Program Director Self-Study Report
For Program:
MASTER OF SCIENCE IN VOCATIONAL REHABILITATION (MSVR)
Submitted by Program Directors:
MICHELLE HAMILTON (CAMPUS)
AND
DELEANA STROHL (ONLINE)
Year: 2013-14
Planning and Review Committee
PREAMBLE TO MSVR PROGRAM
The MSVR program is based on a cohort-model. Within this model, students are admitted to the
program once yearly in the fall and the cohorts typically proceed through sequenced coursework
together graduating at the same time. The 48-credit MSVR program offers two distinct full-time
learning cohorts:
1. A 2-year campus-based learning cohort offering two concentration options:

Rehabilitation Counseling – 48-credit CORE accredited RCE

Dual concentration in Vocational Evaluation and Rehabilitation Counseling
(Dual VE/RC) – 50-credit CORE accredited RCE
2. A 3-year online learning cohort (asynchronous delivery) offering one concentration
option:

Rehabilitation Counseling – 48-credit CORE accredited RCE.
MSVR PRC Self-Study 2013-14
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1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan:
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
Experiential learning opportunities are a significant strength for the MSVR program. Since the
2006-07 PRC, the program has added a 100-hour supervised practicum to the rehabilitation
counseling concentration. The addition of the supervised counseling practicum provides
rehabilitation counseling students with an earlier opportunity for applied learning and ensures
equivalency of skill development between the campus concentrations and between the online and
campus cohorts.
At program completion students will have acquired over 700 hours of supervised site-based
experiential learning. As an accredited competency-based program, MSVR curriculum follows a
prescribed sequence of coursework ensuring students initially gain foundational knowledge and
competencies that predict skillful application of learning content within community client-based
settings.
Within first-year coursework, students in both cohorts are offered multiple service learning
opportunities to explore, interview, observe and report on various aspects of the rehabilitation
profession. For instance, the first class in the program requires students to interview a person
with a disability and a working rehabilitation professional; students conduct an accessibility
survey of a community building using Americans with Disabilities (ADA) guidelines; and
students explore professional community resources such as Workforce Resource Centers,
Centers for Independent Living, and Community-based Rehabilitation Programs.
Mid-program, students enroll in lab-based pre-practicum type experiences which offer
supervised individual and group counseling skill-building opportunities with peers and limited
access to community members. Pre-practicum experiences and evaluation ensure students
possess minimal knowledge and behavioral competencies to meet professional role functioning
required in advanced practicum and internship.
During the final year in the MSVR program, students enroll in 12-16 graduate credits of sitebased experiential learning opportunities which include: practicum (3-5 credits) and internship
(10 credits) earning a minimum of 700 hours supervised site-based experiential learning.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
The program conducts a variety of recruitment efforts. For example, the program web page is
continually revised with updated information, and new videos have been added that include
testimonials from current students and alumni working as rehabilitation professionals. Program
directors continue to collaborate with institutional supports such as the Graduate School,
Provost’s Office, Stout Online and Marketing to develop materials, plan recruitment activities
MSVR PRC Self-Study 2013-14
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and expand dissemination of same. Efforts to use social media such as Facebook, linking
program information from accreditation and professional organization websites and online
graduate school portals such as Gradschools.com increase overall exposure to program
information.
Yearly targeted recruitment efforts include the electronic dissemination of program materials
sent to over 1,500 supervisors and service personnel in state-federal VR offices and community
rehabilitation programs. Yearly email blasts are sent to over 2000+ undergraduate seniors from
complementary undergraduate programs at other UW-institutions. Targeted yearly recruitment
includes direct efforts at UW-Eau Claire, UW-River Falls and UW-Stevens Point programs in
communication disorders. Internal campus recruitment efforts include participating in career
fairs, guest-speaking opportunities within undergraduate classes and relevant student
organizations such as the Psychology club.
Activities focused on recruiting individuals from diverse ethnic groups have included purchasing
advertisements in the conference packet for the annual conference of the National Association of
Multicultural Rehabilitation Concerns (NAMRC) and recruitment/exhibit booth at the Consortia
of Administrators for Native American Rehabilitation (CANAR).
Student interest in the MSVR degree is significantly enhanced by accreditation through the
Council on Rehabilitation Education (CORE), continued ranking within the top 10 rehabilitation
counseling programs in the USA as well as the online asynchronous cohort option. Maintaining
strong collaborative relationships with program alumni, satisfied employers and advisory board
members promotes ongoing word-of-mouth recruitment.
Over this 7-year PRC period, total yearly student enrollment between both cohorts ranged from a
high of 85 to a low of 69; an average of 80 students were enrolled in the program at any given
point. A slight 15-18% enrollment decline over the past two years mirrors national and campuswide enrollment trends in graduate programs particularly impacting campus-based programs.
Poor economic conditions, demographic shifts, as well as an increase in the number of postsecondary competitors most notably the proliferation of online degree opportunities contribute to
lower enrollments. Additional factors influencing enrollments specific to MSVR program
include decreased funding from Rehabilitation Services Administration (RSA) and an increase in
the number of online programs offering rehabilitation counseling degrees. Internally,
enrollment in the campus cohort experiences some siphoning-effect as a consequence of offering
parallel online delivery.
Strong graduation and retention rates are a hallmark of the MSVR program. Program
completion time varies by cohort where campus students typically graduate in two years and
online students typically graduate in three years. The table below summarizes admission,
retention and graduation rates of MSVR students admitted between 2007-2011.
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Year
2007
2008
2009
2010
2011
Cohort
Admitted
N=
Graduated
N=
Graduation Rate
Actual
Anticipated (on
track)
campus
13
13
100%
N/A
online
12
12
100%
N/A
campus
17
17
100%
N/A
online
12
12
100%
N/A
campus
17
16
94%
100%
online
19
17
89%
100%
campus
11
9
82%
82%
online
18
15
83%
100%
campus
16
15
94%
100%
online
16
87%
1.1.3 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 MSVR program supports and contributes to Inclusive Excellence at UW-Stout in multiple
ways. On average, 20-25% of students in the MSVR program are students with disabilities. The
program, faculty and students promote disability awareness, inclusion, social justice and
equitable learning environments for all students.
