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Program Director Self-Study Report
For Program: M.S. in Marriage and Family Therapy
Submitted by Program Director Name: Dale Hawley
Year: 2105-16
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan – Respond to the following:
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
The mission statement for the Marriage and Family Therapy (MFT) program
states that its primary mission is “to assure, as much as possible, that graduates
are competently trained to become entry-level professional couple and family
therapists.” To accomplish this mission students are provided with experiential
opportunities throughout the program to develop their clinical skills. The first
year of the program is primarily focused on academic work but most classes
include an experiential component. Examples of this include role plays
(included in many classes) where students enact principles presented in class
by practicing with peers, a “cultural plunge” assignment in MFT 740 where
students are required to participate in an experience for several hours with a
group that is culturally different from their own experience, engaging in play
therapy or mentoring a student in COUN 761, and observing live therapy in the
Clinical Services Center for a course requirement of MFT 755.
During the second year of the program students are primarily engaged in a
practicum experience that requires them to accumulate 500 clinical hours
(doing therapy with clients) and 100 hours of supervision. One-hundred-fifty
of the clinical hours are to be relational, meaning they are meeting with
couples or families. Approximately half of the clinical hours are completed oncampus in the Clinical Services Center located in the Vocational Rehabilitation
building; the remainder are completed at an off-campus site located by the
student with the assistance of the program. Supervision of the clinical work is
provided by program faculty and by identified supervisors at off-campus sites.
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1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
The MFT program has a long history that has helped it develop a loyal base of
alumni and a strong reputation in the region. Due to these factors, the program
regularly receives considerably more applications than people who are invited
to campus for an interview and who eventually matriculate into the program.
This past year we have sought to increase our potential pool of applicants by
making use of the Hobson’s recruiting tool.
Retention and graduation rates in the program are high. Since the last PRC
report in 2008 the MFT program 87 students entered the program. Of these,
seven did not continue in the program after the first year, a retention rate of
92%. During this same time period 99% of students who continued into the
second year of the program graduated; 96% graduated within two years, the
minimum advertised length of the program.
The MFT program does not have any specific initiatives designed to increase
retention and graduation rates. However, based on feedback from graduates
and applicants alike several factors seem to contribute to this consistency.
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Size of the program. As a rule, the program accepts 13 students per
year. This allows for reasonable class sizes and personalized attention
from faculty. Both the cohort model and the on-campus clinic
(mentioned below) are directly related to the size of the program.
Cohort model. The program uses a cohort model wherein students
entering together take all their courses together, including their
practicum experience. They are able to build a learning community
that reflects a high level of support for one another.
On-campus clinic. As previously mentioned, about half of students’
clinical hours are completed on campus in the Clinical Services center.
Of the remaining MFT programs in Wisconsin and Minnesota, only one
(Edgewood College) has an on-campus clinic and not all students in
that program utilize it. The MFT program at Stout is unique in the
region in that students have both an on-campus and off-campus
practicum experience. This blends the close supervision of MFT
faculty on-campus with the experience of working in a community
practice setting.
Course scheduling. All courses (with the exception of one summer
course and off-campus practica) are offered on Mondays and Tuesdays.
This allows the program to widen its range of recruitment beyond
students that live in the Menomonie area. Historically the program has
drawn a significant number of students from the Twin Cities and
Central Wisconsin. This has allowed the program to expand its pool of
potential applicants and has helped it be selective in the students who
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1.1.3
are accepted.
Reputation of the program. Over the course of time the MFT program
has developed a strong reputation both regionally and nationally. This
has helped us recruit high level students that are focused on graduating
so they can begin clinical practice. Most applicants are aware that
getting into the program is a competitive process and tend to be focused
when they enter the program.
Describe, provide examples and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in support
of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate diversity
efforts into the core aspects of everything we do. Diversity is broadly defined
and includes, but is not limited to, race/ethnicity, gender, sexual orientation,
age and disability status.”
The MFT program places a high emphasis in creating a learning environment
that values diversity. This is demonstrated in multiple ways:
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Curriculum. Content focused on diversity is infused throughout the
curriculum. One of the core courses in the program, MFT 740, Cultural
Competence in the Family, is devoted to increasing cultural awareness
through an exploration of the role of power, privilege, and difference in
therapy. The course description, objectives, and assessment mechanisms
are all focused on issues related to privilege, difference, and inclusivity.
