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Program Director Self-Study Report
For
M.S. in School Counseling
Submitted by
Denise S. Brouillard, Ph.D.
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1. MISSION AND DEGREE
1.1 Describe how the program relates to UW-Stout's Mission and Goals.
UW-Stout‟s Mission: University of Wisconsin-Stout is a career-focused, comprehensive
polytechnic university where diverse students, faculty and staff integrate applied learning,
scientific theory, humanistic understanding, creativity and research to solve real-world
problems, grow the economy and serve a global society.
The current mission statement is available on the School Counseling program website
and a copy is provided in the student handbook. The mission statement reads as
follows:
“School counseling is founded on the assumption of worth, dignity, and the
developmental potential of all individuals. School counselors work with children,
families, teachers, administrators, and other service providers in a team process to
promote student learning. School counselors assist youth in discovering,
appreciating, and actualizing their unique personalities and strengths. School
counselors support the academic, personal/social, and career development of
students in PK-12 educational settings.
The section underlined below best reflects how the School Counseling Program
goals relate to the UW-Stout mission and goals. “UW-Stout‟s School Counseling
program prepares its students with a strong base of foundational knowledge in
counseling theory and practice, anchored to state and national standards”. In
addition, “the program develops the professional attitudes, skills, and dispositions
required for service in PK-12 school settings. UW-Stout’s School Counseling
Program helps graduate students develop these skills through an experientiallyoriented curriculum that includes clinical and field-based learning activities. A
primary goal of the program is to train future school counselors to work with,
support, and advocate for America’s diverse groups and individuals in
educational contexts, respecting and affirming differences in race, sex, age,
religion, ability, and cultural heritage.”
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design
2.1.1
State the program objectives.
Please see program Plan Sheet on the following page.
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University of Wisconsin-Stout
FT ___PT___
School of Education
M.S. School Counseling Program Plan Sheet
Name__________________________________ Phone #_______________________ Date____________
COURSE #
DEGREE REQUIRMENTS
CR
SEM.
NOTES
FOUNDATION COURSES (17 credits)
COUN-750
Counseling Theory
3
COUN-788
Counseling Process Lab
3
COUN-752
Group Dynamics
3
SPSY-753
Psychometric Theory and Application
2
SCOUN-733
Career Development Theories, Issues & Info
3
HDFS-742
Lifespan Family & Human Development
3
RESEARCH (6-10 credits)
EDUC-740
Research Foundations
4
SCOUN-735 -or-
Problems in Counseling/Psych Services -OR-
2
SCOUN-770
Plan A Thesis
6
SCHOOL COUNSELING (14 credits)
SCOUN-765
Professional Orientation: School Counseling
3
SPSY-753A
School Counseling Lab (concurrent with SPSY-753)
1
SCOUN-782
PK-12 Developmental Guidance Curriculum
3
SPSY-775
School Consultation
2
SPSY-777
Legal/Ethical Issues
2
SCOUN-647
Emotional/Behavioral Problems of Children
3
CLINICAL COURSES (11 credits)
SCOUN-788
School Counseling Practicum (100 hours)
3
SCOUN-789
Elementary School Counseling Internship (300 hours)
3
SCOUN-790
Secondary School Counseling Internship (300 hours)
3
SCOUN-793
School Counseling Internship Seminar
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SELECTIVE COURSES (see back for options)
TOTAL DEGREE REQUIREMENTS
2
50
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University of Wisconsin-Stout
School of Education
*Approved Selectives:
SPSY-690 Behavior Interventions in the Schools (2cr)
SCOUN-705 Play Therapy (2cr)
SCOUN-792 Post Secondary Practicum (2cr)
CTE-502 Principles of Career and Tech Ed (2cr)
EDUC-600 Domestic Violence & Classroom (1cr)
EDUC-600 Children from Chaos (1cr)
EDUC-615 Classroom Management (3cr)
EDUC-750 Curriculum Theory (3cr)
PSYC-666 Alcohol & Family Systems (2cr)
SPED-524 Curriculum & Instruction: Career and Transition Education (3cr)
FCSE-708 Curriculum Studies (2cr)
ANTH-620 Anthropological Study of Family Systems (3cr)
Minimum Competency Course Areas
Required for Educator Certification
(May be taken at graduate or undergraduate level)
Psychology of Learning: Minimally 2 semester credits
EDUC-303 (3 cr) Educational Psychology
PSYC-330/530 (3 cr) Psychology of Learning
PSYC-730 (2 cr) Advanced Psychology of Learning
--------------------------------------------------------------------------------------------------------------------------------Inclusion: Minimally 3 semester credits
SPED-430/630 (3 cr) Inclusion
--------------------------------------------------------------------------------------------------------------------------------Multicultural Education Course + 50 hours Field Experience – Minimally 3 semester credits
EDUC-536 (2 cr) Multiculturalism
EDUC-576 (1 cr) Cross-cultural Field Experience
--------------------------------------------------------------------------------------------------------------------------------Organization, Administration and Operations of Schools: Minimally 2 semester credits
EDUC-326 (2 cr) Foundations of Education
EDUC-726 (2-3 cr) Administration
--------------------------------------------------------------------------------------------------------------------------------Preparation for Research
EDUC 729 (1 cr) Intro to Educational Research
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Program Objectives:
“After completing this program, the student will be able to:
(1)
Demonstrate understanding of the psychosocial foundations of human
development, learning, and behavior.
