Program Evaluation & Student Input

Internal and external program evaluation of the UIRCP is an on-going process. Within the program students always have the opportunity of informal feedback concerning curriculum, grades, supervision and agency assignments. In addition they provide formal feedback through a class evaluation instrument referred to as S.P.O.T. (Student Perceptions of Teaching). These forms are completed anonymously. The results are given to the individual faculty member for self-evaluation, and used by the Division in promotion and salary decisions. Additionally, there are required faculty peer review processes in which colleagues are invited to review course materials and attend class, solicit comments from the students while the instructor is absent, and then provide feedback to the instructor concerning his/her performance and the content of the course.The Feedback: Input: Comment: Survey (FICS) format allows students, alumni, faculty, practicum supervisors, Advisory Board members and others to provide input and feedback anonymously or by name directly to the Coordinator. Policy or curriculum issues may be addressed and space is provided for suggestions for change or comment. The Coordinator and program faculty discuss and respond to the issues presented in this form.Thus through student comment, S.P.O.T., FICS, and faculty peer review, the UIRCP has various methods of feedback and evaluation related to its curriculum and policies. Qualitative as well as quantitative data are therefore collected with the SPOT data representing the most objective and consistent data bank. The Advisory Board to the UIRCP also provides a valuable source of on-going evaluation and recommendations.

The UIRCP has two advisory boards which will also provide resources to the program's overall nature and scope as well as the training content. The UIRCP's Advisory Board meets regularly to discuss issues and advise on program and project direction, policy, recruitment, and placement. The Curriculum Advisory Council is a group which works directly with the faculty in advising and developing pre-and in-service training materials and resources which respond to the changing needs and priorities of contemporary rehabilitation practice. Both groups are composed of academic, agency, and other direct service personnel, as well as consumers and persons with disabilities. The UIRCP views the input of these two groups as critical to the program.