In addition, eight of the remaining courses in the program identify
objectives, assignments, or class activities that directly address diversity.
Our recent accreditation self-study (October, 2014) prepared for the
Commission on Accreditation for Marriage and Family Therapy Education
(COAMFTE) reported on eleven items asking about preparation in the
area of diversity in the annual exit survey completed by graduating
students. Mean scores from items relevant to cultural diversity from
graduates all fell between “Well prepared” and “Highly prepared”
suggesting that in the area of diversity the curriculum is judged by
graduates to be effective in preparing them for entering the field of
marriage and family therapy.
Student composition. The Program Manual reflects UW-Stout policy by
stating that the program seeks to provide equal opportunity to all persons
regardless of race, color, sex, creed, age, ancestry, national origin, sexual
orientation, gender identity/expression, political affiliation, marital status,
disability or arrest or conviction record in its education programs,
activities and employment practices (p. 3). We do not have data on all
these variables but the Graduate School application collects data on three race/ethnicity, age, and gender – which we use to assess difference among
our cohort. The 2014 accreditation report found that 23% of students
reported a racial/ethnic identity other than White and that 23% identified
as male and 77% identified as female. Students ranged in age from 23 to
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1.1.4
58 with a mean age of 33.4 (sd = 12.2). While there is certainly room to
increase diversity in the program both in areas currently assessed and in
those not measured, these metrics show greater diversity for race/ethnicity
and age range than the university as a whole as well as greater diversity
for gender than the composite of other graduate mental health programs at
Stout.
Faculty and supervisors. The program also seeks diversity in faculty and
supervisors. Two indicators currently measured are race/ethnicity and
gender. The 2014 accreditation report indicates that 18% of faculty and
supervisors identify as a race/ethnicity other than White and that 52%
identify as female while 48% identify as male. Both of these metrics are
consistent with other accredited MFT programs in the country according
to data published on the American Association of Marriage and Family
Therapy (AAMFT) website.
Applicant screening. The program prioritizes diversity in the screening
process by inviting all qualified applicants who self-identify in an
ethnically diverse category and/or as a gender other than female (since the
majority of students in the program are female) to an on-campus interview
(“qualified” is defined as applicants who meet general university standards
and specific program standards for admission). In addition, the interview
each applicant has with faculty includes an item that specifically inquires
about their experience with people from diverse backgrounds. The goal of
the program is to accept as many qualified applicants identifying from
diverse backgrounds into the program as possible. In the screening and
interview process reported in the 2014 accreditation report, of the six
students identifying from racial/ethnic groups other than White, five were
extended invitations to interview (83%), four were invited to the program
(67%) and three accepted (50%). Regarding gender, six students identified
as a gender other than female. Five were extended invitations to interview
(83%), four were invited to the program (67%) and three accepted (50%).
Describe environmental sustainability initiatives embedded and supported by
the program: “UW-Stout’s attempt to make students, faculty, and staff more
aware of the importance of sustaining our environment through energy
conservation, waste reduction, and other measures that will not bring harm to
the environment, and to provide students with innovative research
opportunities in these areas.”
The MFT program seeks to support the University goal of sustainability.
Courses use D2L for class materials and assignments to reduce the use of
paper. Recordings done in the Clinical Services Center as part of the
practicum are now digitized. All classes are held on Monday and Tuesday.
Since most students live outside of Menomonie (including a substantial
number in the Twin Cities) this helps reduce the carbon footprint by lowering
the number of trips students make to campus.
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2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1
State the approved program objectives.
In keeping with our accreditation guidelines, the program has program, student
learning, and faculty outcomes. They are as follows:
Program Outcomes
1. Students will successfully complete the Marriage and Family Therapy
program at UW-Stout.
2. Alumni will successfully transition from the graduate program to becoming
practitioners of couple and family therapy.
3. The program will foster an environment that recognizes privilege and
difference and values inclusivity.
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4.
2.1.2
Student Learning Outcomes
Students will comprehend theoretical concepts underlying couple and family
therapy including models of family therapy, dynamics of family interaction and
human development, treatment of abuse, diagnosis, psychometric testing, and
basic research principles.
Students will exhibit clinical skills necessary for the practice of couple and
family therapy including the use of self in therapy, clinical assessment and
diagnosis, treatment planning and management, assessment of potential for
harm to self or others, and therapeutic intervention.
Students will demonstrate an awareness of power, privilege, and difference
within therapeutic and supervisory contexts.