(2)
Model various theoretical and practical approaches to counseling and
develop a personal theory of counseling.
(3)
Apply basic counseling and facilitative communication skills in individual
and small group settings.
(4)
Apply topic-focused and developmentally appropriate classroom and
group guidance skills to enhance PK-12 students‟ academic,
personal/social, and career development.
(5)
Apply psycho-educational theory and concepts in relation to individual
assessment of aptitude, interest and achievement.
(6)
Apply knowledge of career development theory and practice to facilitate
development of PK-16 student career and transition skills.
(7)
Conduct basic educational research and evaluation. Utilize student and
institutional data to improve programs and recommend change.
(8)
Develop, organize, administer and evaluate a comprehensive PK-12 school
counseling program that supports academic, personal/social, and career
development. Differentiate and implement the unique aspects of the
elementary and secondary school counseling programming.
(9)
Understand, respond to, and advocate for the guidance needs of diverse
student populations.
(10)
Communicate and collaborate with school age students, their families,
school staff, and community agency representatives to promote a safe,
healthy, and effective learning environment.
(11)
Model legal and ethical standards of school counseling practice in
accordance with state and federal law and the standards of the American
School Counselor Association and the American Counseling Association.”
2.1.2
List the indicators that are monitored to determine the need for program
revision, including but not limited to program enrollment, student retention or
student graduation rates.
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A review of the program, curriculum and characteristics of program applicants
occurs on a regular basis. The School Counseling program has a Program Advisory
Committee (PAC) comprised of a multidisciplinary group of professionals in the
fields of education, school counseling and other helping fields. The PAC meets
twice yearly where review enrollment trends, employment data and program
changes and highlights are reviewed and discussed. Current school counselors are
members of this committee. Further, new developments and ongoing issues within
the field and in the program are discussed. Professionals currently working in the
field provide feedback about course offerings and areas for strengthening
education and training of our students. In addition, formal and informal processes
have been used to gather feedback from school counselors in the field (primarily
site supervisors for Internship). The results of those processes are discussed at
PAC meetings, and along with member feedback are used in program
development.
In addition, each semester program meetings occur with the three core School
Counseling faculty to review current student performance using student disposition
and portfolio rating forms. In the course of these meetings program objectives are
reviewed as they relate to program curricula.
Enrollment rates have remained steady in the past year and the program typically
admits about 25 students per year. Approximately 25 students graduate per year.
Seven years ago the program was admitting about 50 students a year. The market
could not support the number of graduates, in addition to the 12 other school
counseling programs in the state. Setting enrollment and graduation rates as they
have been in the last year have meant that graduates of our program continue to
obtain employment in school counseling and related careers. Anecdotal evidence
(such as informal follow up with recent graduates) indicates that over 90% of the
program graduates become employed within a year.
Throughout the program students are monitored using academic and nonacademic
(professional disposition review) standards. Please see Section 4.1 for a detailed
description of these standards, and Appendix C for detailed data on Student
Outcomes.
2.1.3
List the various methods and approaches in which the concept of learning
through experience is implemented in the program.
Students complete an intensive micro-counseling skills and techniques course (COUN
788-Counseling Process Lab) where they must complete 17 video-taped sessions with
volunteers. Several of these tapes are then reviewed with the instructor and the
student is provided written and verbal feedback on their developing skill sets.
