Assessment of Student Learning

The Department of Occupational Therapy Assesses Student Learning based on 5 primary student learning outcomes. Our assessment plan includes:

• Direct measures such as Elements of assignment rubrics, end of year exams, exit exams, and National Certification (NBCOT) exam results.
• Indirect measures such as student surveys that are completed by students completing the second year of the program, by graduating students alumni, and their employers.

Teaching Effectiveness

Faculty often use formal and/or informal assessments in the classroom to determine how to improve their instruction.

All students are encouraged to complete course evaluations for each instructor at the end of every semester through the Cougar Connect portal. These evaluations are reviewed by instructions and the program chair, and results are used to improve teaching effectiveness within the Department.

Departmental Effectiveness

The effectiveness of the CSU Department of Occupational Therapy is evaluated by the College of Health Sciences using a number of key performance indicators (KPI).

The Department also has a plan for Program Evaluation based on the Department’s Strategic Plan. This plan includes a survey of alumni and employers.

Departmental Assessment Plans

The Department of Occupational Therapy maintains an Assessment Plan that describes the Assessments of Student Learning and Departmental Effectiveness that are submitted in yearly reports to the Chicago State University Assessment Committee. These plans are available through the links below:

BS in Health Sciences / Pre-OT Assessment Plan
Masters of Occupational Therapy Assessment Plan

Examples of Findings and Evidence Based Actions

2010-2011
2011-2012

Feedback From Students:

In Summer 2012, we asked students completing year 2 of the CSU MOT Program:

"How do you feel that you have changed in the process of completing the first two years of the MOT curriculum? We are proud to share examples of their responses."

"I feel that I am more prepared to perform each step of the OT process and to move from one step to another. I also observe that I am more comfortable to use creative fun elements when providing OT services to others such as clients of the fieldwork settings. "

"I’m more observant of context cues & demonstrate higher levels of analytical thinking across topics and environments. This has been a tough two years but I recognize the growth in my problem solving and critical thinking, which is a direct result of the education that I received in this program. "

"I feel that I now have a firm grasp on the OT process. I am able to notice factors that were more difficult before. I feel that I am even more culturally sensitive and have a better understanding of what it actually means to advocate for others and ways to do so."

We also asked students completing the CSU MOT Program:

How do you feel that you have changed in the process of completing the first two years of the MOT curriculum? We are proud to share examples of their responses.

"I am more confident & professional. Before the program started/ in the beginning I was very intimidated, never really spoke & was terrified of presentations. I still do get nervous but not as much. I think I did very well in my level II experiences & that all goes to the CSU family

"I have matured professionally & personally on many levels I also believe I have improved in my communication skills. I can relate to people more. I am more open –minded & welcoming of people who may have different experiences than myself. "

"Became more confident in my abilities and skills as a professional. Acquired a more diverse knowledge base. Developed a love for the OT profession!"

"I have matured tremendously in my social interaction skills, self confidence, self control, and the ability to adapt to my environment in a positive way. Thank you!"