Evaluating Student Learning Outcomes in Counselor Education. Este artículo no está disponible.Evaluating Student Learning Outcomes in Counselor Education

This timely text describes the role of program evaluation in counselor education and provides step-by-step guidance for faculty seeking to develop comprehensive Student Learning Outcome (SLO) evaluation plans to meet accountability expectations. It serves as a blueprint for demystifying the SLO process and making the switch from an input-based measure of productivity that focuses on what counseling programs do, to an outcome-based approach that concentrates on the quality of learning through evidence-based assessment of students' knowledge and skills. The first and second parts of the book lay the foundation for the SLO process and provide practical guidance for identifying and developing direct and indirect measures of student learning. Part III offers strategies for creating measures; collecting, managing, and reporting student data; and using data to ensure competence. In Part IV, counselor educators across the country offer hands-on application through a wide variety of SLO activities and rubrics linked to each of the curricular and specialty areas of the 2016 CACREP Standards.

Casey A. Barrio Minton, PhD, NCC, is an associate professor of counselor education at the University of Tennessee in Knoxville, Tennessee. She served as president (2013–2014) and secretary (2010–2012) for the Association for Assessment and Research in Counseling (AARC). Casey has published more than two dozen journal articles in professional counseling venues, three books, and nearly as many chapters and works. She presents regularly at local, state, and national conferences and serves the profession through her editorship of the Journal for Counselor Leadership and Advocacy and through her presence on editorial boards, including Counselor Education and Supervision and The Professional Counselor.

Donna M. Gibson, PhD, LPC, NCC, is an associate professor and program coordinator of counselor education at Virginia Commonwealth University in Richmond, Virginia. She served as president (2007–2008) and member-at-large for membership (2001–2004) for AARC and is serving currently as the AARC governing council representative of the American Counseling Association. In addition to more than 100 peer-refereed professional state, regional, national, and international presentations, Donna has more than 40 professional publications, including peer-refereed journal articles, book chapters, and books.

Carrie A. Wachter Morris, PhD, NCC, ACS, is an associate professor of counseling and educational development at the University of North Carolina at Greensboro, where she coordinates the school counseling track. She served as president (2015–2016) and secretary (2012–2014) for AARC. Carrie has published nearly two dozen articles in national peer-refereed journals, one book, and an additional 10 chapters and works. She presents regularly at state, regional, and national conferences on topics related to the scholarship of teaching and learning in counselor education, crisis, and school counselor education. She serves the profession on the editorial boards of Counselor Education and Supervision and Professional School Counseling.