention Certificate will develop its influence as a dynamic, collaborative, and innovative program striving to meet the following goals a) create a dynamic course of study that is constructed from identified domains of listening and spoken language knowledge, grounded in proven strategies and techniques for developing listening and spoken language skills and delivered using established principles of adult learning (b) engage in agency collaborations that strengthen ties to the community, region, and state in service provision to individuals who are deaf or hard of hearing (c) increase the number of professionals with expertise in providing listening and spoken language services for individuals who are deaf or hard of hearing across the state d) participate in innovative service delivery projects with community partners (e.g. telepractice model) and e) serve as a resource to practicing professionals for continuous professional learning.

Furthermore, specific goals for ABI students are to become clinician-scholars who engage in lifelong learning activities that build on dispositions and knowledge obtained in the Certificate Program and to develop specific and current competencies for evaluating and providing intervention for children and adults who are deaf or hard of hearing.

Specifically, the objectives for the Auditory-Based Intervention Certificate Program address the development of the dispositions, skills and knowledge related to the assessment and intervention with adults and children who are deaf or hard of hearing and their families. These include:

1) explicating the relationship between listening, spoken language and literacy, especially in individuals with pre-linguistic hearing loss

2) demonstrating competence in managing listening technologies and listening environments for an adult’s/ child’s full access to auditory information

3) offering family-centered intervention based on partnership, mutual respect and coaching

4) evaluating effectiveness of intervention strategies, choosing appropriate evaluation measures, collecting data and adapting intervention plans as necessary

Five-year Assessment Plan


First Year Assessments (2016): The first year of the five year cycle involves generating protocols, creating or adapting data collection instruments for all planned areas of assessment and gathering data related to assessment of the overall ABI program. This assessment process includes collecting data from the following areas: Cultural and geographic diversity of students in ABI coursework, ABI Course Evaluations, ABI Exit Survey, ABI Nine Month Post Graduation Survey, minutes from Town Hall Meeting (as needed) and ABI Certificate Completion Rates. These data will be used to evaluate overall program effectiveness by obtaining input from and about our major stakeholders, the students. Results will be used for program improvement and decision-making.

Second Year Assessments (2017): During the second year of the five-year cycle assessment efforts will focus on assessment of the ABI students’ disposition, knowledge and skills . Assessment at point of program exit will be conducted using an ABI Exit Interview Protocol, Self Rating of Adapted Comfort Level Checklist and Successful Achievement of 50% of Year One competencies on Auditory Verbal Competency Checklist for Mentors These data should indicate how well the ABI program is meeting its stated goals for its students and ensure that graduates demonstrate the competencies that have been identified as desirable for entry-level positions in the field.

Third Year Assessments (2018): During the third year of the five-year cycle assessment efforts will focus on clinical training for ABI Certificate Program students. This component of the ABI program will be assessed with data obtained in the following areas: ABI Student Practicum Evaluations, ABI Practicum Supervisor Evaluation, Consumer Satisfaction with Clinical Services (clinic related questions), Diversity of Clients Served (off and on campus) and Site Evaluations of Practicum placements. This information will be used to assess how well the program is meeting the clinical needs of ABI Certificate Program students and will help identify strengths or address concerns to make decisions about the viability of various clinical sites for our ABI students.

Fourth Assessment Year (2019): During the fourth year of the five-year cycle professional community perception will be the focus of assessment. The professional community is the second largest consumer of and primary target of our services/product; their perceptions of growing access to well-prepared listening and spoken language professionals will impact of design and implementation of the ABI program and inform formative changes as needed. Community leader surveys as well as employer feedback will drive this assessment element.

Fifth Year Assessment (2020): During the fifth year of the five-year cycle the focus of assessment will be on the consumer satisfaction with ABI clinical services at UALR. Assessment will focus on demographic data such as number of ABI clients receiving services at the UALR Speech and Hearing Clinic as a function of years of ABI program existence, Diversity of Clients Served and Types of Services Provided to Consumers will be collected and analyzed. AUSP Auditory-Based Intervention Certificate Program 2016-2020

8

Consumer/family evaluation of ABI clinical services as well as client outcome data will also be reviewed. The data collected will be used to make decisions about clinical services offered to the public on the campus of UALR.