Between academic years 2007-08 and 2012-13, approximately 10% of MSVR students identified
with a racial minority group. Traditional and nontraditional students are well represented in the
MSVR program where campus students average 28 years of age and online students average 39
years of age. Gender representation in the program is approximately 15% males and 85%
females which emulates the larger female dominated profession.
MSVR PRC Self-Study 2013-14
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1.1.4 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 MSVR program strives to uphold practices consistent with UW-Stout’s overall sustainability
plan. Administrative and instructional efficiencies have increased through digitized recordkeeping and online delivery methods using lecture capture methods such as Tegrity.
Computerized labs, software and ubiquitous Wi-Fi access significantly reduce reliance on natural
resources. We encourage responsible sustainable practices on the part of our students and
promote the concepts of reduce, reuse and recycle at school, home and in the community.
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design
2.1.1 State the approved program objectives.
The MSVR program is designed to prepare qualified professionals in the field of Vocational
Rehabilitation. Accreditation requirements and evidence-based role and function studies largely
drive expected outcome objectives. The program offers two concentration options to students
providing specialized rehabilitation counseling services and/or vocational evaluation services to
persons with disabilities. Upon successful completion of the program each student will:
1.
2.
Develop and demonstrate an identity as a rehabilitation professional.
Integrate rehabilitation philosophy and principles of independence, integration, choice,
self-determination, empowerment, access and respect for individual differences into
rehabilitation planning and service provision.
3. Promote the inclusion of persons with disabilities in employment and/or the community.
4. Demonstrate ethical behavior and ethical problem-solving consistent with the code of
ethics for rehabilitation professionals.
5. Understand disability-related legislation, public policy, and attitudinal and access barriers
affecting persons with disabilities and their families.
6. Understand the influences and implications of chronic illness and/or disability across
human development and lifespan.
7. Identify the functional impacts of chronic illness and/or disability.
8. Evaluate environmental, social and economic influences that create barriers for persons
with disabilities.
9. Examine psychosocial, cultural and diversity issues that may affect the rehabilitation
process.
10. Establish positive, productive relationships.
11. Communicate effectively with persons with disabilities, families, and other rehabilitation
professionals.
MSVR PRC Self-Study 2013-14
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12. Select and apply counseling techniques to promote informed vocational decision-making
and adjustment to chronic illness or disability.
13. Conduct and integrate vocational assessment into rehabilitation planning.
14. Analyze jobs, employment trends and career opportunities to assist in rehabilitation
planning and service provision.
15. Identify community resources and other services which promote independence.
16. Plan and coordinate effective rehabilitation services designed to help persons with
disabilities reach their vocational potential.
17. Apply research findings to improve services to persons with disabilities.
Additional objectives for students in the Dual Concentration in Vocational Evaluation and
Rehabilitation Counseling prepare each student to:
1.
2.
3.
Understand the vocational evaluation process and the role of vocational evaluators in
assisting persons with disabilities reach their vocational potential.
Use work-related activities (real or simulated work) and principles of behavior
observation to facilitate client vocational decision-making.
Acquire practical experience in vocational evaluation through practicum and internships
in approved sites.
2.1.2 Describe processes and initiatives employed in determining the need for
program revision?
Multiple factors inform and guide MSVR program and curriculum revision. CORE
accreditation standards and evidenced-based role and function studies are the foundation upon
which the MSVR curriculum is based. Other primary sources that inform program decisionmaking include: feedback from employers, program graduates, program advisory committee
and faculty; internal and external program assessment measures such as program
comprehensive exam and certification examination pass-rates, Assessment in the Major (AIM),
Program Review Committee (PRC), results of Midpoint student review, site-supervisor
evaluations and intern critical analysis of MSVR program.
Criticisms of the program curriculum largely echo the professional landscape where ongoing
tension exists between the public and private sector rehabilitation applications, as well within
group inconsistencies regarding professional identity (i.e., counseling subspecialty versus a
unique profession). As evidenced later in this document, consistently strong preparedness
ratings from employers and graduates demonstrate the MSVR program provides a solid
common core of professional competencies for application in a wide variety of rehabilitation
employment settings.
The most recent program revision approved by the University in 2012 was the result of a
comprehensive two-year departmental curriculum review process. All MSVR courses and
learning objectives were mapped onto new CORE accreditation standards to identify gaps,
reduce overlap and ensure equivalency between campus and online learning cohorts. In total,
the program revision included revised program objectives, five course revisions and the
MSVR PRC Self-Study 2013-14
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development of two new online courses and the addition of one course to the campus program
plan, and minor changes to the student midpoint review.
2.1.3 Check all that apply regarding the program:
X Traditional, on campus program
X Online program
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)
The MSVR program engages students in a variety of scholarly activities. The program is
anchored in a scientist-practitioner model where students learn to be consumers of empirical
evidenced-based research which is used to generate questions, ideas and solutions to problems
faced by persons with disabilities. Students are actively involved in classroom research and
scholarship opportunities as well as professional knowledge translation/transfer (KT)
opportunities at local, regional and national training conferences (National Rehabilitation
Association, 2013; Wisconsin Rehabilitation Association, 2009-2013; Stout VR Conference
2008; 2010; 2012). Students in the online cohort combine research, scholarship and knowledge
transfer by preparing and delivering ‘in-service’ presentations to local disability agencies; over
100 agencies have benefitted from in-service presentations since 2007.
Applied classes such as Psychological Testing and Applied Vocational Assessment and
Evaluation require students to research psychometric properties of testing instruments using the
Mental Measurement Yearbooks (MMY) and Tests in Print (TIP) and apply learning to clinical
practice in the selection, administration and interpretation of psychological tests. Case
Coordination class uses client-based case studies to teach students to use research to find
resources to apply to problems in an effort to develop individualized services and solutions.
Later in the program, direct and indirect supervision methods are used as a means to promote
integration and experimentation in clinical practice where students are required to demonstrate
professional competencies and ethical work behaviors.
