Content Comparison

Mentor Signature:

Date:

Student Signature:

Date:

M.F.T. Advisor Signature:

Date:

M.F.T. Faculty Member Signature:

Date:

M.F.T. Faculty Member Signature:

Date:

Chair of Research Committee Signature:

Date:

Student Signature:

Date:

1. Self awareness

Definition

5 points

4 points

3 points

2 points

1 point

A. Knowledge of self

Aware of thoughts, feelings, beliefs; Open to exploring self, family of origin as they relate to clinician development.

Student displays exceptional skill in multiple areas of target-level competencies.

Student displays advancing skill in multiple areas of target-level competencies.

Student displays target-level competencies with early skill development.

Student displays beginning recognition of target-level competencies with readiness for skill development.

Student displays difficulty engaging this area that may jeopardize future skill development.

B. Awareness of reactivity

Observes and manages self in interaction with other; sustains response flexibility in emotionally charged interaction; Self-regulates affective arousal; reflects on self emotion during arousal & interactively following arousal;

Student displays exceptional skill in multiple areas of target-level competencies.

Student displays advancing skill in multiple areas of target-level competencies.

Student displays target-level competencies with early skill development.

Student displays beginning recognition of target-level competencies with readiness for skill development.

Student displays difficulty engaging this area that may jeopardize future skill development.

C. Ability to use voice

Can articulate beliefs and position while recognizing contextual factors of those showing difference from self; responds to diversity with positive professional regard.

Student displays exceptional skill in multiple areas of target-level competencies.

Student displays advancing skill in multiple areas of target-level competencies.

Student displays target-level competencies with early skill development.

Student displays beginning recognition of target-level competencies with readiness for skill development.

Student displays difficulty engaging this area that may jeopardize future skill development

2. Interpersonal Skills

Definition

5 points

4 points

3 points

2 points

1 point

A. Ability to stay present.

Uses self-presence and influence to promote strengths; balances effective listening and therapeutic system purpose; promotes process responsive to need.

Student displays exceptional skill in multiple areas of target-level competencies.

Student displays advancing skill in multiple areas of target-level competencies.

Student displays target-level competencies with early skill development.

Student displays beginning recognition of target-level competencies with readiness for skill development.

Student displays difficulty engaging this area that may jeopardize future skill development.

B. Ability to convey empathy and respect.

Generates trust and confidence in relationships; notes and addresses relationship breeches with effective repair; Demonstrates ability to connect deeply with others.

Student displays exceptional skill in multiple areas of target-level competencies.

Student displays advancing skill in multiple areas of target-level competencies.

Student displays target-level competencies with early skill development.

Student displays beginning recognition of target-level competencies with readiness for skill development.

Student displays difficulty engaging this area that may jeopardize future skill development.

C. Response to feedback.

Responds positively to feedback; open to learning and growth opportunities, integrates suggestions into work.

Student displays exceptional skill in multiple areas of target-level competencies.

Student displays advancing skill in multiple areas of target-level competencies.

Student displays beginning recognition of target-level competencies with early skill development.

Student displays beginning recognition of target-level competencies with readiness for skill development.

Student displays difficulty engaging this area that may jeopardize future skill development.

3 Academic Skills

Definition

5 points

4 points

3 points

2 points

1 point

A. Understanding of M.F.T. theory and concepts.

Integrates concepts/theories into clear working model of therapy; engages and understands abstract concepts; accurate grasp of theoretical models and constructs; uses knowledge as resource for supervision and practice.

Student displays exceptional skill in multiple areas of target-level competencies.

Student displays advancing skill in multiple areas of target-level competencies.

Student displays target-level competencies with early skill development.

Student displays beginning recognition of target-level competencies with readiness for skill development.

Student displays difficulty engaging this area that may jeopardize future skill development.

B. Writing skills

Writes clearly and produces quality graduate level work;

Student displays exceptional skill in multiple areas of target-level competencies.

Student displays advancing skill in multiple areas of target-level competencies.

Student displays target-level competencies with early skill development.

Student displays beginning recognition of target-level competencies with readiness for skill development.

Student displays difficulty engaging this area that may jeopardize future skill development.

C. Organizational skills

Demonstrates ability to be organized, manage time and responsibilities; responsive to requests for action.

Student displays exceptional skill in multiple areas of target-level competencies.

Student displays advancing skill in multiple areas of target-level competencies.

Student displays target-level competencies with early skill development.

Student displays beginning recognition of target-level competencies with readiness for skill development.

Student displays difficulty engaging this area that may jeopardize future skill development.

Program Outcome

Variable

Benchmark

How often

Analyzed by: (Title)

Instrument

#1. Student progress: Students will successfully complete the S.U.M.F.T. program requirements and graduate.

