2016 Undergraduate Students Assessment
An undergraduate assessment is done every spring. Every graduating student is asked to fill out a survey that assesses satisfaction and learning objectives in a variety of areas.There are also space for students to comment on any part of the department. In spring of 2016, 60 of 134 students completed the survey. Additionally, two department administrators have a series of focus groups related specifically to curriculum.There were 17 students who participated in the four focus groups. A summary of the results from both sources of data is below.
2016 HDFS Senior Survey
|Learning Objectives – Disciplinary Knowledge:|
|Parenting behaviors and child characteristics||4.78|
|Relationship of individuals and families to larger social institutions||4.71|
|Internal dynamics of the family||4.70|
|Supporting and empowering families||4.49|
|Learning Objectives – Written & Oral Communication:|
|Written communication effectiveness||4.64|
|Oral communication effectiveness||4.53|
|Learning Objectives – Skills & Career Competencies:|
|Recognize and use interpersonal and child guidance techniques||4.56|
|Engage in informed advocacy||4.38|
|Learning Objectives – Methods & Inquiry:|
|Basic research principles and methods||4.17|
|Tools needed to conduct academic research||4.08|
|Overall Experience (Recommend to others):||4.70/5.00|
*May need to be above .3 difference to be significant
Qualitative Results: Overall, the HDFS program was seen as high quality, with good instructors, valuable courses, and excellent advising. The students felt that they learned important skills and had transformative experiences. Some things to consider:
- General and broad concerns about the utility of the pre-practicum class (perhaps it could talk more about choosing a practicum site, expectations, ethics, and resumes).
- Family and Social Policy – There seemed to be acknowledgement about the potential utility of this class, but there were some general concerns with the curriculum in this class.
- Research Methods – Students had difficulty with the applicability and utility of the class. Research methods vs PSY Stats; Research Methods and grad school.
- Nearly all focus groups felt like not requiring Human Sexuality was a mistake.
- There was also a general request for more education related to abuse & neglect.
- Issues with consistency in terms of APA requirements.
- There were some concerns about availability and engagement of faculty. Students want more mentoring with professors.
- Although the practicum experience was a major benefit to students, there may be a wide range of experiences, and some don’t provide the adequate “in-the-trenches” experiences of others.
For Marriage and Family Therapy specific outcomes please visit COAMFTE Student Achievement