As a thesis-option program, graduate students can choose between two options to apply research
skills to meet graduate research expectations. The traditional thesis option requires students to
take a 4-credit Research Foundations class providing research knowledge and competencies
necessary to complete the 2-credit plan B thesis. The second option, referred to as the
comprehensive exam option, allows students to choose from among four 700 level research
course offerings: Research in Rehabilitation and Counseling, Program Evaluation, Research in
Psychotherapy or Research Foundations. Each research course corresponds to one of four
versions of the MSVR comprehensive exam. Research skills and knowledge acquired in
coursework and applied on MSVR comprehensive exam satisfy the graduate research
requirement. All research courses focus on teaching students how to evaluate and use research to
think critically, generate questions, ideas and solutions in relationship to problems faced by
persons with disabilities and the larger VR profession. MSVR PRC Self-Study 2013-14
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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?
Yes. Since 1995 the MSVR rehabilitation counseling concentration (RCE) has been accredited
by CORE. As a competency-based pre-professional program, accreditation standards wholly
influence the structure of the curriculum ensuring program graduates meet/exceed coursework
and competencies necessary for professional practice, certification or licensure. In July 2013, the
MSVR program successfully obtained the maximum 8-year full accreditation by CORE.
Increasingly prescriptive accreditation standards result in zero flexibility for any elective
coursework within the 48-credit curriculum. A shifting professional landscape sees strong
movement toward 60-credit degree programs. To meet future accreditation and licensure
requirements, the MSVR program anticipates the need to revise the curriculum to 60 credits in
the near future.
2.2 Faculty/Academic Staff Expertise
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).
Instructor
(combined key A & B)
Degree
Courses Taught
Julie Bates
Ph.D.
Coun 750; Coun 752; Coun 788
Kathleen Deery (core faculty)
Ph.D.
Rehab 620; Rehab 714; Rehab 715; Rehab 717
David DeLambo (core faculty)
Rh.D.
Rehab 787
Susie Eberhard (core faculty)
Ph.D.
Rehab 714; Rehab 764
Debra Homa (core faculty)
Ph.D.
Rehab 701; Rehab 704; Rehab 708; Rehab 723;
Rehab 783
Michelle Hamilton (core faculty)
Ph.D.
Rehab 620; Rehab 713; Rehab 723; Rehab 724;
Coun 788
Casey Lubinsky
M.S.
Rehab 707; Rehab 708; Rehab 783; Rehab 787
John Lui
Ph.D.
Rehab 764
Kara James
M.S.
Rehab 783; Rehab 787
Daniel Kelsey (core faculty)
(.50 FTE MSVR; .50 CMHC)
Ph.D.
Rehab 701; Rehab 715
MSVR PRC Self-Study 2013-14
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Robert Peters (core faculty)
Ph.D.
Rehab 701; Rehab 787
Stephen Shumate
Ph.D.
Coun 750; Coun 788
DeLeana Strohl (core faculty)
Ph.D.
Rehab 704; Rehab 708; Rehab 764
2.2.2 What additional faculty/academic staff expertise is needed?
In theory, the program possesses the faculty expertise to deliver the MSVR curriculum.
However, in application the program is significantly constrained by two faculty FTE positions
which are not ‘available’ due to ongoing extenuating circumstances (long-term administrative
secondment; medical leave; grant release). These extenuating circumstances require the program
use adjunct instructors to fill behind the 2.00 unavailable faculty FTE. Qualified terminallydegreed graduate level adjunct instructors are not readily available for hire. Further reducing
instructional flexibility in the graduate program is the fact that all MSVR core faculty have
teaching responsibilities in the undergraduate BSVR program (N=275) housed with the
Department.
Increasing instructional pressures on all VR faculty are certain to continue in the near future.
The already large, well-enrolled BSVR program is positioned to launch a new stand-alone major
in criminal justice in fall 2014; large enrollments are anticipated. Further exacerbating the
adjunct-hiring challenges are the abundance of applied lecture/laboratory classes within the MS
and BS VR curriculum which result in scheduling classes over multiple days each week to meet
5-6 hours/week of face-to-face instructional time. Specialized equipment and resources
necessitate scheduling lab classes in designated laboratory space further limited by physical
capacity due to room design and inflexibility of current lab furnishings which do not allow
optimization of available space.
2.3 Facilities
2.3.1 Describe the facilities and or capital equipment currently used and
how it supports or strengthens the program. What program specific
facilities (unique classrooms, labs, additional space involving minor
construction) have been requested and provided?
The MSVR program (campus cohort) relies extensively on two specialized laboratories located
in the Vocational Rehabilitation (VR) building: Shirley K. Stewart Vocational Evaluation
Laboratory (VR310) and the Clinical Services Laboratory (VR220). Both laboratories are critical
resources necessary to meet program learning outcomes and CORE accreditation requirements.
The Department maintains the Shirley K. Stewart Vocational Evaluation Lab (VR310) to
facilitate student learning of in-depth analysis of vocational rehabilitation processes and
vocational evaluation techniques consistent with the program’s hands-on, minds-on philosophy.
Four core graduate courses utilize the lab as an integral part of applied learning: Psychological
Testing, Occupational Analysis and Job Placement, Procedures of Vocational Evaluation, and
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Applied Vocational Assessment. Additional courses in the graduate and undergraduate program
are also scheduled in the VR310 lab as multiple classes require students to use specific lab
equipment or resources to complete assignments. Due to copyright and licensure requirements of
lab instruments, the Department must offer weekly open laboratory hours with graduate assistant
support to facilitate student access to lab resources.
The VR310 Lab houses over 200 different assessment instruments along with multiple
professional handbooks and textbooks, and many assessment manuals specific to the vocational
rehabilitation process. Computers are used extensively in lab-based classroom assignments. They
are most often used for hands-on assessment activities requiring the installation of specialized
licensed assessment software that cannot be downloaded or copied to a student computer.
Multiple lab printers are essential as many lab assignments require immediate access to printed
computerized assessment results or occupational information.
