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After identifying the signature assignment, the Faculty Fellow worked closely with the faculty members and sometimes the Chair to collect the assessment data. The Faculty Fellow is currently disaggregating data and performing gap analyses for two of the university's gateway courses: Math 110 and English 110. [Extracted from the article]

This metastudy evaluates trends and patterns in the author and article characteristics found in the Journal of Counseling & Development from 2000 to 2019. Special attention was given to research articles to more accurately identify and evaluate the research advancing the counseling profession. Findings suggest significant shifts in authorship (e.g., majority women authors, more international lead authors, 3.18 authors per article), content type (e.g., more research and international counseling articles and fewer practice, theory, trends, and profiles articles; slightly more counseling process articles; slightly fewer multicultural issues and health/well‐being articles), research design (i.e., more intervention articles; more true/quasi‐experimental, single‐subject research, and meta‐analytic designs and fewer correlational designs); participants (i.e., slightly larger sample sizes); and statistics used in studies (i.e., more basic or intermediate and fewer advanced statistics). Although the use of effect size and sample reliability estimates increased, the use of sample validity estimates did not. [ABSTRACT FROM AUTHOR]

Assessment in counseling is strengthened when research exists to demonstrate the psychometric strength of scores from a particular instrument across samples. This study presents a psychometric synthesis of data across 52 publications that met criteria and reported use of the Parent‐Child Relationship Inventory (PCRI; Gerard, 1994) across disciplines and in numerous contexts. Results revealed low score reliability, with aggregated alphas of.63 to.83 and test‐retest coefficients of.62 to.79 over a 1‐year retest period across subscales and total score. There was little evidence of score validity, including no exploratory or confirmatory factor analytic studies, or evidence of diagnostic validity. Cautions for use of the PCRI and implications for professional counselors and researchers are discussed. [ABSTRACT FROM AUTHOR]