Students will demonstrate an applied knowledge of ethics, legalities, and
professional standards related to the practice of couple and family therapy.
Faculty Outcomes
Core faculty will meet university expectations in the areas of teaching,
scholarship, and service.
Faculty will demonstrate competence in the teaching of MFT students.
Supervisors will demonstrate competence in the supervision of MFT students.
Core faculty will contribute to their profession and their community.
Describe processes and initiatives employed in determining the need for
program revision?
The need for program revision is reviewed informally on a continual basis and
formally through accreditation processes. Core faculty meet on a bi-weekly
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basis to discuss issues related to the program. Discussion about revisions to the
curriculum or program policies are a regular part of these meetings. Examples
of revision occurring in the last year as an outcome of these meetings include a
review of all courses to determine areas where areas of overlap may be
occurring, revising procedures for the interview process for applicants, and
implementation of an orientation for incoming students. In each case discussion
among faculty identified gaps in the program that needed to be filled and actions
were taken to address these gaps.
As previously mentioned, the MFT program is accredited by COAMFTE. As
part of the accreditation process the program is required to do a self-study and
host a site visit from representatives of COAMFTE who review the program.
Revisions were made to the program as part of the self-study process to meet
accreditation guidelines. Examples include updating educational outcomes,
identifying benchmarks for determining whether the outcomes are being met,
and establishing a student governance committee. The program should receive
a report in December, 2015 regarding their accreditation status. In the event
there are stipulations (a common occurrence with COAMFTE) the program will
act to address them. In addition, COAMFTE recently updated its standards and
the program will need to make curricular changes to meet the new standards
over the next two years.
2.1.3 Check all that apply regarding the program:
_ _Traditional, on campus program
___Offsite location
___Online program
x
Non-traditional, on-campus program
The MFT program does not fit any of the existing categories. It is an oncampus program but is non-traditional in that it meets only Mondays and
Tuesdays and attracts a cohort of students from around the state and the Twin
Cities that commute to campus. It also attracts an older than average student
base. The non-traditional nature of the program is a primary reason the MFT
program has been approved to move to a CI model.
2.1.4 Briefly describe the components of your program where students participate in
scholarly activity such as: research, scholarship, experiential learning and
creative endeavor. “programs are presented through an approach to learning
which involves combining theory, practice and experimentation” (UW-Stout’s
Mission Statement)
Several of the courses in the curriculum require students to explore relevant
scholarly literature to complete a course project. For example, MFT 750
(Foundations of Family Therapy) requires students to identify a population
they envision working with (e.g., couples, adolescents with eating disorders,
etc.) and a theoretical model they would use. They are to describe how they
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would work with someone from this clinical population using the selected
model by drawing on scholarly literature that integrates both. A number of
courses have similar projects.
All students complete a research methods course (MFT 765). A goal of this
course is to help them become adept consumers of research so that their clinical
work is empirically informed. However, students also complete an empirical
project as part of the course requirement which gives them experience with the
process of doing research. In addition, a number of students elect to complete a
Plan B project as part of their program. Typically, these are students who aspire
to do doctoral work.
All students complete a practicum which requires them to meet with clients for
a minimum of 500 hours. This is a highly experiential component of the
program. During the program students learn to apply theoretical principles
learned in the classroom to the real life circumstances of the clients whom they
are serving. Approximately half of these hours are completed in the on-campus
clinic used by the program (the Clinical Services Center) with the other half
completed at an off-campus practicum site in the student’s community.
2.1.5 Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent does it influence
the structure of the curriculum?
The MFT program is accredited by the Commission on Accreditation for
Marriage and Family Therapy Education (COAMFTE). The program is
currently under review, having submitted a self-study in October, 2014 and
hosted a site visit in March 2015. Results of the review should be made
available to the program by December, 2015. COAMFTE has a major impact
on the structure of the curriculum. An important goal of the program is
preparing students for licensure as a marriage and family therapist (Program
Outcome 2). Students who graduate from a COAMFTE approved program
automatically meet the educational requirements for licensure in most states,
including Wisconsin and Minnesota. Thus, meeting COAMFTE curriculum
requirements plays a major role in the structure of the curriculum for this
program.
2.2 Faculty/Academic Staff Expertise – Respond to the following:
2.2.1 List key instructors in the program. A key instructor is one who teaches at least
one required professional course in your program (this should be the combined
faculty of Key A and Key B who were surveyed by the PRC).