Maintaining an updated lab is vital to promote professional skill development of MSVR students.
Since the 2006-07 PRC, one lab modification and two additional requests for equipment were
funded by the College of Education, Health and Human Sciences (CEHHS) totaling
approximately $29,903 to support continued lab improvements. The financial support
successfully assisted in updating electronic equipment necessary to ensure high quality of
instructional delivery in the classroom. Despite current professional equipment, the aged
furnishings (half circa 1970; half circa 1990) contribute to ongoing student perceptions that the
lab itself is outdated. In addition, most lab furnishings are inconsistent with the ergonomic
approach promoted by the curriculum and professional rehabilitation applications. An internal
catch-22 exists for the VR310 Laboratory, in that, needed updates to physical space and
furnishings do not fall within existing criteria for either lab modification or classroom update
funding.
The Clinical Services Laboratory (VR220) is an essential laboratory resource in the development
of student counseling competencies and clinical supervision as required by CORE accreditation.
VR220 is a shared laboratory resource among multiple graduate counseling-related programs.
The Clinical Mental Health Counseling (CMHC) program in our Department oversees five
rooms within the Clinical Services area. The primary function of laboratory space is to provide
supervised experience in the development and practical application of basic counseling skills,
assessment procedures and administration, and supervised clinical work with children and
families. Through observed laboratory practice and work with clients, students use basic and
advanced counseling skills to develop effective therapeutic relationships and clinical
competencies. In the MSVR program, one core course offered twice per year relies exclusively
on the VR220 Laboratory; two additional core courses also utilize the lab for counseling-related
applications such as recording client interviews and assessment feedback sessions.
The VR220 Laboratory experiences chronic equipment failure as a result of aged audio and
video equipment. Ongoing equipment failure leads to significant student and faculty frustration
and reduced clinical supervision opportunities due to poor recording quality or total failure to
record. Since the last program review, limited improvements have been implemented all of
which have been reactive but failed to provide any sustainable resolution or recommendations
for state-of-the-art equipment to meet instructional needs. The MSVR program fully supports the
MSVR PRC Self-Study 2013-14
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CMHC’s request for an immediate and comprehensive upgrade to the audio and visual recording
equipment in the VR220 Lab.
2.3.2 What added facility needs (if any) such as unique classrooms, labs,
additional space involving minor construction exist in the program?
The Shirley K. Stewart Vocational Evaluation Lab (VR310) is in need of portable and adjustable
classroom furniture suitable for the increasingly diverse class needs of the laboratory. Current
courses require unique furniture configurations more conducive to counseling applications, team
and small group work. The current laboratory furnishings are stationary, rendering one side of
the laboratory a classroom style configuration, while the other side is restricted to heavy
(immovable) 35” standing height tables (circa 1970). The laboratory needs modular and heightadjustable tables, allowing greater flexibility in classroom configuration. The majority of classes
scheduled in the lab are 90-180 minutes. Most of the chairs are hard plastic stacking chairs which
are uncomfortable for extended periods of static positioning and inconsistent with ergonomic
considerations promoted by program and rehabilitation profession. Modern chairs and tables
designed for flexibility are needed to provide an environment enhancing student learning in team
and small group work, as well as experiential counseling applications within the classroom.
As noted above, the VR220 Laboratory experiences chronic equipment failure as a result of aged
audio and video equipment. The MSVR program fully supports the CMHC’s request for an
immediate and comprehensive upgrade to the audio and visual recording equipment in VR220
Lab.
In addition, programs with specialized laboratories would benefit from additional support and
services from Learning Technology Services (LTS). Limited staff resources within LTS are not
adequate to meet specialized laboratories housed within a Polytechnic environment. We advocate
on behalf of LTS for increased staff allocations to help meet the instructional needs of multiple
programs across campus who rely on specialized laboratory equipment. In particular, LTS would
benefit from additional experts who can provide proactive consultation and research to help
faculty meet instructional needs and additional equipment specialists to provide responsive,
timely and proactive monitoring and maintenance of specialized laboratory equipment.
2.4
Resources for the Program
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 facilities are adequate to meet the needs of the program. The library has numerous
professional journals and books on hand. If any faculty member or student requires a resource
that is not directly available, the resource can be quickly available via Illiad. The library also
provides the program with $2,000 annually to help purchase resources faculty identify that
increase their effectiveness in the classroom.
MSVR PRC Self-Study 2013-14
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A valuable resource that has been developed by library staff are several guides that aid our
students in their academic endeavors. They developed a specific guide for our online cohort
(Vocational Rehabilitation Graduate Resources), general guide (Vocational Rehabilitation), an
APA Style and a Graduate Research Guide. These guides help provide our students with a quick
access to library resources.
Most recently the library has secured digitized videos via Filmmakers Library, Alexander Street
Press, and Films on Demand. These sites allow program faculty access to streaming videos that
are close-captioned and transcribed that provide equal access to all students served. These are
valuable resources contributing to our university’s goal of inclusive excellence.
Perhaps the greatest resource from the library to our program is the collaborative efforts with
library staff. The library staff is very accommodating in helping to meet our program objectives.
They allow our program to use their computerized lab (room 111) to host orientation for both on
campus and online cohorts. During each orientation, library staff provide a 4-hour orientation
describing library services. Students feel very prepared to utilize library services in meeting their
course assignments after orientation. In particular for the online cohorts, the students leave
campus with decreased anxiety about their ability to meet program needs and they have already
established working relationships with key ancillary departments. Our program also uses the
library lab to administer our comprehensive examination offered three times a year in spring,
summer and fall. The library lab provides a quiet, accessible, computerized space for exam
administration.
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.
Learning Technology Services has been an integral part of supporting both the on campus and
online programs via the learning platform, Desire to Learn (D2L). Both on campus and online
cohorts rely heavily on the learning platform to support all courses. LTS staff and student
workers have always been responsive to the needs of faculty and students. They are quick with
responses and easy to engage in problem solving to achieve program needs.