Audiology and Speech Pathology DepartmentABI Certificate Program

Five-Year Assessment Plan (2012 - 2016)

Assessment Tool ABI Objective(s) Cycle YearAssessment of Overall Program 1 & 2 Year 1 2016Graduate Course Evaluations (Appendix A)ABI Graduate Exit Survey (in development)ABI Nine Month Post Graduation Survey (in development)Town Hall Meeting (as needed)Diversity/Geographic Distribution of Students AdmittedCertificate Completion Rates

Assessment of Graduate Students 1, 2, & 3 Year 2 2017Adapted Comfort Level Checklist (in development)Adapted AV Competencies Checklist (in development)Consumer Evaluation of Clinical Services (Questions 1-6; Appendix B)

Assessment of Student Clinical Training 1 & 2 Year 2 2018Graduate Student Practicum Evaluation (in development)Practicum Supervisor Evaluation (Appendix C)Consumer Evaluation of Clinical Services (Questions 7-13; Appendix B)Diversity of Clients Served Site Evaluation (Appendix D)

Assessment of Professional Perceptions 1 & 2 Year 4 2019Employer Survey (Appendix E)Focus GroupsPost-Graduate Job Survey Form (Appendix F)

Assessment of Consumers of Clinical Services 1 & 2 Year 5 2020Demographic Consumer Evaluation of Clinical Services (Appendix B)Diversity of Clients Served (UALR clinic report)Types of Services Provided to Consumers (UALR clinic report)


Curriculum Assessment Map: Certificate Program AssessmentAuditory-Based Intervention

Emphasis: Extensive Somewhat Little NoneAssessed: Exam Paper Project Other Not Assessed

Goal - ABI students are to become clinician-scholars who engage in lifelong learning activities that build on dispositions and knowledge obtained in the Certificate Program and who continue to develop specific and current competencies for evaluating and providing intervention for children and adults who are deaf or hard of hearing

Courses and Activities

How Outcomes are Addressed and Assessed

Outcome # 1.-Students will explicatethe relationship amonglistening, spokenlanguage and literacyespecially inindividuals with pre-linguistic hearing loss

Outcome # 2-Students will demonstrate competence in managing listening technologies and listening environments for an adult’s/ child’s full access to auditory information

Outcome #3- #4Students will be competent in offering family-centered intervention based on partnership, mutual respect and coaching and in evaluating effectiveness of intervention strategies, choosing appropriate evaluation measures, collecting data and adapting intervention plans

AUSP 7374 Introduction to Auditory -Based Intervention: Listening for Language Learning and Literacy

Emphasis:Assessed

ExtensiveLow stakes generative quizzes, annotated children’s literature bibliography project,group development of final assessment

SomewhatLow stakes generative quizzes

SomewhatLow stakes generative quizzes

AUSP 7093 Topics in Speech Language Pathology: Guided Observation of Listening and Spoken Language Practice

Emphasis:Assessed

ExtensiveVideo analysis

SomewhatVideo creation

SomewhatBlackboard discussion postings

AUSP 7093 Topics Emphasis: Somewhat Somewhat ExtensiveAUSP Auditory-Based Intervention Certificate Program 2016-2020

11

in Speech Language Pathology: Effective Communication for Interprofessional Collaboration

Assessed Class participation Class participation Blackboard discussion postings

AUSP 7093 Topics in Speech Language Pathology: Telepractice for Auditory-Based Intervention

Emphasis:Assessed

SomewhatScript development

SomewhatScript development

ExtensiveVideo AnalysisLesson Plan SubmissionSimulations

AUD 7330Educational Audiology: Managing Listening Technologies & Environments to Maximize LSL Outcomes

Emphasis:Assessed

SomewhatImpact Statement“Inservice” presentation

ExtensiveLow stakes generative quizzesInterpretation of Audiograms,Administering Functional Listening assessmentsDevice troubleshooting,Analysis of Listening Environments

None

AUSP 7385Audiologic RehabilitationChildren: Family-Centered Intervention

Emphasis:Assessed:

ExtensiveRole play and simulation

ExtensivePerform Environmental Scan for Sources of Background Noise & Prepare Recommendations for Managing

ExtensiveLow stakes generative quizzes,Video analysisScript developmentSimulations

AUSP 7093 Topics in Speech Language Pathology: Assessments, Instructional Design and Outcomes

Emphasis:Assessed:

SomewhatCase study review and report generation

None ExtensiveCompare and contrast assessment instruments, Interpret results, Design interventions

AUSP 7093 Topics Emphasis: Variable Variable Variable


in Speech Language Pathology: Grand Rounds for Auditory-Based Intervention

Assessed: Case presentation Case Presentation Case Presentation


Appendix AGraduate Course EvaluationSection 1 Form

Instructor Last Name:Instructor First Name:Course ## StudentsCourse NameSemester

College of Health Related ProfessionsStudent Evaluation of InstructionInstructor:Course #:Course Name:

Please mark your answers in the bubbles on the right using the scale shown.