Dr. Markie Blumer (MFT 752, 765, and 793-795)
Dr. Kevin Doll (HDFS 742)
Dr. Dale Hawley (MFT 750, 755, and 793-795)
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Dr. Alex Iantaffi (MFT 752 – Fall 2015, adjunct)
Dr. Terri Karis (MFT 740, 745, 751, and 793-795)
Dr. John Klem (COUN 723 and 761)
Kelly Lamon (COUN 761)
Dr. Anne Ramage (MFT 744 and 793-795)
Dr. Bob Salt (HDFS 715)
2.2.2 What additional faculty/academic staff expertise is needed?
The curricular needs of the program are being met by the current
faculty/academic staff. Core faculty in the program teach the MFT courses
(with the exception of Dr. Iantaffi, an adjunct instructor who is currently
teaching MFT 752 in place of Dr. Blumer). Drs. Blumer, Hawley, and Karis
are tenured/tenure track faculty; Dr. Ramage is in an academic staff position.
Each of these faculty are experienced therapists and AAMFT Approved
Supervisors, a requirement for accreditation. The core faculty was formerly
composed of four tenured/tenure track positions. Since 2003, when a position
opened up by a retirement was not filled, academic staff have taken on the
responsibilities of the fourth faculty member. The University has been
supportive of this arrangement over the past 12 years and, as long as that
support remains and we are able to fill the academic staff position with a
person of Dr. Ramage’s caliber, it does not present a concern. If this situation
were to change, the program would need a fourth tenure track position.
Other faculty who instruct in the program (Doll, Klem, Lamon, and Salt) teach
courses that are required in the curriculum. These courses allow the program to
fulfill accreditation requirements and prepare students for state licensure as
marriage and family therapists. The program is preparing to move to a
Curriculum Instruction model. Several courses in the program are currently
shared with other programs (MFT 751, COUN 723, COUN 761, and HDFS
742). At this point other programs that also utilize these courses are not
planning to move to a CI model. This means the MFT program will need to
develop separate CI sections. This is not a concern for MFT 751 and HDFS
742 because multiple sections are currently offered and one could be converted
to a CI section. It does present an issue for COUN 723 and COUN 761. It may
mean that CI sections will need to be created for these courses. In this event the
program will need to find suitable instructors for these sections.
2.3 Facilities – Respond to the following:
2.3.1
Describe facilities and or capital equipment currently used and how it supports
or strengthens the program? What program specific facilities (unique
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classrooms, labs, additional space involving minor construction) have been
requested and provided?
Aside from space and equipment the University provides for individual faculty
(e.g., office and laptop), the MFT program primarily makes use of three
spaces: the Clinical Service Center (CSC), Voc Rehab 344, and a computer lab
(Voc Rehab 242). The CSC is a lab shared with other programs (Clinical
Mental Health Counseling, School Psychology, and School Counseling). It
serves as the location where students complete the on-campus portion of their
practicum (MFT 793-795). The CSC includes ten interviewing rooms
equipped with one-way mirrors for observation plus a large room used
primarily for classes and processing of cases. The MFT program primarily
uses five of these rooms from 1:00-9:00 PM on Mondays and Tuesdays
(Mondays only during the summer) although they occasionally use other
interviewing rooms in the clinic during times of heavy usage. The CSC has a
state-of-the-art digital recording system (installed in 2014) that allows students
to record all sessions they conduct. Each room in the CSC is equipped with
two cameras except for the room where the server and connected computers
used for scheduling recordings are housed.
Voc Rehab 344 serves multiple purposes for the program. It is used for weekly
staffings, faculty meetings, interviewing applicants, and seminar classes (which
has been especially important during the Harvey Hall construction project). It
also houses the program library.
The computer lab is shared with the School Psychology program. It houses
several computers that can be used for case documentation, testing, and
research on cases.
2.3.2
What added facilities needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
There is a critical need for a separate room to house the computers used for
scheduling and reviewing sessions in the CSC. The computers are currently
located in the same room as the server. Sessions can be scheduled in this room
but, due to the noise of the server, they cannot be reviewed. In order to review
sessions they have recorded, students must download them to a flash drive and
play them on their personal computers or in the computer lab. This presents
concerns related to confidentiality. Instead of being able to view sessions
directly from the system, sessions have to be downloaded to storage devices
that can be removed from the campus. A separate room in close proximity to
the CSC would allow students to review sessions in a place more conducive to
learning. Such a change would benefit all programs that use the CSC.