LTS has been very supportive in meeting one of the recommended objectives from last PRC
review, increasing counseling component for online program. They listened to faculty needs in
teaching counseling courses online. LTS staff identified Blackboard Collaborate as a great
resource to meet course objectives. LTS staff trained faculty and problem solved with faculty
and students to promote the highest level of utilization of the platform. Blackboard Collaborate
was a very helpful resource for the course but it still had a few drawbacks. LTS staff did not give
up and this past summer, staff helped faculty with the utilization of Tegrity in recording distance
counseling sessions and increasing the effectiveness of supervision. Tegrity allows faculty to
supervise students in one of two ways. Faculty may leave feedback as ‘bookmarks’ embedded in
the recorded counseling session so the student can know exactly what they did well and what
they may improve on. A second option while using Tegrity allows the faculty member to be
talking to a student via telephone while both faculty and student watch the recording from their
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respective offices. Thus, Tegrity allows supervision to occur as if the student is in the faculty
member’s office. Needless to say, Tegrity has added increased quality of supervision for online
learners. Continuing Tegrity availability and support is imperative to the MSVR program’s
ability to deliver online counseling classes to meet supervision requirements consistent with
CORE accreditation standards and ethical responsibilities to protect confidentiality.
Research Services and CEHHS have helped to support our students in disseminating research via
poster presentations at the Wisconsin Rehabilitation Association annual conference for the past
three years. It is expected they will continue to do so. All students who have been able to attend
the conference leave with a firmer commitment to the field of rehabilitation and a greater sense
of how valued they are professionally in the state.
Disability Services is an integral part of assisting our students and faculty with accommodations
that support the learning environment. Additionally, the office now serves our program as a
Practicum site for our on campus students enrolled in the counseling concentration. Disability
Services supports the MSVR program by employing alumni (N=2).
The MSVR program values its longstanding collaborative relationship with the Stout Vocational
Rehabilitation Institute (SVRI). In the VR profession, SVRI is internationally recognized as a
leader in cutting edge technology, quality services, training and research which positively impact
the future of persons with disabilities. Our students enjoy multiple learning opportunities within
SVRI and significantly benefit from the quality training, research and SVRI reputation. SVRI
embodies the Polytechnic institutional mission and clearly contributes to the UW-Stout
advantage.
Some examples of how SVRI supports the MSVR program include:








Provision of supervised clinical practicum site for campus-based students in the dual
concentration in VE/RC
Adjunct instructional staff to the MSVR program
Evidence-based research and knowledge translation which promote the learning
objectives of the MSVR program
Collaboration with faculty in grant writing, research and publications
Provision of affordable professional development training opportunities for faculty,
students and alumni including continuing education credits toward certification renewal
Collaboration with Department of Rehabilitation and Counseling to offer a bi-annual
campus-based VR Conference. The VR conference brings alumni back to campus and
builds professional networking opportunities to local and regional community service
providers.
Assistive technology and technical assistance to students with disabilities
Employment of MSVR graduates (N=6)
The Graduate School has been an integral part of our program’s recruiting and marketing efforts.
The Graduate School has expanded online presence through social networking and other online
marketing opportunities. Our program gets consistent inquiries from potential candidates via the
Gradschools.com website that the Graduate School monitors and maintains. The Graduate
School works with graduate program directors developing a chart that identifies what
MSVR PRC Self-Study 2013-14
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undergraduate degrees correlate with particular graduate programs. The chart becomes a resource
for recruiting undergraduates across campus.
The Planning, Assessment, Research and Quality (PARQ) office (Susan Greene) supports the
MSVR program through ongoing data analysis of comprehensive exam results. In addition,
PARQ provides research design and data interpretation expertise assisting program directors to
publish learning outcomes based on comprehensive exam results.
2.4.3 Describe other resources (if any) needed to meet the program objectives.
Despite the current high level of expertise with LTS staff, the department could benefit from
having additional specialized staff trained in instructional design. Our program would benefit
from specialized instructional design staff that could be more proactive in searching and
researching strategies that could increase our effectiveness in the classroom and bring them to us.
Program faculty does not have the time or the knowledge to know where to seek out strategies to
use in the classroom. Currently LTS staff can help greatly if program faculty knows what they
want to do or to create new instructional materials; however often times program faculty are not
aware of options that could enhance instruction. Faculty need help converting existing content
into updated instructional design formats.
LTS does a good job at offering training for current resources in instructional design but too
often the training is offered when faculty are not on campus. Making sure that training is offered
at various times and days once the semester starts would be beneficial.
3. Quality of the graduates of the program.
3.1
Describe program graduate demand and/or anticipated changes or trends
impacting the future demand.
The demand for our graduates is strong. Across the nation, employment opportunities for
qualified rehabilitation professionals are abundant due to critical personnel shortages within the
state-federal vocational rehabilitation system. Shifting population demographics (aging;
retirements) and recent military activity have significantly increased the need for qualified
rehabilitation counselors. The Bureau of Labor Statistics predicts employment for rehabilitation
counselors to increase by 28 percent (estimated at 36,000 counselors) from 2010-2020. Simply
stated by Chan in 2003 – demand exceeds supply - the supply of qualified personnel generated
by educational institutions will not be sufficient to meet the needs of the rehabilitation field.
Our graduates enjoy an employment placement rate of 95% or above in positions within the
vocational rehabilitation profession.
3.2
Interpret the data provided by Planning, Assessment, Research, and Quality
(PARQ) office of the alumni follow-up surveys.
Overall, the feedback from program alumni in both 1-year and 5-year follow-up is excellent. One
hundred percent of graduates surveyed were employed full-time in a variety of rehabilitation
settings. Ninety-five percent of respondents reported employment in positions directly related to
MSVR PRC Self-Study 2013-14
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professional degree earning salaries consistent with experience and venue. Reported yearly
earnings ranged from $25,000-$75,000 with averaged earnings of $45,000/year. Both groups are
satisfied to very satisfied with their educational experience, career preparation and overall
effectiveness of the program. Perhaps most telling about the value placed on their training from
our program is that the majority of alumni in both groups would definitely enroll in the same
program if they had it to do over again. Common strengths identified from both alumni groups
included praise for the small class sizes, knowledgeable faculty and staff, and hands on
experience. Alumni feedback validates the emphasis the program places on maintaining quality
faculty, low faculty to student ratio, and our program mission that mirrors UW-Stout mission of
hands-on, minds-on philosophy.
