CONSULTANT RECOMMENDATION REPORT
Planning and Review Committee
Consultant Recommendation
I.
Degree: M.S./Ed.S. School Psychology
Date of Review: 11.16.12
Program Director: Dr. Christine R. Peterson
PRC Consultant(s): Dr. Amy Schlieve, Dr. Loretta Thielman
Purpose of the Review: This review was conducted to assess the quality and status of
the M.S./Ed.S. program in School Psychology
Committee Findings: Recommend continuation of the program through the next
program review cycle.
Abstract: The M.S./Ed.S. in School Psychology program focuses on the interaction of
content knowledge, process skills and the practical application of these skills to the
practice of school psychology. The program is approved by the North Central
Association and the National Association of School Psychologists (NASP) and the
curriculum consists of four areas of study: 1. Content Knowledge; 2. Professional Core
Courses; 3. Experiential Learning; 4. Supervised Practica. School Psychology graduates
have experienced a 100% attainment of internship placement for the past ten years. U.S.
News and World Report has ranked school psychologist as one of the “50 best careers in
2011.”
II.
Process Followed for Current Review: The PRC Chair met with the dean, program
director and chair of the primary department to discuss the review process. The PRC
consultants also met with the program director to review the procedures and offer
assistance. Under the guidelines developed by the PRC, information regarding the
program was gathered from the placement office, institutional research, program director,
key instructors, program committee, students and one-year and three-year graduates. The
consultants based their findings on the above and the self-study authored by the program
director. The program director presented a summary of her report to the committee and
had an opportunity to express concerns. The Interim Dean from the College of
Education, Health and Human Sciences and Director of School of Education were in
attendance and available to answer questions.
III.
Previous Review Year 2005-2006
Previous Recommendations for Program Director:
From 2006 Consultant Report:
1
1.Program students are not getting adequate exposure of ethnic diversity in their course
of study. Most students and instructors are themselves not members of a diverse
ethnic or racial group; in addition, practicum sites are typically not ideal for gaining
experiences with diverse ethnic groups.
2.There is some course overlap between two courses in the program: SPED-630
Inclusion of Students with Exceptional Needs and SPSY-778 Psychoeducational
Disability.
3.Program students expressed some concern that two required graduate psychology
courses, PSYC-730 Advanced Psychology of Learning, and PSYC-850, were in part,
duplicating course material that many students covered in undergraduate courses.
4.The primary issue of concern for UW-Stout’s M.S.Ed. and Ed.S. programs in School
Psychology are the continuing accreditation by the National Association of School
Psychologists (NASP). The next accreditation review will occur in Fall, 2006 and
NASP has already indicated that institutions that don’t have a 1:10 teacher-student
ratio and at least three Ph.D. faculty members who are teaching a nine-hour credit
load may lose their accreditation. If Stout were to lose this accreditation, we would
have great difficulty attracting students and placing graduates.
Response from Program Director:
1.Update:
Content related to serving students from diverse and underserved populations has
been infused across our program curriculum. Additionally, coursework related
specifically to multi-cultural issues is a required program component, as is a
related cross-cultural field experience. Finally, we strongly encourage, and work
with our students to secure, study abroad experiences that will allow them to
further expand their awareness of diversity issues.
2.Update:
This content overlap was eliminated at the time of our most recent program
revision, which deleted SPED-630 from the program plan.
3.Update:
Both of these courses have been revised for content, and attempts made to enhance
both the rigor and expectations from these two courses, as well as to further
distinguish them from one another. While many of our students coming from a
psychology background do have similar courses in their undergraduate history,
fewer comments have noted regarding this issue.
4.Update:
UW-Stout School Psychology program remains NASP approved, with a full review
due in the Fall of 2013. It will be an imperative, to complete a successful faculty
search this year, in order to present a fully staffed faculty, following NASP
mandates for course coverage, student ratios, and faculty profiles.
2
Previous Recommendations for Department Chair:
There currently are ongoing recruitments for filling two Ph.D. tenure track vacancies with
primary responsibility for instruction and advisement for the School Psychology program.
These recruitments are vital to the future viability of the program, and the coordinating
chair of the School of Education should receive support from administration in this effort
to actively pursue a successful search.
Response from Department Chair:
Response:
I fully recognize and support the need to hire two additional doctorate level tenure track
School Psychology faculty members and am working closely with the program director,
Search Committee, and dean to facilitate those hires. The dean and I are in full agreement
of the need for these positions and are directing resources toward filling those positions.
Previous Recommendations for Dean:
The dean, in consultation with the coordinating chair and upper administration, should
develop policies that would reduce the faculty load for school psychology faculty to nine
credits and to reduce the teacher-student ratio to 1:10 in line with the accrediting body
guidelines. Finally, the dean should work with the coordinating chair for the above
mentioned recruitments, especially in light of the accreditation’s policy of having all
graduate courses taught by faculty with a Ph.D. degree.
Response from Dean:
Response:
There are currently recruitment efforts underway to hire two faculty for the School
Psychology program. The plan for next year is to have 9-credit teaching loads for the
three major School Psychology faculty members. The teacher-student ratio will also be in
line with accrediting body guidelines.
IV.
Current Year Program Review:
Program Strengths-Indicate Source:
1.
2.
3.
100% Internship/Employment rate for program repeaters (PD report, key faculty,
student and advisory board surveys.
Enrollment fairly stable despite downward trends nationally (PD report, key
faculty, student and advisory board surveys).
Applied focus (PD report, key faculty, student and advisory board surveys).
3
4.
5.
6.
Clinical Services Center (also known as CSC) (PD report, key faculty, student and
advisory board surveys).
Strong connections with School Counseling program at UW-Stout (PD report, key
faculty, student and advisory board surveys).
Positive support and resources from School of Education and CEHHS (PD
report).
Issues of Concern-Indicate Source
1. Need for more stable faculty (PD report, key faculty, student and advisory board
surveys).
2. The hiring of new faculty member is crucial for continued accreditation by the
National Association of School Psychologists (PD report and advisory board
surveys).
3. Need to investigate a possible revision of research requirements (PD report).
4. One assigned space for Graduate Assistants and Resource library.
Recommendations for the Program Director:
1. Work with key faculty to review and possibly revise program research requirements
to ensure timely completion of Ed.S.
2. Work with department chair to hire needed faculty to ensure renewal of NASP
accreditation.
3. Ensure during facility changes the integrity of process and handling of assessment
materials is maintained.
Recommendations for the Director and Chair of School of Education:
1. Work with program director to hire needed faculty to ensure renewal of NASP accreditation.
2. Due to the imminent relocation of school psychology faculty, Graduate Assistants and
Resource Library, it is imperative to the function of the program (and two others) to locate
Graduate Assistants in the same workplace as the Resource Library. Planning should consider
the importance of the relationship between all of these elements, as this is critical to the success
of the program. It is also noteworthy that the Graduate Assistants are trained in the specifics of
each assessment tool and not only assist students but often provide needed instruction to School
Psychology, School Counseling and undergraduate special education students.
4
Recommendations for the Dean of the CEHHS
1. Work with program director to hire needed faculty to ensure renewal of NASP
accreditation.
2. Due to the imminent relocation of school psychology faculty, Graduate Assistants and
Resource Library, it is imperative to the function of the program (and two others) to
locate Graduate Assistants in the same workplace as the Resource Library. Planning
should consider the importance of the relationship between all of these elements, as
this is critical to the success of the program. It is also noteworthy that the Graduate
Assistants are trained in the specifics of each assessment tool and not only assist
students but often provide needed instruction to School Psychology, School
Counseling and undergraduate special education students.
5