2.4 Resources for the Program – Respond to the following:
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2.4.1
Evaluate the quality, relevance, and quantity of the library resources to support
the program. Include a brief statement as to how these needs have been met by
the library.
The library has an excellent collection of MFT related material including
books, videos, DVDs and journals. Students and faculty alike utilize the
resources made available by online data bases such as PsychInfo. Of particular
value has been the recent addition of Psychotherapy.net which contains a
number of recordings that demonstrate the various types of therapy taught in
the program. Library staff have been very accommodating. For the past
several years they have provided an orientation to library services and data
bases for our incoming students. The textbook rental service has also been
excellent in responding to requests from program faculty for course resources.
For example, as new editions of textbooks have been requested for courses
over the past several years all have been filled. Finally, the library continually
reaches out asking about resources that could be added to their collection
which would benefit the program. They have been responsive to our requests.
2.4.2
List any special resources used to meet program and/or student needs such as:
Learning Technology Services for curriculum materials development, ASPIRE,
Research Services, Advisement Center, Disability Services, Multicultural
Student Services, etc.
In the recent self-study for COAMFTE students (n = 24) were surveyed
regarding which student services on campus they used. The following student
services were identified: Counseling Center, Financial Aid office, Library,
Multicultural Student Services, Office of International Education, the QUBE,
Student Health Services, Technical Communications, and the Writing Center.
Services utilized by the most students were the Library (23), Financial Aid
(12), and the Counseling Center (9). Satisfaction with the services ranged from
3.0-4.0 on a four-point scale (4 being the high score). The survey contained a
fixed list of student services and likely did not include some used by students.
For example, although it was not on the list some students did access Research
Services in developing IRB protocols for their Plan B papers. It should also be
noted that these results are from students in the program in 2014-15. Students
in other years may have utilized other services.
In addition, the program has worked with University Communications to find
ways to connect with the public regarding therapy services offered through the
Clinical Services Center. They have been helpful in sending press releases
regarding special initiatives and in making the clinic website more accessible
to the public.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
None at this time.
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3.
Quality of the graduates of the program – Respond to the following:
3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
The US Department of Labor projects a 29% employment growth for Marriage and
Family Therapists between 2012-2022 (http://www.bls.gov/ooh/community-andsocial-service/mental-health-counselors-and-marriage-and-family-therapists.htm)
which is much faster than the national average. US News and World Report ranks
Marriage and Family Therapy #35 among the 100 best jobs. The average age in the
profession is in the mid-50’s, so a significant percentage of those currently employed
are likely to reduce their hours or retire over this timeframe. While an uncertain
economy and shrinking resources may delay retirement for some, the increase in
couple and family distress that occurs during difficult economic times will increase the
need for MFTs. This may help offset the fewer job openings that may occur due to
delayed retirement. It appears there will continue to be a good demand for MFTs.
This fits the data produced by our program specific graduate survey which shows that
89% of UW-Stout MSMFT graduates report working in the MFT field.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
Results from three one-year and three five-year alumni surveys conducted by PARQ
were found on WebNow. The one-year surveys assessed graduating classes from
2010, 2012, and 2014. Fifteen of 36 surveys were returned for a response rate of 42%.
The five-year surveys assessed graduating classes from 2004, 2006, and 2008. Sixteen
of 35 surveys were returned for a response rate of 46%. The following descriptions
combine data from all surveys for each category.
One Year Follow-up
Eighty-six percent of the alumni surveyed were currently working; the two alumni
who were not working reported they were students. 83% indicated they were working
in a job related to their degree including 75% who said their job was directly related.
Alumni felt their graduate experience at Stout had equipped them well. Means scores
for all assessed areas associated with this item (#3) were between agree (3) and
strongly agree (4) with the exception of two items. Alumni felt less prepared in
utilizing technology (mean =2.78) and in understanding statistics (2.71). Neither of
these areas are a focus for the MFT program. However, two areas that students
indicated they felt very prepared for were appreciating and understanding diversity
(3.71) and considering ethics of the profession (3.92). Both of these areas are strongly
emphasized in the program. Sixty-four percent of students reported that they were
“greatly challenged” by the program (mean=3.57).