Qualitative comments about potential areas of improvement fell under two broad categories:
curriculum and delivery. The curriculum comments focused primarily on fewer adherences to
CORE accreditation standards and a desire for expanding curriculum topics relevant to employer
and venue needs such as private rehabilitation and forensic applications or agency-specific
interviewing techniques. The MSVR curriculum provides a common core of professional
competencies and functional skills suitable in a variety of rehabilitation settings. The curriculum
is anchored in evidence-based role and function studies and CORE accreditation standards to
allow program graduates to meet or exceed existing professional certification and licensure. In
the future, where possible, the faculty will infuse expanded topic areas into existing MSVR
curriculum. Increasingly prescriptive accreditation standards result in zero flexibility for any
elective coursework within the 48-credit curriculum. Likewise, other curriculum
recommendations of the program largely echo the professional landscape where ongoing tension
exists between the public and private sector rehabilitation applications, as well within group
inconsistencies regarding professional identity (i.e., counseling subspecialty versus a unique
profession). The second area of alumni feedback was related to program delivery methods most
specific to online learning applications. Alumni of the MSVR online cohort desire increased
face-to-face type interactions with faculty and peers. The online cohort program model is
asynchronous and what inevitably draws most candidates to the program. The asynchronous
approach facilitates students’ maintaining their full-time work status while seeking their degree.
It is recognized that there will always be some students in each cohort that, despite preferring the
online format, will miss the personal connection with faculty afforded to on campus students.
3.3
Interpret program specific surveys (students, faculty and advisory
committee) conducted by the Planning and Review Committee.
Assessment of feedback from major stakeholders (current students, faculty and Program
Advisory Committee [PAC]) largely echos the feedback from alumni cited above: high degree of
positive attitude regarding quality of instruction, quality of faculty, advisement and
communication and program quality. The consistency of highlighting current program strengths
by our stakeholders is particularly meaningful as program faculty strive to maintain and promote
continuous improvement to quality instruction. One data point that captures the essence of the
integrity of the program comes from the PAC survey that committee members believe they can
talk freely and make any recommendation and know it will be heard and valued.
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Stakeholder recommendations for strengthening the program fell into two main areas: available
technology and curriculum. As outlined previously, two lab modifications have successfully
assisted in updating electronic equipment necessary to ensure high quality of instructional
delivery in the classroom. However, current classroom furniture is outdated (half circa 1970; half
circa 1990) contributing to ongoing student perceptions that the lab itself is outdated. The
feedback on curriculum reflected those of our alumni, noted earlier: less adherences to
accreditation standards and expanding particular topics. We encounter increasingly prescriptive
accreditation standards resulting in zero flexibility for any elective coursework and other
curriculum recommendations largely echo the professional landscape where ongoing tension
exists between the public and private sector rehabilitation applications, as well within group
inconsistencies regarding professional identity (i.e., counseling subspecialty versus a unique
profession). MSVR faculty will make efforts to infuse recommended topic areas into existing
curriculum and advise students of additional coursework available outside of 48 credit
requirements.
Other recommendations for strengthening the program have already been implemented,
specifically:
 A counseling specific Practicum of 100 supervised hours for students enrolled in the
Counseling concentration was added beginning academic year 2012-2013.
 Offering a Pre-Practicum course to both cohorts. Previously, Counseling Process
Laboratory (CPL) served as a Practicum for students enrolled in the rehabilitation
counseling concentration. Currently, CPL now serves as a Pre-Practicum course. To
maintain equality and consistency between the online and on campus cohorts, an
online Pre-Practicum course was added to the curriculum starting in summer 2013.
4. Program evidence of continuous improvement
4.1
Describe program strengths distinguishing it from similar programs.
Describe and explain program weaknesses?
The MSVR program is only one of two rehabilitation counseling programs in the state of
Wisconsin. Our program has been consistently ranked in the top 10 by U.S. News and World
Report in the country for several decades. A major strength of the program identified by alumni,
current student, and advisory committee responses is the quality of faculty. The Rehabilitation
and Counseling Department has been very focused when hiring new faculty to ensure that the
faculty has practiced as a qualified rehabilitation professional. Experienced quality faculty
enhances the program’s ability to meet its overall objective in the preparation of qualified
rehabilitation practitioners.
A key component that separates our educational approach from other programs involves the
amount of student exposure to multiple professional learning opportunities throughout their
tenure in the MSVR program. The UW-Stout hands-on, minds-on philosophy promotes student
involvement with professionals and consumers/clients in the community. Campus-based students
are continuously involved with service providers and consumers at the Stout Vocational
Rehabilitation Institute (SVRI) housed in the VR building. Many graduate classes include
service learning components that require students to conduct informational interviews with
MSVR PRC Self-Study 2013-14
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community-based agencies, rehabilitation professionals and consumer or advocacy groups.
Students are further exposed to the rehabilitation counseling profession through guest lecturers
(classroom or discussion board). Students are encouraged to join professional organizations at
the local and national levels and to collaborate with faculty on research and conference
presentations. Online students are working professionals who apply knowledge and
competencies gained in the program in their daily interactions with clients in professional
rehabilitation settings.
We have an ongoing collaborative effort with SVRI to help accomplish our mission and promote
professional growth and development of our students. SVRI, a high quality service provider,
serves as an excellent training site and Practicum for students enrolled in the Vocational
Evaluation concentration. During the supervised SVRI practicum experience, all students
conduct six complete vocational evaluations (VE) from initial intake through report writing.
Working with consumers referred to SVRI for VE services, referral information and diagnostic
interview information are used to develop a consumer-centered VE plan. Assessments are
conducted using a wide range of tools, techniques, and assistive technology. Culminating in a
final staffing with the consumer, referral counselor, and significant others, the VE findings are
communicated through an oral and written report.