The state of Wisconsin also requires that all who obtain an initial or professional
educator license (such as that required by school counselors) have a multiculturalism
course which includes education about Wisconsin American Indian tribes. An
additional cross-cultural field experience of 50 hours is also required. The 50 hours
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of cross-cultural field experience are in addition to the practicum (100 hours) and
internship (600 hours) requirements of the program. EDUC 536 (Multiculturalism)
and EDUC 576 (Cross-Cultural Field Experience) are therefore two course
requirements to demonstrate minimum competency in multiculturalism.
Practicum (SCOUN 788) is the initial field experience in the training of school
counseling graduate students. It consists of both observed and actual counseling,
planning, and support experiences with clients and the beginning application of the
counselor's competencies. Practicum provides an opportunity for the counselor in
training to utilize counseling professional skills under supervision. The practicum
experience is viewed as a tutorial form of instruction, during which time the counselor
in training works closely with qualified staff members in supervisory relationships. At
the beginning of the practicum experience, school counselors in training will examine
the practice of school counseling skills rather than demonstrate professional
competence. As the practicum student progresses, the expectation is, that the student
will demonstrate a higher level of professional competence.
Internship (SCOUN 789 & 790) is the culminating activity in the training of school
counseling graduate students. It consists of actual counseling experiences with clients
and the integration and application of the counselor's competencies. Internship
provides an opportunity for the counselor in training to utilize counseling professional
skills under supervision. The internship experience is viewed as a tutorial form of
instruction, during which time the counselor in training works closely with qualified
staff members in supervisory relationships. The focus is on the "counselor as a
person" with the knowledge he/she has gained in his/her didactic course work so that
the counselor can learn to utilize his/her professional skills appropriately in a school
and community setting.
2.1.4
What distance educational opportunities are provided in your program? Does
the UWSA "Distance Education Standards for Academic and Student Support
Services" apply to your program? If so, what evidence of educational
effectiveness exists for these experiences? What does this evidence show?
The "Distance Education Standards for Academic and Student Support Services" does
not apply to the School Counseling Program. There are distance courses offered,
primarily in online format for the following courses: SCOUN 447/647-Behavior
Problems of Children and Adolescents (3 credits), SCOUN 733-Lifespan Career
Development (3 credits), and SCOUN 765-Professional Development (hybrid
offering consisting of some online format and some field/adventure-based and
classroom learning), 2 credits. Online courses offered outside of the program, but
required courses for the program include COUN 750-Counseling Theories is also
offered as an online course.
2.1.5
Give examples and explain the ways in which the program committee functions
and contributes to the program.
As detailed in 2.1.2, the program advisory committee as well as the program
faculty meet regularly and review program trends and issues. In the most recent
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PAC meeting (May 2010) the committee discussed student and alumni feedback
from fall 2009. Students and alumni identified that specific changes would
improve the course if students had more opportunities to be supervised by a
school counselor. The lead faculty for the practicum course indicated that recent
student participants had been surveyed about their experience in the course and
that results would be available shortly. The committee agreed to revisit the issue
in the next PAC meeting, but also members indicated that initial school
experience where basic classroom management and teacher role learning
continued to be a practicum experience, regardless of who was in the schoolbased supervisory role .
2.1.6
UW-Stout “programs are presented through an approach to learning which
involves combining theory, practice and experimentation” (Mission Statement).
Briefly describe the components of your program where students participate in
scholarly activity including research, scholarship, development and creative
endeavor.
A capstone research requirement in the School Counseling program is a two
credit SCOUN 735-Plan B “Problems in Counseling” research paper (informally
referred to in the program as “thesis”). In addition, the program incorporates
assignments and activities that include research and scholarly inquiry. Please see
Appendix A for samples of assignments required in school counseling
coursework.
Applied research is infused throughout the program, and in particular students
demonstrate application of research in the practicum (SCOUN 788) and
Internship (SCOUN 789/790) field placements. In both field-based courses
students must conduct applied field research measuring the effect of their work
with youth. Typically this includes a pre-test, post-test design where they gather
data before and after counseling or educational interventions in the schools.
These finding are presented in class to their peers and instructor. The results are
then used to conceptualize future interventions and therapeutic applications.
2.1.7
Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent do they influence
the structure of the curriculum?
No, the program does not have current national accreditation. The program is
seeking Council for Accreditation of Counseling and Related Educational
Programs (CACREP) Accreditation. A campus visit has been approved by
CACREP and the dates of that visit are pending.
2.2 Faculty/Academic Staff Expertise
2.2.1 List the key people in the curriculum. A key instructor is one who teaches at
least one required professional course in your program.
