CCPD Assessment Presentation

western carolina university
CENTER FOR CAREER &

PROFESSIONAL DEVELOPMENT
edhe 650: Program DEVELOPMENT & Evaluation
Fall 2020 Assessment Report
Prepared by: Heather Hill, Jo Mercado, Elijah McCoy, Nadaja Womack

INTRODUCTION ASSESSMENT
DATA RECOMMENDATIONS
OF DESIGN
PROJECT METHODS ANALYSIS
EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

About CCPD:
The Center for Career & Professional Development (CCPD) is the departmental functional area at Western Carolina
University dedicated towards offering career services.
Mission:
To “enhance the teaching and learning of students and alumni by supporting them in
the development of self-awareness, identification and integration of career and
academic goals with real-world experiences, and expansion and articulation of
Services Offered
Resume Writing
professional competencies to succeed in post-graduate experiences” (Western Internship Searching
Carolina University). Cover Letter Writing
Career/Major Counseling
Interview Preparation
General Career Questions (other)
Job Searching
Graduate School Preparation

NACE Competencies:
Teamwork/Collaboration: Build collaborative relationships with
colleagues and customers representing diverse cultures, races, ages,
genders, religions, lifestyles, and viewpoints. The individual is able to
work within a team structure, and can negotiate and manage conflict. Departmental Learning Outcomes:
Professionalism/Work Ethic: Demonstrate personal accountability and Solve a personal or academic career-related problem.
effective work habits, e.g., punctuality, working productively with Make meaningful connections between academic work and career
others, and time workload management, and understand the impact of choices.
non-verbal communication on professional work image. The individual Learn to communicate more effectively as a job candidate or
demonstrates integrity and ethical behavior, acts responsibly with the aspiring professional.
interests of the larger community in mind, and is able to learn from Identify ways in which academic and co-curricular activity, work,
his/her mistakes. and career experiences will benefit the campus, local or global
community.
Career Management: Identify and articulate one's skills, strengths, Clarify purpose and values as they relate to career choices.
knowledge, and experiences relevant to the position desired and
career goals, and identify areas necessary for professional growth. The
individual is able to navigate and explore job options, understands
and can take the steps necessary to pursue opportunities, and
understands how to self-advocate for opportunities in the workplace.

Professional Cultivating Teamwork in a Keeping Relevant While Job
Effective Online Networking
Communication & Etiquette Virtual Workplace Searching

Quantitative Survey
Goal:
To gather student input on whether or not they found the workshops
useful as a teaching method and whether or not they were able to learn
the materials intended to be taught through the workshop.
Survey Details:
Four sections depending on workshop attended
Likert-scale
Open-ended
This data serves as an indirect measure of student learning. Indirect

measures rely on statements crafted towards “attitudes, viewpoints [and
perceptions]” (Schuh, Biddix, Dean, et. al, 2016, p. 75).

Qualitative Rubric
Goal:
To serve as a direct measure of assessing the learning outcomes. Measuring
learning outcomes are important for measuring accountability and
improvements. Direct measures rely on how “students demonstrate their
knowledge or skill” (Schuh, Biddix, Dean, et. al, 2016, p. 75).
Rubric Details:
Part 1 covered departmental learning outcomes
Part 2 covered the NACE competencies the four workshops addressed
The scale of the rubrics is divided into 3 categories: “Does Not Meet
Expectation”, “Meet Expectation” and “Exceed Expectation.”
Rubrics can be used to “guide assessment through observation” (Schuh,

Biddix, Dean, et. al, 2016, p. 76).

WORKSHOP #1 WORKSHOP #2
45% of participants found that the workshop was extremely effective 43% of participants found that the workshop was extremely effective
45% of participants found that the workshop was very effective 57% of participants found that the workshop was very effective

WORKSHOP #4
WORKSHOP #3
17% of participants found that the workshop was extremely effective.
50% of participants found that the workshop was very effective. 100% of participants found that the workshop was extremely effective.
17% of participants found that the workshop was slightly effective.