The vocational evaluation program at UW-Stout is the only one of its kind in Wisconsin. In our
region, vocational evaluation graduate coursework has been available at Southern Illinois
University and at Illinois Institute of Technology. In both cases, enrollment has been
significantly less than that of UW-Stout. In addition to increasing the availability of personnel in
our region, it is important to note that graduates of the Stout vocational evaluation program have
helped meet personnel shortages throughout the U.S.: Connecticut, Washington, Arizona,
Florida, Oregon, Idaho, Texas, and Nevada are a few examples.
A unique feature of the MS VR curriculum is the opportunity to add coursework and obtain a
second emphasis (dual concentration) area within the 2-year program. By and large, the most
common dual concentration is the on-campus emphasis in vocational evaluation combined with
the on-campus rehabilitation counseling concentration (CORE-accredited). This inherent
flexibility within the MS VR program offers rehabilitation graduate students options for future
careers within State agencies or other public or nonprofit rehabilitation agencies.
All data point to the fact that the MSVR program meets/exceeds its mission of training highly
qualified practitioners prepared for meeting the expectations of employers. We have a longstanding focused curriculum adhering to all aspects of the vocational rehabilitation process
versus just a counseling focus which promotes a strong professional identity. The strengths
identified in previous program reviews remain evident: competent instructors passionate about
their work; instructors that make time to mentor students; strong program directors; relevant
competency-based curriculum that provides depth and breadth of content and an abundance of
applied hands-on experience; national and international reputation; CORE accredited program;
high employment rate of graduates; and quality online delivery.
Our program is currently experiencing two areas of weakness. The first is availability of faculty.
The program is significantly constrained by two faculty FTE positions which are not ‘available’
MSVR PRC Self-Study 2013-14
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due to ongoing extenuating circumstances (long-term administrative secondment; medical leave;
grant release). These extenuating circumstances require the program use adjunct instructors to
fill behind the 2.0 unavailable faculty FTE. Qualified terminally-degreed graduate level adjunct
instructors are not readily available for hire. Further reducing instructional flexibility in the
graduate program is the fact that all MSVR core faculty have teaching responsibilities in the
undergraduate BSVR program (N=275) housed with the Department.
All MSVR faculty have teaching responsibilities in BSVR, therefore, increasing instructional
pressures on all VR faculty are certain to continue in the near future. The already large, wellenrolled BSVR program is positioned to launch a new major in criminal justice in fall 2014;
large enrollments are anticipated. While the growth of the undergraduate program is welcomed,
the growth is stretching all available resources. Further exacerbating the adjunct-hiring
challenges are the abundance of applied lecture/laboratory classes within the MS and BS VR
curriculum which result in scheduling classes over multiple days each week to meet 5-6
hours/week of face-to-face instructional time.
The program’s second weakness is the needed updates of the VR310 Lab facility and
furnishings. The lab situation is further compounded by growing enrollment of the BSVR
program and lab course needs. As the undergraduate enrollment rises, more lab class sections
will need to be added which in turn increases the demand/use of laboratory equipment and lab
space. In addition to the core program courses utilizing the labs for quality instruction, there are
five core undergraduate courses that also rely on the lab and lab equipment. The program needs
to maintain equipment in good working order as usage increases and we need lab furniture that
allows flexibility in configuration of the lab space to meet the needs of increasingly diverse class
offerings.
4.2
Submit evidence of program response to the concerns and recommendations
from previous program review.
Recommendations for Program Directors:
Work with the department chair and dean to address staffing needs addressed by
CORE accreditation recommendations of FTE student-faculty ratio and studentadvisor ratio.
The program director worked closely with the department chair and the Dean of CEHHS to add
one FTE that is split.50 for online MSVR cohort and .50 for Clinical Mental Health Counseling
program. The position enabled the program to meet CORE faculty/student ratios (5:1) in
experiential courses (Rehab 708 & 787). Current FTE student to FTE faculty ratio was approved
by CORE in their site visit in spring 2013. Having more faculty has also allowed the program
directors more time to assist students in academic advising ensuring matriculation through the
program and improved compliance with CORE recommended student-advisor ratios.
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Work with PRC, D2L staff, and others, as deemed appropriate, to develop an
independent evaluation for the online program to address specific online issues.
The PRC survey was revised to include items which better reflect diverse course delivery
methods. The MSVR online program director worked with staff at PARQ to separate the survey
so that data could be disaggregated between online and campus cohorts to better identify areas of
strength and weaknesses between the delivery method. Since the separation, the data has been
helpful to assure that both cohorts’ voices are heard.
Review concentrations with low-enrollments and evaluate viability. The
School-to-Work concentration could provide a collaborative partnership with the
School of Education.
Program directors reviewed enrollment data in the School-to-Work concentration and the
Rehabilitation Leadership concentration. The enrollment data and employment outlook for the
concentrations were provided to the MSVR faculty and department chair. Faculty agreed to
eliminate both concentrations to focus faculty and department resources on the rehabilitation
counseling and vocational evaluation concentrations that consistently demonstrate strong
enrollment patterns and high employment demand for graduates. The Department Chair and
Dean of the College supported the faculty decision.
Investigate the possibility of including more field experiences and counseling
coursework in both the online and on-campus program.
The program directors have made multiple concerted efforts to increase counseling coursework
in the on campus and online curricula. The efforts have been a collaboration within the entire
department with the support of the Dean of CEHHS. Specific examples include:
1. During the 2011-12 academic year, the program completed an extensive program review
to ensure compliance with the new CORE standards and to determine the best strategies
to strengthen the program. A major addition to increase counseling skills and practice
involved adding two additional courses: one course for the on campus curriculum and
one course for the online curriculum. The on campus curriculum now offers CPL (COUN
788) as a counseling skills preparation course, followed by a separate Practicum course
(new addition of Rehab 707) in which students have the opportunity to apply these skills
in working with individuals with disabilities in a supervised setting. The online course
added a Pre-Practicum (REHAB 704) course to mirror the CPL course in the on-campus
curriculum. The debut of Pre-Practicum was this past summer 2013 as a microcounseling
skills development course. Students will subsequently take the Practicum course as
before, but the emphasis will be on case conceptualization and advanced counseling skills
versus just microcounseling skills.