Please see next page for chart of current faculty and their credentials.
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Core Faculty Name/Program
Education/
Highest Degree Earned
Denise S. Brouillard,
Associate Professor,
Program Director, M.S. School Counseling
Program
(100% School Counseling)
Ph.D., University of Nevada, Reno. Department of Counseling
and Educational Psychology.
Emphasis: Counselor Education and Supervision (CACREP
Accredited)
Degree Received: August 2000
Barbara Flom
Associate Professor
(100% School Counseling),
Practicum Coordinator School Counseling
Program
Carol Johnson
Assistant Professor
(100% School Counseling)
Clinical Coordinator, School Counseling
Program
Affiliate (noncore) faculty
Ph. D., University of Minnesota,
Major: Educational Psychology: Counseling and Student
Personnel Psychology
Degree Received: November 2001
Barnes, Aaron,
Assistant Professor, School Psychology
Teaches SPSY 775-School Consultation
Carlos DeJud
Assistant Professor, Program Director, M.S. &
Ed.S., School Psychology Programs,
Teaches EDUC 526 & 576 Multiculturalism and
the cross-cultural field experience
Kevin Doll,
Associate Professor, Human Development and
Family Studies
Teaches HDFS-Lifespan Human Development
Amy Gillett,
Professor, Special Education and Educational
Foundations
Teaches EDUC 740-Research Foundations
John Klem,
Assistant Professor, Program Director, M.S.
Mental Health Counseling Program
Teaches: COUN 75-Counseling Theories; COUN
752-Group Dynamics; and COUN 788Counseling Process Laboratory
Stephen Shumate,
Professor,
M.S. Mental Health Counseling Program
Teaches: COUN 75-Counseling Theories; COUN
752-Group Dynamics; and COUN 788Counseling Process Laboratory
Amanda Thomas,
Assistant Professor
Teaches: COUN 75-Counseling Theories; COUN
752-Group Dynamics; and COUN 788Counseling Process Laboratory
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Ph.D., Colorado State University, Fort Collins, Colorado
Major: Career and Vocational Education
Degree Received: 1995
Education/
Highest Degree Earned
Ph.D., University of Oregon, Eugene, OR
Emphasis: School Psychology
Degree Received: December 2009
Ph.D., University of Arizona, Tucson, AZ
Emphasis: Bilingual School Psychology with a double minor in
Emotional/Behavioral Disorders and Bilingual Special Education
Degree Received: 2007
Ph.D., Family Social Science, University of Minnesota
Degree Received: 2004
Ph.D., University of North Dakota, Grand Forks, ND
Major: Teacher Education; Elementary Education and Special
Education
Specialization: Emotional/Behavioral Disorders and Learning
Disabilities
Minor: Measurement and Statistics
Degree Received: 1987
Ph.D., Auburn University
Auburn, Alabama
Emphasis: Counselor Education and Supervision (CACREP
Accredited)
Degree Received: December 2007
Ph.D., University of North Carolina-Greensboro
Emphasis: Counselor Education (CACREP Accredited)
Degree Received: 1997
P.h.D, Emphasis: Counselor Education and Supervision
(CACREP Accredited)
Masters of Science: Education, Community Counseling
(CACREP Accredited),
Degree Received: 2007
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2.2.2 What additional areas of faculty/academic staff expertise are currently needed?
The program relies on a couple of seasoned school counseling professionals who provide
the university supervision component to school counseling students in the field
(internship). Faculty anticipates the need for certified School Counselors to do adjunct
field supervision will continue
2.3 Facilities
2.3.1 What special facilities and or capital equipment currently available are utilized
and how do they strengthen this program? What additional facilities (special
classrooms, labs, additional space involving minor construction) have been
requested and has that been filled?
The following labs are used for the School Counseling Program: Counseling Labs,
located in VOCR. Play Therapy Lab located in VOCR. These are counseling labs and
allow students to practice initial micro counseling skills during recorded counseling
sessions with adults and children. Labs should remain up-to-date and state of the art
recording and observation abilities are important.
Smart (fully mediated) classrooms are also needed for most of the school counseling
courses. Unfortunately these rooms are sometimes in short supply. All school counseling
faculty use lap tops in the classroom to facilitate teaching (power point lectures, viewing
of video clips, etc). In the lab courses students also present recorded counseling sessions
in class and review skills as a group. Classrooms with laptop, video, DVD, smart boards
and Elmo are essential. At this time the open request is for access to classrooms with all
of those capabilities, as classroom availability has been limited. In addition access to
classroom with adequate seating is needed. Each semester we usually have one course
that is scheduled in a room that cannot comfortably accommodate the number of students.