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Alumni also expressed a high degree of satisfaction with various aspects of their
education, particularly those parts closely associated with the program, They rated the
mentorship of faculty (4.0), program instruction (3.79), and faculty availability (3.93)
very highly and also indicated that course availability (3.64) and academic advising
(3.69) were program strengths. Aspects of their educational experience less closely
associated with the program were also generally seen as helpful: library (3.33),
technological environment (3.14), lab facilities (3.57), and help with statistics (2.78). It
should be noted that with the exception of library services, fewer students responded
to these items.
Alumni indicated that the program had prepared them well to take on the role of
marriage and family therapist. They cited course work (3.5) and their practicum
experience (3.93) as especially important factors in their preparation. Eighty-six
percent felt they were better prepared than colleagues from other disciplines when they
entered the field and 93% reported the overall effectiveness of the program was very
high. Finally, alumni appeared to be pleased with their overall experience. Eighty-six
percent described the value of their education as exceptional and there was strong
agreement that, if they had to do it over, they would attend Stout (3.75) and enroll in
the MFT program (3.7) again.
Five Year Follow-up
Eighty-one percent of the alumni surveyed were currently working. Of those not
working one reported being a student and others indicated they were dealing with a
disability, were looking for work, or were a fulltime homemaker. All alumni currently
working indicated they were working in a job related to their degree including 69%
who said their job was directly related.
As with the one-year group, alumni felt their graduate experience at Stout had
equipped them well. Means scores for most assessed areas associated with this item
(#3) were between agree (3) and strongly agree (4) with the exception of three items.
Alumni felt less prepared in utilizing technology (mean =2.6), in understanding
statistics (2.29), and in preparing a resume/portfolio (2.23). While the former two of
these also appeared in the one year follow ups, resume preparation does not. It is now
included as part of the Professional Issues course (MFT 755) which may account for
why it is not found in later cohorts who were surveyed. Two areas that students
indicated they felt very prepared for were appreciating and understanding diversity
(3.8) and considering ethics of the profession (4.0). Both of these areas are strongly
emphasized in the program. Forty-one percent of students reported that they were
“greatly challenged” by the program, with an additional 41% rating the program a
three out of four on this item (mean=3.24).
Alumni expressed a high degree of satisfaction with various aspects of their education,
particularly those parts closely associated with the program, They gave high ratings to
the mentorship of faculty (3.63), program instruction (3.63), and faculty availability
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(3.8). They also indicated that course availability (3.63) and academic advising (3.47)
were program strengths. Aspects of their educational experience less closely
associated with the program were also generally seen as helpful: library (3.25), lab
facilities (3.11), and help with statistics (3.56), although fewer students responded to
the last two items. Satisfaction with the technological environment was not rated as
highly as other areas (2.5).
Alumni indicated that the program had prepared them well to take on the role of
marriage and family therapist. They cited course work (3.47) and their practicum
experience (3.76) as especially important factors in their preparation. Sixty-seven
percent felt they were much better prepared than colleagues from other disciplines
when they entered the field and the remaining 33% rated this item three on a scale of
four. Sixty-three percent reported the overall effectiveness of the program was very
high and the remaining 37% described effectiveness as high. Finally, alumni appeared
to be pleased with their overall experience. Sixty-three percent described value of
their education as exceptional (mean = 3.56) and there was strong agreement that, if
they had to do it over, they would attend Stout (3.73) and enroll in the MFT program
(3.67) again.
Overall evaluation
Response rates were somewhat low for these surveys and inferences made from the
data should bear this in mind. Ratings from the five-year evaluations were lower in
some areas than the one-year evaluations. This is to be expected. There is often a
regression effect the further one gets away from their graduate experience. However,
given that these evaluations are assessing different cohorts from the MFT program at
two different time intervals, the results are remarkably consistent. Feedback from six
different cohorts indicate a high level of satisfaction with the program and suggest that
graduates are well prepared for entry into the field.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
Student survey
Twenty-two of 25 students in the program at the time the survey was conducted
responded for an 88% response rate. One response to all questions was strongly
negative about the program which does not seem consistent with the qualitative
comments or informal feedback from the students to faculty and may indicate the
respondent reversed the items in the response set. In general, students appear quite
satisfied with the program. Students strongly supported items indicating that program
objectives had been met, they felt prepared to enter the field of marriage and family
therapy, and they would choose the program again if they had to do it over again
(mean scores = 4.41-4.64). When asked to respond to program strengths, several
factors repeatedly surfaced:
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The cohort model. Students in the MFT program enter as a cohort and
complete the program together, most within a two year period.
