Advanced Preparation Program Graduate Survey, 2010
1. Gender (n=36)
Male
Female
Frequency
10
26
Percentage
27.8
72.2%
Frequency
8
0
28
0
0
Percentage
22.2%
0%
77.8%
0%
0%
2. Ethnicity
African American
Asian
Caucasian
Hispanic/Latin
Other (please specify)
3. Age when most recently graduated from Winthrop University (n=36)
21-23
24-26
27-29
30-32
33-35
36-38
39-41
42-older
Frequency
5
8
12
1
3
5
0
2
Percentage
13.9%
22.2%
33.3%
2.8%
8.3%
13.9%
0%
5.6%
4. Program in which you graduated (n=36)
MEd in Counseling
MEd in Curriculum and
Instruction
MEd in Educational Leadership
MEd in Middle Level
MEd in Reading
MEd in Special Education
MEd in Physical Education
Frequency
13
2
Percentage
36.1%
5.6%
9
4
3
3
2
25.0%
11.1%
8.3%
8.3%
5.6%
5. Year you received your degree from Winthrop University (n=36)
2006
2007
2008
2009
2010
Frequency
13
11
5
7
0
Percentage
36.1%
30.6%
13.9%
19.4%
0.0%
Frequency
5
8
2
1
Percentage
14.3%
22.9%
5.7%
2.9%
14
1
0
40.0%
2.9%
0.0%
4
11.4%
6. Current occupation (n=35)
School Administrator
School Counselor
Agency Counselor
Other Nonprofit
Organization
Teacher
Wellness Director
Athletic/Recreational
Director
Other (please specify)
7. State in which you are employed (n=32)
North Carolina
South Caroline
Frequency
23
9
Percentage
71.9%
28.1%
8. Are you currently pursuing additional graduate coursework (n=36)
Yes
No
Frequency
7
29
Percentage
19.4%
80.6%
9. If you answered yes to the question above, what is the name, location, and field of
study in which you are enrolled (n=7)
PhD in Human Services at Capella University online program
Doctorial Program for School Administration
University of South Carolina, Columbia, Social Foundations of Education
University of Virginia, Charlottesville, VA, Counselor Education and Supervision Ph.D.
The Citadel, Charleston, SC School Counseling Certification
Doctoral Degree in School Administration or Superintendancy
10. The faculty in the program (n=36)
*Were highly qualified for their positions
SA- 25 (69%) A- 11 (31%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Presented current research and best practices in the field
SA- 22 (61%) A- 14 (39%) D- SD- 0 (0.0%) NA- 0 (0.0%)
*Used a variety of assessment strategies to evaluate learning
SA- 23 (64%) A- 12 (33.3%) D- SD- 0 (0.0%) NA- 0 (0.0%)
*Instilled a sense of ethical decision making
SA- 28 (78%) A- 8 (22%) D- SD- 0 (0.0%) NA- 0 (0.0%)
*Challenged me to grow intellectually and perform my best
SA- 24 (69%) A- 11 (31%) D- SD- 0 (0.0%) NA- 0 (0.0%)
11. The graduate program at Winthrop that I completed prepared me to (n=36)
*Be an effective instructional leader
SA- 18 (50%) A- 15 (42%) D- 0 (0.0%) SD- 0 (0.0%) NA- 3 (8.0%)
*Plan and implement effective instruction and/or counseling interventions
SA- 23 (64%) A- 12 (33%) D- 2 (3.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Work effectively with students or clients with disabilities
SA- 16 (44%) A- 17 (47%) D- 2 (6.0%) SD- 0 (0.0%) NA- 1 (3.0%)
*Work effectively with students or clients who have limited English proficiency
SA- 7 (19%) A- 16 (44%) D- 10 (28%) SD- 0 (0.0%) NA- 3 (8.0%)
*Work effectively with diverse groups of students or clients
SA- 22 (61%) A- 13 (36%) D- 0 (0.0%) SD- 0 (0.0%) NA- 1 (3.0%)
*Utilize technology in professional roles and functions
SA- 16 (44%) A- 19 (53%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Communicate effectively with students/clients, families, and community members
SA- 19 (53%) A- 17 (47%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Integrate knowledge and practice derived from research into my professional duties
SA- 25 (71%) A- 9 (26%) D- 1 (3.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Construct a supportive, well-managed, motivational learning or therapeutic environment
SA- 24 (67%) A- 12 (33%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Meet the needs of my students/clients
SA- 27 (75%) A- 9 (25%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Create an environment that supports student learning or client growth
SA- 26 (72%) A- 10 (28%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Have a positive impact on student/client learning
SA- 26 (72%) A- 10 (28%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Believe that all children/adults can learn
SA- 29 (81%) A- 7 (19%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Understand the rights and responsibilities of students, clients, teachers, parents, and/or
other constituents
SA- 26 (72%) A- 10 (28%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
*Engage in continual reflection and refinement of my performance
SA- 24 (67%) A- 12 (33%) D- 0 (0.0%) SD- 0 (0.0%) NA- 0 (0.0%)
12. List any honors you have received (n=12)
Induction to National Association of Professional Women
Lancaster County Teacher of the Year
Chi Sigma Iota
Mary Roland Griffin Graduate Scholarship
National Board Young Adolescence in the area of Science
National Boards
At Winthrop: Annette Wells Shelley Scholarship, Winthrop Graduate Scholarship; At
UVA: William Van Hoose Memorial Award
N/A
Certified mentor, NCC, NBCC candidate
National Board Certification
N/A
N/A
13. What were the strengths of your degree program (n=27)
The people...both the cohort and the professors.