Larger classrooms, especially when smart classrooms are needed are often not available.
2.4 Resources for the Program
2.4.1 Evaluate as to currency/up-to-datedness, quality, relevance, and quantity of the
library resources to support the program. List or describe any information or
service needs created over the past three years by concentration and course
changes and include a brief statement as to how these needs have been met by
the library.
The School Counseling program regularly utilizes many of the services and
library staff expertise. We rely on the reference librarians for student in-service
trainings in the library computer lab (room 111 on the main floor of the library)
in several courses. Students also work with reference librarians and access
materials through the EMC collections center in the library. Students regularly
report that the reference librarians are helpful in their research endeavors in the
program.
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Library resources for the program have been excellent and have been updated
regularly. Our graduate program relies on Library Services to provide access to
scholarly resources to complete research-based assignments and program
requirements. Electronic media has been largely adopted and accepted by faculty
and students in the program. Electronic media has made access to journals and
other scholarly material convenient. However, print media is still used and
necessary for students to access in order to develop essential advanced research
skills in this graduate program. Accessing print media (such as books and
journals found only in the stacks) and other materials in the library has been
limited on weekends. The program faculty would like to see the weekend library
hours extended. Weekend courses (to serve nontraditional and working students)
begin at 5 p.m. on Fridays and are typically in session all day Saturdays from
8:00 a.m. until 4:00 or 5:00 p.m. Students have reported that access to the library
is difficult with the shortened weekend hours of operation.
Over the past three years dozens of print and online available journals and books
have been added to the existing one hundred plus counseling professional
resources that the School Counseling staff and students access and use.
Regarding curricular changes, the last major changes to the School Counseling
curriculum occurred in 2006. Since then no major revisions have occurred with
the except that three existing courses were prepared for online delivery.
In 2008 the school counseling practicum was implemented. One requirement for
this course is that students videotape or audio record their interactions with
children in field settings. Students therefore regularly check out video and audio
recording devices from the library. It is important that the library continue to be
a resource for students to check out recording equipment.
2.4.2 List any special resources used to meet program and/or student needs such as:
Academic Computing, Instructional Technology Services for curriculum
materials development, ASPIRE, Research Center, Media Self-Instruction Lab,
Academic Skills Center, etc. List or describe any other resources which are
needed to meet the program objectives with a brief statement as to how these
would enhance or maintain the concentration quality.
Students individually access many of the services provided on campus; we have a
number of students who receive services through ASPIRE and on occasion we
refer students with writing difficulties to the Academic Skills Center. In past
years the Writing Center on campus was a valued resource for some of our
program students. It was unfortunate when this service was discontinued.
Students who utilized this service improved their writing and critical thinking
skills related to presenting scholarly ideas on paper.
2.5 Assessment in the Major
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2.5.1 Attach your most recent Assessment in Major report. Please see Appendix B
for Assessment in the Major for calendar year 2008 (most recent).
2.6 Describe the strengths and unique features of your program that distinguish it from
similar programs. What are the weaknesses of the program?
The unique feature of the School Counseling program is the experiential based learning
foundation. Students participate in field experiences in the earliest foundational courses
(such as SCOUN 765-Professional Orientation) where they participate with the faculty in
an adventure-based ropes course. In addition students have service learning opportunities,
a field based practicum in the a school setting, lab based courses including Group
Dynamics where students participate as group members in a six-week personal growth
group, Counseling Process Laboratory where they first learn basic micro-counseling skills
and then conduct 30 minute sessions with „clients” while being videotaped. Students may
also elect to take Play Therapy where they learn basic counseling techniques for working
with children and then participate in videotaped play therapy sessions with an ongoing
child client. All counseling sessions conducted by school counseling students are under
the close supervision of faculty who review recorded sessions with the student and assess
their skill progress. Finally, students complete a 600 hour internship in school counseling.
Few other counseling programs offer the variety and intensive hours of field based and
practitioner skill building opportunities.
The second most prominent unique feature of the School Counseling program is a
comprehensive, performance based student assessment system has been developed and
used since 2005. Program faculty have gathered data on student performance in academic
and nonacademic (disposition characteristics) performance standards and have been using
the data to inform our teaching, practices and monitoring of student success. Assessment
at all points in the program are conducted each semester begin with disposition review,
portfolio review (twice during the student‟s participation in the program), practicum
performance, and midterm and final evaluation of performance during internship.