Graduation Rates

1. At least 80% of admitted students will graduate within five years of registering for their first M.F.T. course.

Yearly/ April Faculty Meet

Yearly/ April Faculty Meet

S.U.M.F.T. Student Tracking Sheet

#2 Alumni Achievement: Graduated students will be successful in pursuing either a career in Marriage and Family Therapy or doctoral education.

National Exam Rates

1. At least 80% of responders who sit for the national M.F.T. licensure examination will pass.

Yearly/ April Faculty Meet

Evaluation Faculty

S.U.M.F.T. Alumni Survey/ S.U.M.F.T. Student Tracking Sheet

#2 Alumni Achievement: Graduated students will be successful in pursuing either a career in Marriage and Family Therapy or doctoral education.

M.F.T. Licensure Rates

2. At least 80% of responders who are interested in obtaining an M.F.T. license are successful in obtaining preliminary and or full licensure (appropriate to their state and location).

Yearly/ April Faculty Meet

Evaluation Faculty

S.U.M.F.T. Alumni Survey/ S.U.M.F.T. Student Tracking Sheet

#2 Alumni Achievement: Graduated students will be successful in pursuing either a career in Marriage and Family Therapy or doctoral education.

M.F.T. Employment Rates

3. At least 80% of responders, who are interested in M.F.T. or a related mental health position or in continued education, will successfully find employment in an M.F.T. or related position, or acceptance into a program for continuing education (i.e., Ph.D. Program).

Yearly/ April Faculty Meet

Evaluation Faculty

S.U.M.F.T. Alumni Survey/ S.U.M.F.T. Student Tracking Sheet

#3 Commitment to Diversity:  The S.U. M.F.T. program will show clear commitment to diversity through curriculum content and student composition.

Curriculum Diversity Content

1. At least 75% of our courses will have at least one diversity-oriented assignment.

Yearly/ April Faculty Meet

P.D.

S.U.M.F.T. Diversity in Curriculum Tracking Sheet.

#3 Commitment to Diversity:  The S.U. M.F.T. program will show clear commitment to diversity through curriculum content and student composition.

Program Demographic Diversity

http://2.At least 40% of students and faculty in the department will self-identify with program-identified characteristics of a diverse population (gender, race, ethnicity, sexual orientation, age, culture, environment, health/ability, nationality, religion, spirituality, and socio economic status) as reported on the Demographic Questionnaire, assessed yearly.

Yearly/ Dec Faculty Meet

Eval Faculty

S.U.M.F.T. Demographic Survey

Goal

Outcome

Variable

Benchmark

How often

Analyzed by: (Title)

Instrument

Program Goal #1 (Self-in-Systems)

To train family systems professionals who are informed by a Self in Systems perspective.

S.L.O.#1: Students will demonstrate awareness and regulation of self in system.

Self in context

1. At least 70% of students will receive a 3 or higher rating on the Clinical Readiness Interview Rubric (specifically 1a, 1b, 1c, 2a, 2b, and 2c), assessed at the end of student’s first fall semester of clinical practice (M.F.T. 750-Introduction to M.F.T. Practice (first class of the Practicum course series)) (assessed annually.

Yearly/ April Faculty Meet

Evaluation Faculty

Clinical Readiness Interview Rubric

 Program Goal #1 (Self-in-Systems)

To train family systems professionals who are informed by a Self in Systems perspective.

S.L.O.#1: Students will demonstrate awareness and regulation of self in system.

Self in context

http://2.At least 70% of students will receive a 3 or higher rating on the Competency Based Clinical Evaluation of Students (specifically 4a, 4b, 4g, 4i, 6a, 6b, 6c, and 6d), assessed at the end of each semester that the student is clinically active (Practicum course series).

Yearly/ April Faculty Meet

Evaluation Faculty

Competency Based Clinical Evaluation of Students

Program Goal #2 (Diversity)

To prepare family systems professionals who are sensitive to, and engaged with social justice issues.

S.L.O.#2: Students will demonstrate engagement with cultural and contextual differences.

Engagement with differences

1:  At least 70% of students will receive a B or better on the final project inM.F.T. 684.

Yearly/ April Faculty Meet

Evaluation Faculty

M.F.T. 684 Final Project Rubric

 Program Goal #2 (Diversity)

To prepare family systems professionals who are sensitive to, and engaged with social justice issues.

 S.L.O.#2: Students will demonstrate engagement with cultural and contextual differences.

Clinical Diversity Competency

2. At least 70% of students will receive a 3 or higher rating on the Competency Based Clinical Evaluation of Students (specifically questions 4b, 4g, 6b and 6d which are associated with cultural and contextual engagement).

Yearly/ April Faculty Meet

Evaluation Faculty

Competency Based Clinical Evaluation of Students

Program Goal #3 (Practice)

To prepare family systems professionals who are competent systems clinicians able to provide services across a variety of contexts.

