A History of
Assessment in the College of Health and Human Services
Including a List of
Departments That Have Accreditation Requirements and Descriptions
of Those Requirements
early 1990s
1991-92 academic year
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The College of Education and Human
Service Professions established an Assessment and Research Center.
A library of assessment materials is being developed for faculty
and student use.
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The Assessment Committee met
throughout the academic year to study the new college goals and
determine how the goals of critical thinking and valuing could be
assessed. Objectives and strategies were developed for both areas
for implementation in the 1992-93 academic year.
Summer 1993
1993-94 academic year
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As part of this grant, the College
sponsored two critical thinking workshops presented by Peter
Facione (Santa Clara University) and Noreen Facione (University of
California, San Francisco). They are the developers of the CCTST
and CCTDI. This was part of CHHS’s focus on critical thinking
that year.
Summer 1994
1994-95 academic year
1995-96 academic year
1996-97 academic year
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The CHHS assessment committee
focused on activities to provide assistance to individual programs
on outcomes development.
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The CHHS sposored a "Seminar Series
on Assessment Tools to Enhance Student Learning." Dr. Robert
Paoletti from King’s College presented a seminar and workshop
titles "Creating the Capstone Experience." In the spring, Dr.
Carole Barrowman and Ms. Luanne Wielichowski from Alverno College
presented a university-wide seminar and dinner workshop on
"Development of Program Outcome Hearing Experiences and Appropriate
Assessment Strategies."
1997-98 academic year
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CHHS faculty continue working on
program embedded outcomes assessment using a sequential,
developmental approach.
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Efforts continue to incorporate
systematic assessment processes within each academic program.
Student advisory committees (students of programs met with
chairpersons and/or program coordinators to discuss strengths,
weaknesses) and exit interviews are being implemented in all
academic programs. Each program is expected to develop a plan for
assessment for a minimum of two program outcomes.
Departments That Have
Accreditation Requirements and Descriptions of Those Requirements
as Reported by Faculty Members
Allied Health Allied Health has two
programs that are accredited. Athletic Training is accredited every
five years by the Commission on Accreditation of Allied Health
Education Programs (CAAHEP). The last evaluation was in 1999. A
CAAHEP accreditation focuses on admission criteria, student
evaluations, alumni survey, the pass rate of the board exam,
attrition and retention, and employment. --Joe Cali
The other accredited program is Health Education. It undergoes a
program approval review by the Pennsylvania Dept. of Education
every five years. Course content and faculty qualifications are the
main criteria. Without PDE approval, the program cannot legally
train teachers. The school health education program also seeks
accreditation from NCATE (National Council on Accreditation of
Colleges of Education). This is a voluntary accreditation that
shows the program has met national standards set by the learned
society with whom NCATE contracts to review a school health
program. The learned society is AAHE; American Association for
Health Education. As before, the main program criteria include
course content and faculty qualifications. --Mike Cleary
Dance We are in the process of
writing our self study for the National Association of Schools of
Dance, which is our national accrediting agency. The evaluation
team will be here Jan 25-28, 2000. It is impossible for me to tell
you here what they assess, as it is truly almost every aspect of
the university and department. –Nora Ambrosio
Nursing The nursing department just
went through National League of Nursing (NLN) accreditation for our
Masters' Program. We do not have the outcome of that visit as of
yet--we will be informed in March 2000. This was the first
accreditation visit for this program. In 1996, we had our last NLN
accreditation visit for the undergraduate program--we were
accredited for 8 years. They assess everything -- faculty
qualifications, library resources, clinical resources, curriculum,
student evaluations, employer evaluations of graduates, etc.
–Kit Kellinger
Parks and Recreation/Environmental
Education We have been certified in the past and are currently
going through the certification process for our Parks and
Recreation programs. The accrediting agency is the National
Recreation and Park Association. They looks at all aspects of the
program: faculty qualifications, courses, and assessment. Other
programs that have specific requirements include the Therapeutic
Recreation program (Debbie Hutchins deals with these requirements)
and the environmental education program. Our students can receive a
K-12 teachers certification in EE through the PA Department of
Education (PDE). There are standards for that certification and it
is granted through PDE. –Dan Dziubek
Physical Education Our teacher
education has been accredited by NCATE and PDE and we shall be
going through the accrediting process again in 2000-2001. The
assessment of the programs by these two agencies are complete and
thorough - from course content, to sequencing, to faculty
qualifications, to comparisons with standards, to admission
standards, to application to the major, to external support, alumni
interviews, exit interviews etc. --Catriona Higgs
Physical Therapy We completed the
self-study last year and had our on-site visit this July. The
accrediting body is the Commission on Accreditation in Physical
Therapy Education (CAPTE). CAPTE has very specific criteria which
addresses admission, the program itself, and exit surveys of
students. They look at how the PT program fits into the
university's mission, the support available from the university,
very specific clinical criteria and how these are met in the
curriculum and feedback from current and former students and
faculty. --Cindy Potter
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