Please see Appendix C for comprehensive charts, tables and narrative summaries of data
in four areas; Portfolio assessment, Practicum final evaluation, Internship mid-semester
and final evaluation, and Disposition review.
3. Supply evidence of the quality of the graduates of the program.
3.1 Describe the demand for graduates and anticipated changes or trends in such
positions/roles.
The best way to describe the trends in employment for school counseling graduates is
„tentative‟ in the state of Wisconsin, yet the rates of employment in school counselor and
related positions (academic advisement, career counselor, etc) remains promising.
Fulltime employment of graduates has declined in recent semesters; however, graduates
continue to find employment in K-12 schools as well as two and four year postsecondary
institutions.
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3.2 Interpret the data from the Institutional Research Office follow-up studies.
The most recent one and five year follow up studies indicate that the weaknesses
identified in the 2003 PRC report have been resolved. Since 2006 three core, doctoral
level faculty have been employed in the program and adjunct faculty are used minimally.
Course overlap was eliminated after the program revision in 2006. Current students
(survey conducted in fall 2009 and summarized above) did not identify any of the themes
found in the survey results of our graduates from five years ago. From current survey
results the faculty concluded that continued availability of faculty would be important;
students identified that as a major strength of the program. It is anticipated that faculty
expertise will remains steady, as all three core school counseling faculty are tenured or
tenure track.
3.3 Interpret the major results from your Specific Program Survey.
In October of 2009 the office of Budget, Planning and Analysis conducted a program
survey of current school counseling students. The following is a brief overview of the
results.
There were a total of 37 respondents (38% response rate) and overall the data show that
students are satisfied with all aspects of the program captured in the survey.
The data ranges (low/high) for each of the following sections was relatively “flat‟,
meaning that overall the scores were in the higher ranges, with no clear low scores (less
than 4.0) in any area surveyed. The range on Question 1 Quality of Instruction: 4.444.72/5.0 scale.; Question 2, Quality of faculty (range 4.78-4.86/5.0); Question 3,
Resource/Technology Availability: range=4.22-4.56); Question 4,
Advisement/Communication range=4.69-5.25; and, Program Quality: range=4.69-4.89.
The range for the quantitative responses was small and overall the current students who
participated in the survey are satisfied with all aspects of the program. Themes that
evolved from the Qualitative (written) responses asking about program strengths include
1. Faculty interaction and availability, 2. Strong foundational coursework, and 3.
Opportunity for experiential learning in the program.
Themes that evolved from qualitative responses about the weaknesses of the program
include,1. The need for more academic advisement on the sequencing of courses and
program planning, and 2. Value of practicum course not readily obvious.
Two areas for improvement were identified and are currently being addressed. The new
student orientation has been bolstered to include a more detailed review of the program
plan and course sequencing. Faculty have also sent email reminders encouraging students
to meet each semester either during Advisement Day, or other times prior to registering
for the next semester‟s courses. These interventions have been helpful in addressing
student confusion about course sequencing and program planning. Regarding the second
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weakness theme, in last year‟s survey the practicum requirement was identified as a
problematic theme, it was a very small sample compared to the nearly 60 students who
have completed the practicum experience. In the first couple of semesters when practicum
was a new requirement, the faculty noted some resistance to the addition of a field based
course because of the substantial hour requirement (5 hours per week in the schools, plus
6 hours per month of classroom learning and an additional four hours a month of facultystudent supervision meeting time). However, to illuminate the issue the practicum course
coordinator, Dr. Barb Flom anonymously surveyed spring 2010 practicum students about
their experiences in this field-based course. The results of those surveys found that all
students reported favorable experiences and none identified placements as problematic,
incongruent with the goals of the course, or ineffective in micro counseling skill
development. Dr. Flom plans to survey students again at the end of fall 2010 semester to
monitor students‟ experiences.
Key Faculty survey results indicate that support for and continued pursuit of CACREP
accreditation is important. Advisement was identified as a challenge as it related to
assisting students in getting registered for courses when registration problems arose.