NA = Not Applicable/No OpinionThis 5 = Strongly AgreeNot this O 4 = Agree

3 = Neither Agree Nor Disagree2 = Disagree1 = Strongly Disagree

1 2 3 4 5Speaks Audibly and Clearly O O O O O

Fluent in English O O O O O

Organizes Presentations O O O O O

Lectures Cover Objectives/Goals O O O O O

Discusses Current Developments O O O O O

Stimulates Thinking and Discussion O O O O O

Keeps Scheduled Appointments O O O O O

Treats Students with Respect O O O O O

Demonstrates Enthusiasm O O O O O

Tests Cover Course Objectives O O O O O

After you have marked your answers, give this sheet to the Proctor face down. PLEASE DO NOT FOLD


Appendix B UALR Speech and Hearing Clinic Form 31

2801 South University, Suite 600, Little Rock, AR 72204501-569-3155 Phone 501-569-3157 Fax

EVALUATION OF CLINICAL SERVICESCLIENT’S NAME:______________________________________ DOB: ____________________________CLINICIAN: ___________________________________________ SUPERVISOR: _____________________DATE: ________________________________________________

5 – Excellent 4 - High Average3 – Average 2 – Low Average1 – Poor0 - Does Not Apply

1. Prompt and accurate attention to request for information oror appointment scheduling following your first contact with the facility

5 4 3 2 1 0

2. Efficient and prompt forwarding of reports 5 4 3 2 1 0

3. Courteous treatment by all clinic personnel 5 4 3 2 1 0

4. Special problems noted and assistance provided 5 4 3 2 1 0

5. Considerate answers to all questions 5 4 3 2 1 0

6. Appointments begun at scheduled time 5 4 3 2 1 0

7. Instruction in how to manage the communication problem outside this clinic 5 4 3 2 1 0

8. Clear communication of the results of the evaluation and/or therapy 5 4 3 2 1 0

9. Referral to appropriate service facilities if necessary 5 4 3 2 1 0

10. Clear statement of recommendation 5 4 3 2 1 0

11. Clear statement of how recommendations are to be implemented 5 4 3 2 1 0

12. Opportunity to ask questions after an evaluation or therapy 5 4 3 2 1 0

13. Treated with compassion, respect, dignity, and courtesy 5 4 3 2 1 0 14. Student clinician and supervisor modeled professional conduct and image 5 4 3 2 1 0

15. Level of confidence instilled in you by your student clinician 5 4 3 2 1 0

16. Professional appearance of student clinician 5 4 3 2 1 0

17. Conferences held away from the presence of nonprofessional personnel 5 4 3 2 1 0

18. Supervisor and student clinician were helpful and cooperative 5 4 3 2 1 0

19. Overall acceptability of services received at the Speech and Hearing Clinic 5 4 3 2 1 0

COMMENTS:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix C

Form 75Evaluation of Practicum Supervisors(Developed from ASHA’s Position Paper: Clinical Supervision in Speech-Language Pathology and Audiology)

Name of Supervisor:_______________________ Practicum Site:_________________

Semester/Year:____________/___________Date of Evaluation:__________________

A 5-point scale is to be used to rate the items listed below:

5 = Outstanding; 4 = Excellent; 3 = Good; 2 = Fair; 1 = Poor; NA = Non-applicable

The supervisor:

1. establishes and maintains an effective working relationship with the supervisee. ______

2. assists the supervisee in developing clinical goals and objectives. ______

3. assists the supervisee in developing and refining assessment skills. ______

4. demonstrates for and participates with the supervisee in the clinical process. ______

5. assists the supervisee in analyzing assessment and treatment sessions. ______

6. guides the supervisee in maintaining clinical records. ______

7. interacts with the supervisee in supervisory conferences. ______

8. assists the supervisee in evaluating his/her clinical performance. ______

9. assists the supervisee in developing skills of report writing and editing. ______

10. models professional conduct. ______

Additional Comments:


Appendix D

Form 54

OFF CAMPUS SITE EVALUATIONAuditory-Based Intervention

DATE:___________________ CLINICIAN:___________________________

SITE:____________________ SUPERVISOR:_________________________

What general experiences did you have? (i.e. equipment check, direct service with children/adults, family-centered coaching, interprofessional collaboration and consultation, telepractice, other)

Specify the number of hours you obtained in each of the experiences listed above.