Rubric Results
Workshop #1 Workshop #3
Departmental Learning Objectives Departmental Learning Objectives
Did Not Meet (2 Objectives) Did Not Meet (3 Objectives)
Meet Expectations Meet Expectations
Solve a personal or academic career-related problem Solve a personal or academic career-related problem
Clarify purpose and values as they relate to career Exceed Expectations
choices. Learn to communicate more effectively as a job candidate or
Exceed Expectations aspiring professional
Learn to communicate more effectively as a job Nace Competency Evaluated:
candidate or aspiring professional Career Management & Teamwork/Collaboration
Nace Competency Evaluated: Meet Expectations
Professionalism/ Work Ethic
Meet Expectations Workshop #4
Departmental Learning Objectives
Workshop #2 Did Not Meet (3 Objectives)
Departmental Learning Objectives Exceed Expectations
Did Not Meet (3 Objectives) Solve a personal or academic career-related problem
Meet Expectations Learn to communicate more effectively as a job candidate or
Solve a personal or academic career-related problem aspiring professional
Clarify purpose and values as they relate to career Nace Competency Evaluated:
choices. Career Management
Nace Competency Evaluated: Exceed Expectations
Teamwork & Collaboration
Exceed Expectations

Overall, these workshops proved to be an
effective way of delivering the skills of
professional communication, professional
teamwork, online communication, and keeping
relevant in your job field.
Align Departmental Learning Outcomes with Department Programs/ Initiatives
As demonstrated with the data, the workshops hosted by CCPD
this fall proved to be an effective method of skill teaching. The
Department Mission
biggest drawback was the lack of connectivity between
workshop learning objectives and departmental learning
outcomes.
Departmental Learning Outcomes
Our recommendation is that the department create some form
of workshop curriculum that is broad enough for the
presenters to connect their individual workshop objectives to
the departmental outcomes.
Departmental Programs/Initiatives

BROAD
COVID-19 TIME
REQUEST

Career Readiness Defined. (2019). Naceweb.org.
https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/
Sandeen, A., & Barr, M. J. (2006). Critical issues for

student affairs: Challenges and opportunities. Jossey-Bass, a Wiley Brand.
Schuh, J. H., Biddix, J. P., Dean, L. A., & Kinzie, J.

(2016). Assessment in student affairs. Jossey-Bass, a Wiley Brand.
Schuh, J., Jones, S., & Torres, S. (Eds.). (2017).

Student services: A handbook for the profession (6th Ed.). San Francisco: Jossey-Bass.
Upcraft, M. L., & Schuh, J. H. (1996). Assessment

in student affairs. Jossey-Bass, a Wiley Brand.
Western Carolina University. (2020). About Us.

https://www.wcu.edu/learn/academic-enrichment/ccpd/about-us/index.aspx

CONTACT US:
HEATHER HILL - [email protected]
JO MERCADO - [email protected]
ELIJAH MCCOY - [email protected]
NADAJA WOMACK - [email protected]

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western carolina university

CENTER FOR CAREER &

Prepared by: Heather Hill, Jo Mercado, Elijah McCoy, Nadaja Womack

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

This data serves as an indirect measure of student learning. Indirect

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

Rubrics can be used to “guide assessment through observation” (Schuh,

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

17% of participants found that the workshop was extremely effective.

17% of participants found that the workshop was slightly effective.

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

Sandeen, A., & Barr, M. J. (2006). Critical issues for

Schuh, J. H., Biddix, J. P., Dean, L. A., & Kinzie, J.

Schuh, J., Jones, S., & Torres, S. (Eds.). (2017).

Upcraft, M. L., & Schuh, J. H. (1996). Assessment

Western Carolina University. (2020). About Us.

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

EDHE 650: PROGRAM DEVELOPMENT & EVALUATION

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