Informal feedback from faculty to the program director has been similar. There are many
helpful employees in the Office of Records and Registration. However, in the past year
faculty has encountered numerous roadblocks for our students to get successfully
registered. These include mistaken holds placed on student registration, and many
unidentified issues that make the registration process less than streamlined. A year ago we
had three new students withdraw their acceptance after reporting problems with
registration. Even program director phone calls and emails were unable to resolve these
problems quickly. Program faculty are hopeful that these problems will be fully resolved
in the near future.
Survey results from the Program Advisory Committee indicated that the committee serves
an important function and that twice yearly PAC meetings address pertinent issues.
Committee members also indicated that the topics addressed and the number of meeting
times per year are satisfactory.
Supply evidence of continuous improvement efforts of the program.
4.1 Submit evidence of program response to the concerns and recommendations in your
previous program review.
The seven year plan established and adopted in 2003 has come to completion. Below is a
copy of the seven year plan as it appeared in the PRC report dated 1/20/2003. After each
program goal I have included in non-italics and brief update on the goal as of 10-1-2010.
4.2
Seven-Year Plan for Changes and Improvements
Goals from 2003 PRC Report: The faculty has developed seven goals that were
extrapolated directly from students, graduates and faculty feedback. Furthermore,
current issues within the program have been identified and discussed in this
document. These issues will also be addressed in the seven-year plan and are as
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follows:
Goal #1 from 2003 PRC Report
1.
Ensure that the program has sufficient faculty expertise and
appropriate faculty allocation to support the program and provide
quality education to graduate students.
Response on 10-1-2010:
In fall of 2006 Dr. Carol Johnson began as a fulltime, tenure track assistant professor in
the School Counseling program. The program has been fully staffed since that time. Dr.
Johnson has 20 years of experience as a K-12 educator and many of those years were in
the role of school counselor; in the 2003 PRC report I detailed current student and
alumni feedback indicating that a stronger high school practitioner component was
recommended.
Goal #2 from 2003 PRC Report
2.
Seek CACREP accreditation. Activate a committee that will
address the necessary steps for attaining accreditation CACREP
and program revisions that will be necessary for meeting the
standards of CACREP.
Response on 10-1-2010:
Goal successfully completed: In April of 2009 the program applied for
initial accreditation with the Council on Accreditation of Counseling and
Counseling Related Programs (CACREP). In June of 2010 the program
submitted an extensive addendum report. In a letter dated 9/10/2010
Robert Urofsky, Director of Accreditation with CACREP approved a
campus visit and onsite program review for the School Counseling
Program. If the program does receive CACREP accreditation it will be
imperative that standards for faculty to student ratios (related to
enrollment) and necessary resources to maintain accreditation continue to
be supported by the university.
Goal #3 from 2003 PRC Report
3.
Continue to keep a doctoral level counselor educator as program
director of school counseling.
Response on 10-1-2010:
Goal successfully completed. In fall of 2005 Denise Brouillard took
maternity leave and Dr. Barbara Flom took over as program director until
fall of 2008. In fall of 2008 Dr. Denise Brouillard became the program
director and has remained in that position.
Goal #4 from 2003 PRC Report
4.
Make additions to existing coursework to more fully prepare
students for the world of work. This will include adding a
classroom/behavior management course as part of the degree
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requirements. In addition, faculty will develop a plan for
multiculturalism and diversity into coursework. The program has
a stand-along course (Multicultural Education, EDUC 536) and
a Cross-Cultural Field Experience (EDUC 576). These courses
have enhanced student understanding of diversity. However,
multiculturalism as it relates to school counseling is needed.
Response on 10-1-2010:
This area is still in progress as the program implements and refines
changes to existing and newer/added coursework. As you can see from the
student feedback from fall 2009 current students, we have contradictory
feedback in the area of multicultural education. When the program was
revised in 2006 the program faculty decided on a multicultural infusion
model. Infusing multicultural principles, learning objectives and
experiences was the ultimate educational goal, as opposed to a stand-alone
course on multiculturalism. However, the two graduate level courses,
EDUC 526 (Multiculturalism) and EDUC 576 (cross-Cultural Field
Experience) have remained requirements for school counseling students as
a “minimum competency” requirement for licensure. Some student
feedback on the multicultural piece of the program indicates that the
multicultural component of each course was „overkill‟. Other students
indicated that still more emphasis should be on multicultural issues in
school counseling. In discussion with the core school counseling faculty
we have concluded that we may consider a stand-alone multicultural
counseling course added to the program plan. We will continue to include
multicultural components in each course simply because it is endorsed by
research in counselor education that an infusion model better prepares
students to work and function in diverse settings. The faculty is in the
process of considering how to infuse diversity in ways that promote an
appreciation for the topic and consider how to make diversity unique to
each course. It is an ongoing goal.