What do you think were the overall strengths of this site?______________________

What do you think were the overall weaknesses of this site?___________________

What type of tests or materials would you recommend for the next student at this site to review?___________________________________________________________

Other comments:_____________________________________________________

Rate the site on the following scale:1 2 3 4 5 6 7Worst BestExperience Experience

Disk 3 Rev. 8/2010


Appendix E

EMPLOYER SURVEYUNIVERSITY OF ARKANSAS AT LITTLE ROCK/

UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCESDEPARTMENT OF AUDIOLOGY AND SPEECH PATHOLOGY

The primary goal of the faculty of the UALR/UAMS Auditory-Based Intervention is to prepare our students to function as competent Listening and Spoken Language professionals. This survey is designed to help the program faculty determine the strengths and weaknesses of our program. All data will be kept confidential and will be used for program evaluation purposes only. We request that this survey be completed by the graduate’s immediate supervisor.

BACKGROUND INFORMATION:Name of Graduate: ________________________________________________________Length of Employment at Time of Evaluation: ____________monthsPlace of Employment:______________________________________________________Immediate Supervisor of Graduate (optional):___________________________________

Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any rating. If you do not know about a particular area, circle NA.5 = strongly agree 4 = generally agree 3 = neutral (acceptable) 2 = generally disagree 1 = strongly disagreeNA = not applicable

I. KNOWLEDGE BASEThe Graduate:a. Has the professional knowledge to function in this

employment setting 5 4 3 2 1 NA

b. Is able to collect pertinent data accurately fromcharts and students/clients 5 4 3 2 1 NA

c. Is able to interpret pertinent student/client dataeffectively 5 4 3 2 1 NA

d. Is able to select necessary and appropriate diagnostic tests 5 4 3 2 1 NA

e. Is able to recommend appropriate interventionprocedures 5 4 3 2 1 NA

f. Uses sound clinical judgment while functioning in thisemployment setting 5 4 3 2 1 NA

Comments: ______________________________________________________________


__________________________________________________________________________________________________________________________________________________________________________

II. CLINICAL PROFICIENCY The Graduate:

a. Has the necessary skills to performin this employment setting 5 4 3 2 1 NA

b. Possesses the skills to perform accurate andefficient student/patient assessments 5 4 3 2 1 NA

c. Possesses the skills to perform appropriate therapy with students/patients 5 4 3 2 1 NA

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

III. BEHAVIORAL SKILLSThe Graduate:

a. Communicates effectively in this employmentsetting 5 4 3 2 1 NA

b. Conducts himself/herself in an ethical and professionalmanner 5 4 3 2 1 NA

c. Functions effectively as a member of a team in thissetting 5 4 3 2 1 NA

d. Accepts supervision and works effectively withsupervisory personnel 5 4 3 2 1 NA

e. Is self-directed and responsible for his/her actions 5 4 3 2 1 NA

f. Arrives at work prepared and on time 5 4 3 2 1 NA

f. Contributes to making a positive environmentin this setting 5 4 3 2 1 NA

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. PROGRAM EVALUATION


Overall Rating:

Please rate the OVERALL quality of the UALR/UAMS program’s graduates:(Please circle one)

5 = very good 4 = good 3 = fair 2 = not good 1 = poor

Please rate the OVERALL quality of the UALR/UAMS program in Communicative Disorders: (Please circle one)

5 = very good 4 = good 3 = fair 2 = not good 1 = poor

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What qualities or skills did you expect of the graduate upon employment that he/she did not possess?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please provide comments and suggestions that would help this program better prepare future graduates._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What are the strengths of the graduate(s) of this program?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________ __________________ ____________Rater Signature Title Date

Is the above rater the graduate’s immediate supervisor? Yes No

Employer Survey February 2011


Appendix F

Post-Graduate Job Survey Form

Graduate’s Name: ______________________________

Phone #: ____________________________

Email: ______________________________

Address:_____________________________

____________________________________

___________________________________________

Name of Employer: ________________________________________________________

__________________________________________________________________

Start date of Employment: ___/___/______

Type of Employment (check all that apply):

Full time _____

Part-time _____

School _____

Developmental Center ____

Clinic _____

Private practice _____

Contract work _____

Other _________________________________________________________________

*Does this employee work with individual who are deaf or hard of hearing? ____

*If yes, what percentage of the caseload is deaf or hard of hearing? ______


Documents

Name of Supervisor:_______________________ …ualr.edu/.../ABI-assessment-submission-2015-2020-4-6-15.docx · Web viewThe final objective will be assessed through performance in practicum/externship