2. An experiential component was added to Applied Vocational Assessment and Evaluation
class to include an assignment that requires students to utilize their microcounseling skills
to interpret the results of the assessments given to a ‘client.’
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3. A Group Counseling class was added to the curriculum. This course also includes an
experiential component that provides more practice into theory and counseling practice
with direct feedback from faculty.
4. Starting in the summer of 2012, MSVR faculty collaborated with the program director of
the Clinical Mental Health Counseling (CMHC) program, Department Chair, with the
support of the Dean of the College to provide a Graduate Assistant (GA) from the CMHC
program to assist faculty teaching online counseling courses. The addition of a GA helps
to expand and diversify the type of feedback students get to build their counseling skills.
The feedback from the online cohorts about having a GA has been overwhelmingly
positive.
Recommendations for the Chair and Dean:
Work to address staffing needs addressed by CORE accreditation recommendations of
FTE student-faculty ratio and student-advisor ratio.
The Chair of the Department of Rehabilitation and Counseling and the Dean of CEHHS worked
very closely with the program directors to identify faculty needs and added one FTE that is
split.50 for online MS VR cohort and .50 for Clinical Mental Health Counseling program. The
position enabled the program to meet CORE faculty/student ratios (5:1) in experiential courses
(Rehab 708 & 787). Current FTE student-faculty ratio was approved by CORE in their Spring
2013 program review. The additional faculty position expanded the shared responsibility of
program faculty in mentoring students to support and promote professional development and
identity. Both the Department Chair and the Dean of CEHHS provided continued support for
expanded program leadership with two program directors to ensure mentoring and ongoing
advisement to meet CORE program faculty/student ratios. The improvement is evident with both
cohorts having strong retention and graduation rates (82% to 100%) attributed to consistent
program advisement and mentoring.
Work to support resources for online technology and on-campus labs.
The Department’s Chair and the Dean of CEHHS supported and helped develop one lab
modification and two additional requests for equipment to make improvements to the Vocational
Evaluation lab (VR 310) during the past seven years. These requests were funded by CEHHS for
a total of $29,903. This financial support successfully assisted in updating electronic equipment
necessary to ensure high quality of instructional delivery in the classroom. Maintaining an
updated lab is vital to promote skill development of students in the program.
Additionally, the Department Chair and the Dean of CEHHS were an integral part of helping to
provide training to seven (7) department faculty to increase their skills in online course delivery.
In the Spring of 2010, the program director and department chair wrote a Curricular Incubation
Grant for media technology, software licensing, and instructional design support and to revise
online course material. The grant was supported by the Dean and funded by Curricular
Incubation Center for $8,983.
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4.3
In the next seven years, what major improvements or changes are planned
for implementation to improve program quality?
Program revisions approved by the University in 2012 were the result of a comprehensive 2-year
departmental curriculum review process. All MSVR courses and learning objectives were
mapped onto new CORE accreditation standards to identify gaps, reduce overlap and ensure
equivalency between campus and online learning cohorts. In total, the program revision included
revised program objectives, five course revisions and the development of two new online courses
and the addition of one course to the campus program plan. Despite these recent revisions and
successful CORE re-accreditation for the next eight years, we anticipate needing to make more
program changes based on potential state legislation and new accreditation standards.
Anticipated specific improvements include:
1. Revising program curriculum requirement from 48 credit hours to 60 credit hours. In
July 2013 our accrediting body, CORE, has recently joined with the Council for
Accreditation of Counseling and Related Educational Programs (CACREP) accreditation
body to develop a new Clinical Rehabilitation Counselor program. The new program
standards require 60 credit hours and will be jointly accredited by CORE and CACREP.
Similarly, the Wisconsin Department of Safety and Professional Standards (DSPS) is
moving toward a 60 credit requirement for graduates to be eligible for Licensed
Professional Counselor (LPC). The state legislation is currently being finalized with the
expectation of allowing programs four years to comply with the 60 credit hour mandate.
2. Meeting the new 60 credit hour standards will include stricter clinical requirements for
students when enrolled in experiential courses. Currently, students are able to meet
accreditation standards via completing their practicum and internship experiences in a
variety of vocational rehabilitation settings. It is anticipated that the new standards will
place limits on what settings meet clinical requirement. As such, it is expected that a
Clinical Practicum Coordinator position may be needed to facilitate appropriate
opportunities for students enrolled in Practicum and Internship classes to meet the new
clinical standards.
In addition to the anticipated improvements to the program as noted above, there are a couple of
external threats to the program that requires ongoing advocacy and monitoring. The first is a
decline in Request For Proposals (RFP) from the Rehabilitation Services Administration (RSA)
which provide funding scholarships for long-term training of qualified rehabilitation
professionals. There is also current proposed federal legislation that, if passed, has the potential
to restructure educational requirements for vocational rehabilitation professionals within StateFederal vocational rehabilitation environments. These external threats may impact the number of
qualified candidates seeking training nationwide. Program faculty are actively involved in
professional organizations that continue to monitor these external threats.
MSVR PRC Self-Study 2013-14
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Attachments
Current Assessment in the Major Report:
https://info.uwstout.edu/Pages/DetailList.aspx?Category=Quality&Subcategory=Universi
ty+Assessment&SurveyType=Graduate+Assessment+in+the+Major
Program Plan Sheets:
Campus RC Concentration:
http://www.uwstout.edu/programs/msvr/oncampus/upload/msvr_campus_rc-seq.pdf
Campus Dual Concentration:
http://www.uwstout.edu/programs/msvr/oncampus/upload/msvr_campus_rcve-seq.pdf
Online RC Concentration:
http://www.uwstout.edu/programs/msvr/online/online.cfm
Program Facts: http://www.uwstout.edu/admin/provost/upload/VocRehabProgramFacts.pdf
Current Program Advisory Board:
http://www.uwstout.edu/curr/committees/progradvisory/index.cfm
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