Classroom management has been a consistent theme in the graduate follow
surveys. Dr. Carol Johnson has infused classroom management strategies
into two of her courses, and students are advised to take EDUC 727
Classroom Management as the selective for their program. These two
additions have improved student preparation in classroom management
skills. In addition, a practicum field course (SCOUN 788) was added as
part of the program revision. Students are now required to have a minifield experience in the Pre-K-12 schools prior to internship. A part of the
practicum experience is assisting in classrooms and observing teacher
classroom management styles.
Goal #5 from 2003 PRC Report
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5.
Ensure that program has a sufficient number of viable practicum
placements and subsequent job opportunities following degree
completion to sustain student needs. This will involve more
closely examining the enrollment in the program.
Response on 10-1-2010:
Please note that there has been a change in the program nomenclature;
“practicum” has been changed to „internship‟. Since 2003 the program has
undergone a reduction in enrollment. Lower enrollments due to changes in
the market (employment opportunities are more tentative) have assisted in
reaching this goal. Each year approximately 25 students are placed on
internship, as compared to about 50 students in 2002. Sufficient internship
placements have been available. It shouldn‟t be a surprise that employment
opportunities are tentative. Educational employment opportunities in
general have been declining and the reasons for this are complex and
heavily related to the national budget, educational funding, and other
factors. Our initial enrollments have been reduced in response to the
changing market. In addition we advise students strongly to consider
relocating, and provide strategies for increasing marketability (substitute
teaching, work experiences, etc) in response to the tentative job market.
The positive and well-known reputation of the program has helped in
steady employment of our graduates. As of spring of 2009 about 90% of
our graduates were employed in school counseling or related (post
secondary for example) fields.
Goal #6 from 2003 PRC Report
6.
Develop more distance learning methods such as the use of
Blackboard with practicum and internship students.
Response on 10-1-2010:
In the past two years we have added three courses for online delivery, have
maintained a small selection of weekend courses and have one hybrid
weekend/online. The faculty decided not to use distance methods for
practicum and internship because national accrediting standards (e.g.,
CACREP) require a specific number of face-to-face individual and group
supervision hours each month.
Goal #7 from 2003 PRC Report
7.
Eliminate course duplication and re-establish an expected course
sequence and prerequisites. In Fall 2002 it became apparent that
students were taking courses out of sequence because course
prerequisites originally established had been removed.
Response on 10-1-2010:
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Student, alumni and faculty surveys from 2009 indicate no pattern of
responses that duplication is a problem in the program. The program
revision in 2006 eliminated heavy overlap in two career development
courses which were merged into one Lifespan career development course
(SCOUN 733) which now serves as a foundational required course in the
School and Mental health Counseling programs. Course objectives for
several other related courses were more clearly delineated based upon
national standards for course content.
Goal #8 from 2003 PRC Report
8.
Revise curriculum and program in accordance with goals stated
above.
Response on 10-1-2010:
As stated above, the School Counseling program underwent a major revision in 2006;
this was a multidimensional goal. One was to address student, alumni and faculty
feedback about 1.) Academic rigor, 2.) Course content duplication, and, 2.) specific
training needs (classroom management, multiculturalism) and 3.) meet standards for
national accreditation by the Council for Accreditation of Counseling and Educational
Programs (CACREP). Although the program is not currently accredited, several steps
toward accreditation have been completed.
4.3 In the next seven years, what are the major improvements or changes you plan to
implement to improve program quality?
1. Complete the CACREP accreditation review process (campus visit and
subsequent follow up) and incorporate feedback from the accreditation process
into program improvement and updates.
1. If accreditation is obtained, maintain accreditation standards related to
CACREP curricular guidelines, faculty-to-student ratios, and qualified
faculty to teach in the program.
2. The Praxis II-Exam for the Practice of School Guidance Counselors has become a
new graduation requirement starting in fall 2010. Analyze the aggregated Praxis II
results to see if there is an area or domain where student performance is weaker
than others. Using this data the program will review specific course content and
consider how to incorporate new information into coursework as needed.
3. Increasingly the school counseling field is moving in the direction of evidence
based practice. Therefore, work to increase student knowledge in assessing
(quantitatively) the effects of implementing school counseling activities such as
group counseling, guidance lessons, etc., through pretest/post-test types of
assessments.
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