S.L.O.#3:  Students will demonstrate M.F.T. clinical competency skills across a variety of contexts.

Clinical Competency

http://1.At least 70% of students will receive a 3 or higher rating on the Competency Based Clinical Evaluation of Students (specifically 1a-f, 2a-e, 3a-d, 4c-f, and 4h), assessed at the end of each semester that the student is clinically active (Practicum course series).

Yearly/ April Faculty Meet

Evaluation Faculty

Competency Based Clinical Evaluation of Students

Program Goal #4 (Ethics)

To prepare family systems professionals with knowledge and skills for M.F.T. legal and ethical analysis and decision-making.

S.L.O.#4: Students will demonstrate an applied knowledge of M.F.T. legal and ethical guidelines and professional standards.

Ethical Competency

1. At least 70% of students will receive a B or better on the final project in M.F.T. 681 (Ethics- Personal and Professional Integration Paper).

Yearly/ Dec Faculty Meet

Evaluation Faculty

Ethics Integration Rubric

 Program Goal #4 (Ethics)

To prepare family systems professionals with knowledge and skills for M.F.T. legal and ethical analysis and decision-making.

S.L.O.#4: Students will demonstrate an applied knowledge of M.F.T. legal and ethical guidelines and professional standards.

Ethical Competency

2. At least 70% of students will receive a 3 or higher rating on the Competency Based Clinical Evaluation of Students (specifically 5a-d), assessed at the end of each semester that the student is clinically active (Practicum course series).

Yearly/ April Faculty Meet

Evaluation Faculty

Competency Based Clinical Evaluation of Students

Program Goal #5 (Knowledge and Research)

To prepare family systems professionals with an educational foundation grounded in family systems theory and research informed practice.

S.L.O.#5: Students will demonstrate an applied knowledge of M.F.T. historical, current, and research-informed theoretical information.

M.F.T. Theory Knowledge

1. At least 70% of students will receive a B or higher rating on  family systems theory course exams  M.F.T. 682).

Yearly/ April Faculty Meet

Evaluation Faculty

Theory Exams

Program Goal #5 (Knowledge and Research)

To prepare family systems professionals with an educational foundation grounded in family systems theory and research informed practice.

S.L.O.#5: Students will demonstrate an applied knowledge of M.F.T. historical, current, and research-informed theoretical information.

M.F.T. Theory Application

1. At least 70% of students will receive a 3 or higher rating on the Competency Based Clinical Evaluation of Students (specifically 1a and 4a), assessed at the end of each semester that the student is clinically active (Practicum course series).

Yearly/ April Faculty Meet

Evaluation Faculty

Competency Based Clinical Evaluation of Students

Student Learning Outcomes (S.L.O.)

Variable

Benchmark

When

Instrument

S.L.O.#1: Students will demonstrate competence in advanced theory and theory building.

Theory Building

1. At least 80% of students will pass their qualifying examination which articulates their theory of therapy.

Summer

Assessed by Qual Theory component. Tracked on S.U. M.F.T. D Student Tracking Sheet

S.L.O.#1: Students will demonstrate competence in advanced theory and theory building.

Philosophy of Supervision

2. At least 80% of students will receive a B or higher on the M.F.T. 861 assignment in which they articulate their philosophy of supervision.

Summer

M.F.T. 861 Phil of Sup Assignment Tracking Sheet

S.L.O.#1: Students will demonstrate competence in advanced theory and theory building.

Theory Building

3. At least 80% of students will receive a B or higher on the M.F.T. 865 assignment related to theory development including but not limited to Systems Theory, Family Development, and/or M.F.T. Clinical theory.

Fall

M.F.T. 865 Theory Dev Tracking Sheet

S.L.O.#2: Students will demonstrate research competence.

Research Competence

1. At least 80% of students will pass the research portion of the qualifying examination.

Summer

Assessed by Qual Res component. Tracked on S.U. M.F.T.-D. Student Tracking Sheet

S.L.O.#2: Students will demonstrate research competence.

Ethical Competence

2. At least 80% of students will demonstrate skills of ethical research and cultural sensitivity consistent with the Code of Ethics of the American Association for Marriage and Family Therapy as evident by completion of the Collaborative Institutional Training Initiative (C.I.T.I.) training before dissertation proposal approval.

Summer

C.I.T.I. Certificate. Tracked on S.U. M.F.T.-D. Student Tracking Sheet

S.L.O.#2: Students will demonstrate research competence.

Research Dissemination

3. At least 80% of students will receive a B or higher on the M.F.T. 882 Evaluative Assignment in which they write a publishable paper regarding Marriage and Family Therapy outcome or process research.

Summer

M.F.T. 882 Evaluative Assignment. Traced on S.U. M.F.T.-D. Student Tracking Sheet

S.L.O.#2: Students will demonstrate research competence.