Dr Sanders and Dr Whiting were wonderful
The program was well-rounded and provided me with opportunities to use the
information I was learning in a leadership position through the tasks assigned.
Internship
Well balanced and practical program that prepared me well for my career as a
school principal
practical strategies and training that I can continually draw upon and a cohort
approach
Flexibility
Counsel of peers and instructors; they were inspiring.
Performance Based Assessment
The professors were knowledgeable and dedicated to their jobs
Availability and Personalities of the professors at the time: Dr. Sanders, Dr.
Chauvin, Dr. Whiting, Dr. Briggs
Application
Constant communication with my professors and/or advisor.
Professional and overall approachable professors
The faculty. They not only worked extremely well together, but they each fulfilled
a niche that the other two lacked. The faculty during my time at Winthrop were
extraordinary (Johnny Sanders, Peggy Whiting, and Ida Chauvin). 2. The
continual focus on practice. Even before we got to our Practicum and Internships,
we had to do role plays and practice tapes in almost every class that prepared us
for the "real thing," so that it was not so daunting when we got there. 3. My
cohort. First of all, I cannot imagine going through such an intense program of
study without a cohort model to provide support for each other. Second, my
cohort was both diverse and cohesive, which made for a very satisfactory,
fulfilling, and growth-producing experience.
Weekend courses, night courses
Dr. Sanders and Dr. Whiting
Most helpful teaching strategy was role playing counseling scenarios and
reviewing personal tapes of real counseling sessions. This gave practical and
immediate feedback. It helped instill confidence to return in the field with better
ideas and ways to handle situations.
Building relationships, and counseling skills
Taught me to effectively teach my students
All courses were relevant for the most part.
Teaching us how to find and use research to back up our ideas
Small ratios, cohort model
Research based practices were implemented and the course work was
challenging
The practice and reflection that was required
Positive learning environment that prepared me for my new job
Required internships; close mentorship with professors
14. What changes would you recommend for your degree program (n=26)
Consideration of a PhD program at Winthrop University
The program began to go through big staff changes near the end of my time
there, so I'm not sure what stayed a constant and what changed
More hands on experience in the classroom
Not at this time
None
It needed a lot more organization and clarity.
Exercise Science is a wonderful progression for the program. Conform the
program to ACSM standards.
Small group guided reading training in the MED READING and Fountas and
Pinnel running record training
I am not sure how another course would fit into the degree program, but more
special education training is needed.
None- it was well paced and planned out
None
Allow graduates to return to meet with students in M.Ed. in Educational
Leadership to share current, "real world" experiences
Provide more information about evidence based practice, since that's the
direction the profession is hurtling toward. But I would suggest a balance
between "treatment" models and more intuitive models of helping. For
internships, more uniformity with respect to how students get placed. It would
have been helpful for me to have information about what sites would be
acceptable and how to go about securing a place. Also, more education about
the nuances of supervision before supervision begins (e.g., some kind of
orientation to what "supervision of counseling" means). These suggestions may
be moot, however, since the program and the program faculty have completely
changed since I was there.
That you re-evaluate your acceptance of transfer credit. I had to take your DSM
course, which was the exact same course I had taken at another university. I was
told that I had to retake it b/c it was over 7 years old, but the course was the
exact same, still using the DSM-IV, also had to take a group course again for the
same reason, the course was over 7 years old, but it was the same course. The
way you lead a group and the stages had not changed. Most of the profs I had
have been replaced. I did not get any assignments back from one class I took.
When I asked to see the graded assignments the reply I got was "why, you made
an A in the class." The material I learned was relevant, but I was not impressed
with one prof. When she was observed she did a great job, but most nights in
class she would knit. Don't tell the profs you are coming in to observe them, do it
unannounced.
Not sure--it prepared me well.
More instruction on dealing with parents and the community. I felt prepared to
work with students in a school setting, but not prepared to work with parents or
faculty at the school.
Needs to address RTI and SIT more
none, really
Interaction between Gen Ed teachers/administrators and Sped teachers because
lack of understanding seems to be a huge hindrance in the workplace.
none, this was an awesome program!
offer DSM-IV in the Spring or Fall versus only over the summer over the
weekend. Professor at time enrolled was not prepared to teach course.
A special education course
N/A
None at this time