The on-campus clinic. Approximately half of the practicum is completed in the
CSC with close supervision from faculty serving as supervisors.
The faculty. A number of comments cited the excellence of the faculty
indicating they are knowledgeable, supportive, challenging, and personable.
This was echoed in the quantitative portion of the survey. Professors were
seen as providing relevant content in their courses (mean = 4.64) and were
described as making themselves available to students (mean = 4.68).
A number of other strengths were also identified including an emphasis on diversity,
affordable cost, small class sizes, two day a week scheduling, and abundant
opportunities to do clinical work. Diversity as a strength was also found in
quantitative items: maturing attitudes toward racism and diversity (4.68) and
maintaining a global perspective (4.5).
There were also a number of suggestions for improving the program. Several themes
emerged here as well:
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Facilities. Some comments indicated the classrooms used were not good
learning environments and the clinic could be improved aesthetically. These
comments were supported in quantitative items: classrooms providing a good
learning experience (3.36) and the lab equipment providing a good learning
environment (3.91).
Classes. Several suggestions related to courses were offered. These included
greater variety in the Couples and Sex Therapy course, more emphasis on
substance abuse, more electives, and several suggestions about reordering
courses to make learning more effective. These items will be addressed over
the next two years as we revise the curriculum.
Orientation. A couple comments indicated more needed to be done to orient
students to the program. In response to this the program implemented an
orientation day prior to the start of classes for the 2015 incoming cohort.
Several other suggestions for improvement were made including more funding, an
increased focus on research, and having a more systemic focus in some classes.
Program Faculty
Five of six faculty (not including the Program Director) at the time the survey was
conducted responded for an 83% response rate. The faculty appeared to be satisfied
with most aspects of the program. They rated the students as well prepared (4.8) and
in text responses noted personalized attention made possible by small cohort sizes as a
strength of the program. The identified a good working relationship with the Program
Director citing good communication (4.8) and satisfactory leadership (4.6) as
strengths. Most of the support services (library, clerical, and departmental support;
mean = 4.0 - 4.8) were given high ratings. However, classroom quality (3.4) and
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support for instructional technology including D2L received the lowest scores of any
quantitative items.
Program Advisory Committee
Five of eight members of the Program Advisory Committee responded for a 62%
response rate. In general, the committee indicated they were kept informed about the
program and that their input was valued. 80% indicated they were informed about
student learning data, 100% said the program sought their input, and 80% believed the
committee’s recommendations impacted programmatic decisions. Text responses
identified size of the program, utilization of two practicum sites, strong leadership, and
uniqueness of the program as strengths. One respondent indicated that exploration of
some topics in greater detail would be helpful. 40% of respondents thought more
meetings of the PAC would be useful and one person commented on this in a text
response as well.
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
Strengths
The MFT program has a number of strengths that enable it to be highly competitive
with similar programs:
1. University commitment. The program is housed in a university that has a strong
commitment to MFT training as evidenced by nearly 40 continuous years of
COAMFTE accreditation.
2. Size. The program admits an average of 13 students per year. This allows faculty
to maintain personal relationships with students, makes it possible to operate an
on-campus clinic, and contributes to a successful cohort model.
3. Cohort model. As identified in the student survey, the cohort model utilized by
this program wherein students complete classes including practica together creates
a supportive learning community that enhances learning. Relatively few of the
MFT programs in the region utilize such a model.
4. On-campus clinic. The MFT program has a hands-on approach that requires
students to complete at least 500 hours of clinical work as part of their training.
While a clinical component is a part of most MFT programs, the program at Stout
is distinguished from most other MFT programs in the area because students are
able to complete part of their practicum experience in an on-campus clinic where
they receive close supervision from program faculty.
5. Two day a week schedule. The on-campus portion of the program is run entirely on
Mondays and Tuesdays. This enables students from a wide geographic range to be
a part of the program as they are able to travel to campus and stay in Menomonie
on Monday evenings. In the past several years the program has had students from
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the Twin Cities, Duluth, La Crosse, and the Fox River Valley.
6. Excellent faculty. With one exception, all instructors in the program have a PhD.
They also have years of experience in their respective areas. This is different from
many MFT programs that are taught primarily by adjunct faculty without
doctorates.
7. Emphasis on diversity. The program places special emphasis on issues of power,
privilege, and difference in its curriculum and in the students it seeks to admit.