Research Competence

4. At least 80% of students will attend at least one research seminar and/or training workshop while in residence.

Summer

Attendance Confirmation. Tracked on S.U. M.F.T.-D. Student Tracking Sheet

S.L.O.#3 Students will demonstrate supervisory competence.

Supervisor Competence

1. At least 80% of students will receive a B or better in M.F.T. 861 (Supervision of Therapy) course.

Fall

M.F.T. 861 Phil of Sup Course Tracking Sheet

S.L.O.#3 Students will demonstrate supervisory competence.

Supervisor Competence

2. At least 80% of students will provide 18 hours of supervision to master level M.F.T. students.

Summer

S.U. M.F.T. D Student Tracking Sheet

S.L.O.#3 Students will demonstrate supervisory competence.

Supervisor Competence

3. At least 80% of students will maintain an A.A.M.F.T. membership.

Summer

S.U. M.F.T. D Student Tracking Sheet

S.L.O.#4: Students will demonstrate professional teaching competence.

Teaching Effectiveness

1. At least 80% of students will pass the oral examination of their qualifying exam which assesses their ability to teach theoretical constructs.

Summer

Assessed by Qual Teach component. Tracked on S.U. M.F.T.-D. Student Tracking Sheet

S.L.O.#4: Students will demonstrate professional teaching competence.

Teaching Effectiveness

2. At least 80% of students will receive a B or better in the teaching assignment for M.F.T. 865.

Summer

S.U. M.F.T. D. Student Tracking Sheet

S.L.O.#4: Students will demonstrate professional teaching competence.

Teaching Effectiveness

3. At least 80% of students will be the presenter for at least one poster, paper, and/or workshop at a professional meeting while in residence.

Summer

S.U. M.F.T. D. Student Tracking Sheet

S.L.O.#5: Students will demonstrate clinical competence.

Clinical Competence

1. At least 80% of students will complete 1,000 clinical hours with 200 hours of supervision by an A.A.M.F.T. Approved Supervisor or equivalent by graduation.

Summer

Clinical Hours Tracking Sheet

S.L.O.#5: Students will demonstrate clinical competence.

Clinical Competence

2. At least 80% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by supervisor

Each Semester

Eval Form of Student

S.L.O.#5: Students will demonstrate clinical competence.

Ethical Competence

3. Students will demonstrate skills of ethical practice and cultural sensitivity consistent with the Code of Ethics of the American Association for Marriage and Family Therapy as evidenced by at least 80% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by Supervisor (See Appendix F: Evaluation Form of Student completed by Supervisor) (specifically 4a, 4b, 4g, 4i, 5a-d 6a, 6b, 6c, and 6d), assessed each semester.

Each Semester

Eval Form of Student (Ethics)

S.L.O.#6: Students will demonstrate awareness and engagement with cultural and contextual differences.

Quals Cultural Engagement

1. At least 80% of students will pass the cultural awareness portion of the qualifying examination.

Summer

Assessed by Qual Cultural component. Tracked on S.U. M.F.T.-D Student Tracking Sheet

S.L.O.#6: Students will demonstrate awareness and engagement with cultural and contextual differences.

Cultural Competence

2. At least 80% of students will receive a B or better in the Cultural Diversity assignment for M.F.T. 865.

Summer

M.F.T. 875 Cultural Diversity Assignment Tracking Sheet

Faculty Outcomes (F.O.)

Variables

Benchmarks

When

Instrument

F.O.#1. Faculty will meet Syracuse University expectations for research, teaching, scholarship, and service.

S.U. Faculty Expectations

1. Completion of yearly Curriculum Vitae Update Form and successful review by the Dean’s office.

Spring

Curriculum Vitea Update Form

F.O.#2. Faculty will contribute to students’ successful completion of program requirements through effective teaching, advising/mentoring and supervision.

Teaching Effectiveness

1. At least 80% of instructors will receive an average score of 3 or higher on the Evaluation Form of Instructor completed by Students (See Appendix I: Evaluation Form of Instructor completed by Students), assessed each semester.

Summer

Evaluation Form of Instructor

F.O.#2. Faculty will contribute to students’ successful completion of program requirements through effective teaching, advising/mentoring and supervision.

Supervisory Effectiveness

http://2.At least 80% of supervisors will receive an average score of 3 or higher on the Evaluation Form of Supervisor completed by Supervisee, assessed each semester.

Summer

Evaluation Form of Supervisor

F.O.#2. Faculty will contribute to students’ successful completion of program requirements through effective teaching, advising/mentoring and supervision.

Mentoring Effectiveness

http://3.At least 80% of advisor mentors will advise dissertation research to completion.

Summer

S.U. M.F.T. Student Tracking Sheet

Supervisor’s Signature:

Date:

Student’s Signature:

Date: