Program Evaluation

The Miami University School Psychology Program strives to provide foundational and exemplary training consistent with our program mission and national standards set forth by NASP (2010). To do so, it is imperative that the program consistently and systematically engages in reflective evaluation to help assess and maintain program quality at a high and competitive level.  We collect internal and external data to help provide feedback from different sources, including the following:

Internal Sources

  • Program Review: Program review conducted through the office of the Divisional Dean and the Provost of the University. The review, conducted every four years, includes both an internal review committee made up of faculty members outside the department, and an external review committee made of expert faculty members from other institutions. Results help steer program changes in the areas of curriculum, program development, and faculty development. 
  • School Psychology Program Committee. Faculty and student members of this ad hoc committee meet periodically to review the curriculum to determine adequacy of meeting training objectives. Changes are made or forwarded to the department for approval as a result of the committee’s suggestions.
  • Student evaluation of courses: Students complete a standardized end-of-course rating scale evaluation. Individual faculty members review the ratings to help them gauge their own effectiveness and to help guide any relevant revisions needed to course or evaluative content.
  • Intervention case results: Intervention outcomes associated with relevant field experiences and practica are evaluated. This provides the program with data reflecting training effectiveness on improvements for children.
  • Practica and internships logs and portfolios
  • Practica and internship evaluations: Data from field supervisor ratings of practica students are summarized and used as general indicators of preparation relative to specific national training domains and program training goals.
  • Student evaluation of practica and internship settings
  • Ed.S. Thesis Research Projects: These projects demonstrate student commitment and training within the scientist practitioner model and testify toward the applied nature of our program focus. Student’s research projects are often presented at State and National Conferences.
  • Transcripts of graduate work
  • Comprehensive portfolio evaluations

External Sources

  • NASP Accreditation: This reflects confirmation of how well our program meets national training standards set by the National Association of School Psychologists 
  • CAEP Accreditation and the NCSP exam (PRAXIS) results 
  • OH Department of Education accreditation 
  • Surveys of alumni, supervisors, and practitioners 
  • Informal surveys of intern and practicum supervisors