Cultural diversity is a primary focus of one course and content on diversity is
found in most other courses in the curriculum. Qualified applicants who are
regarded as representing diverse communities are invited to interview for a spot in
the program. Diversity in students as measured by race/ethnicity and age is above
the average for other programs at UW-Stout.
8. History and reputation. The program at Stout is the second oldest continuously
accredited MFT program in the country. It has consistently graduated over 90% of
its students in a two-year period and has a strong alumni base. A significant
number of marriage and family therapists in Wisconsin are graduates of this
program. This reputation helps us attract a high number of applicants and allows
us to be selective in offering invitations to a diverse group of students.
Weaknesses
1. Faculty allotment. The faculty remains one tenure track faculty position short
since a retirement went unfilled in 2003. These responsibilities are being ably
filled by an adjunct faculty member but if this person was no longer available she
would be difficult to replace with another temporary hire.
2. Facilities. Based on student and faculty surveys, classroom spaces need to be
evaluated for improvement. In addition, a room in close proximity to the Clinical
Services Center for reviewing videos needs to be acquired to reduce confidentiality
concerns.
3. Client census in CSC. It is estimated that the number of clinical hours needed for
meeting program requirements currently completed in the CSC is somewhere
between 40% and 50%. The target percentage for hours completed in the CSC is
50%. The number of clients coming into the clinic needs to be increased to meet
that target.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
Two recommendations for the Program Director emerged from the previous PRC
review:
1. Continue to make a strong case for action that more securely addresses the serious
loss of necessary faculty expertise.
2. Address the issues concerning the cultural anthropology course.
The first recommendation regarded a faculty position that was vacated by a retirement
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in 2003 and had not been replaced as of the review. At that point in time the
responsibilities of that position were being filled by Dr. Anne Ramage, an academic
staff member. The Dean’s response to this concern was that she would continue to
advocate for resource needs in the program. At this point the situation is the same as it
was at the time of the last review. Dr. Ramage continues to fill the responsibilities
vacated by the retired faculty member; the Dean of the college has continued to
provide the resources to fill this need. This arrangement is working well but Dr.
Ramage has a unique skill set that would be difficult to replace in an academic staff
position. Moreover, she has already retired from the University and works on an
adjunct basis. While Dr. Ramage does excellent work, there is still a need to fill this
role with a tenure track faculty position.
The second recommendation concerned student complaints regarding an anthropology
course that was in the curriculum at the time. That course was removed from the
curriculum in the 2009-10 academic year and is no longer taught (see attached
program plan sheet).
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
1. Curriculum revision. The curriculum needs to be revised within the next two years
to meet new standards from COAMFTE.
2. Move to Customized Instruction model. The program is slated for a move to a
Customized Instruction model. The transition needs to occur during 2016.
3. Increase client numbers for Clinical Services Center. About half of the 500
clinical hours for the practicum experience are intended to be generated through
the on-campus portion of the practicum conducted on campus. Most students
currently fall short of that goal, picking up more clinical hours off campus. We
need to increase the number of clients coming through the clinic, both to serve our
students and the community.
4. Improve learning spaces. In the PRC surveys conducted for this review, students
and faculty alike gave relatively low rating to rooms used for classes and students
suggested making the interview rooms in the clinic more aesthetically pleasing.
These spaces need to be evaluated and, based on that evaluation, changed to
become better learning environments. To this end, new tables were acquired for
VR 344 this past summer to replace a conference table that contributed to a
cramped seating arrangement.
5. Continue to advocate for space to review videos. A room separate from the server
is needed to schedule and review sessions conducted in the CSC. As the lab is
shared by four programs, there is not space within the CSC to dedicate for this
purpose. An additional room in close proximity to the clinic is needed for students
to review recordings without having to download them to a storage device.
6. Continue to advocate for a tenure track position. The responsibilities currently
being filled by Dr. Ramage are contracted annually to an adjunct staff member.
This has not presented a problem since she has settled into that role. However, in
the event that Dr. Ramage is no longer available to fill this role we will seek to fill
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it with a tenure track position (as was noted in the 2008 PRC report).
5.
Attachments - Include electronic links to the following:
5.1 Links of specific program information to be included:
 Current assessment in the major (see attached)
 Program plan sheet (see attached)
 Individual program facts
o Program Website http://www.uwstout.edu/programs/msmft/index.cfm
 Current program advisory committee (see attached)
 Other items that may be helpful to PRC
 Other items requested by the consultant